CDSCode|LEA|PriorityNumber|Survey|LocalMeasures|Performance|AdditionalInfo|Year
21654746118491|Willow Creek Academy|3|Willow Creek Academy has a long history of parental involvement. In fact, parents helped found the school in 2001. We have several structures in place for involving parents in our students’ success. Our goals include: • Encouraging all families to volunteer 50 hours each year (project days, conferences, Parent Council meetings, etc.) • Increasing participation in our Parent Council, particularly of our Marin City families and middle school families • Find alternate solutions to student behavior issues that involve parent communication and student reflection • Bring parents into classrooms as volunteers during the school day, during after school tutoring and other opportunities • Bring families to campus to share questions and concerns directly with the Head of School • Publish weekly Friday Posts to share information about school events, community partners, and student accomplishments. • Encourage participation in the School Site Council and English Learner Advisory Committee, and provide updates from these governing bodies at our Parent Council meetings • Hold Orientations, Open Houses, Family Literacy Nights, Family Math Workshops, as well as an Art Show and Concerts to welcome families to campus.  With regard to LCAP review and development specifically, we took the following actions: • Reviewed LCAP goals and monitored improvements at SSC and ELAC meetings • Reviewed LCAP goals and educated families on LCAP metrics, including assessment, at Parent Council meeting  • Collected feedback on LCAP goals at SSC and ELAC meetings  • Surveyed students on academic program and school climate through Student Surveys  • Surveyed families on academic program, school climate, facilities, and operations through Family Survey  • Held Community Engagement Session to collect feedback as part of SSC and ELAC meetings  • Presented on draft LCAP at Board meeting and Parent Council meeting   Our Family Survey was developed by our SSC and it was developed to relate directly to our LCAP/LCFF priorities.  Families reported high levels of satisfaction with the school climate (92% positive ratings) and academic program, including core subjects, arts programs, and physical education programs (90% positive rating).||Met||2018
15635600000000|Lamont Elementary|3||The district utilized Survey Monkey as a way to analyze the current programs and services provided to Parents within our district. One of the key findings of the survey was that 85% of our parents have at least participated once in the decision making process of the district and/or site level.   Another finding of the survey is that our parents are very supportive of our Parent Center that was created about four years ago.  Through the Parent Center, parents have the opportunity to participate in a variety of workshops, classes and advisory groups.  A key advisory group that was created within our Parent Center was the Parent Involved in Education, (PIE).  Through PIE, parents have been empowered to become more vocal and engaged in their children(s) education.  This has led to a variety of workshops and trainings that have been focused on their children(s) academic achievement, LCAP, state assessments, parent teacher conference protocols, PIQIE etc.  This collaboration between our parents and teachers has enhanced our students’ achievement.|Met||2018
27661750000000|San Ardo Union Elementary|3|The San Ardo Union Elementary School District administers a Local Control Accountability Plan Parent Survey annually in April.  The key findings related to seeking input from parents/guardians in school and district decision making was that they would like to see further security measures taken for the safety of students on campus.  The key finding promoting parental participation in programs was that 81.26% of parents replied they were involved in school activities and events.  This was an increase of 5.4% from the previous year.  The District selected the survey to elicit honest feedback from parents on their involvement and decision making for the school.  The findings relate to not only the goals for parent participation, but goals for academic priorities and the climate and culture of the school.||Met||2018
27102722730232|Monterey County Home Charter|3||A.  Seeking Input in School Decision Making      1.  Measure of participation/attendance of parent representatives at MCHCS Charter Advisory Board (CAB) meetings.     The composition of the MCHCS CAB includes three parent representatives (out of a total of 7 seats; the other members of the MCHCS CAB include three community representatives and one teacher representative); these parent representatives are elected by MCHCS parents.  (The MCHCS CAB approves and recommends many school initiatives, including academic programs, school policies, and the school budget.)       2.  Measure of participation by parents/guardians in MCHCS Parent Coffee Club meetings The MCHCS Parent Coffee Club was established during the 2016-17 school year in an effort to facilitate parent communication with teachers, classified staff members, and school administrators.  The group has proven to be an effective and fun method for communicating about (proposed) school initiatives, concerns, and ideas on how to improve the school.  The group has grown in size since its inception, and we expect this trend to continue.  B.  Promoting Participation in Programs       1.  Measure of parent/guardian participation in/attendance at MCHCS events (i.e., field trips, science fair, book fair, craft day, open house, spelling bee, etc.)  MCHCS chose these selected measures because they represent the most pointed attempts taken to facilitate authentic parent engagement in: decision-making; providing feedback to (and sharing ideas with) teachers, support staff members, and administrators; and participating in school events.    Progress on these measures is related to 2018-19 LCAP goals.|Met||2018
23656072330272|Eel River Charter|3|Conclusions from Parent Survey 2017-18:  100 % of the parents responded to a survey in 2017-18. This was an increase of 2 percentage points from previous year. 100% are satisfied with their student’s academic progress 94% are satisfied with their student’s social progress 88% feel they have access and communication with teachers 100 % of respondents feel that the school is following its mission statement. 97% of respondents think it is important to participate at their student’s school. There was 1 ‘no opinion’ answer. 100% of respondents are satisfied with the available opportunities to participate in the governance of the school.  They see the strengths of the school as (respondent can select as many or as few as they wish): 70 % small class size 64% family atmosphere 79% caring staff 76% students are interested in learning 73 % students feel safe 64% students work at their own pace 61% classrooms have qualified aides 73% parents are encouraged to be involved in student’s education 70% student plays, songs, Variety Shows, Science Show  Favorite methods of school to home communication are: 79% student fliers 45% messages posted on the front door 76% One Call Now system 36% Facebook||Met|Annual parent survey given in March or April of each school year.|2018
27662250000000|Spreckels Union Elementary|3|"A Parent Participation Survey was sent to all TK-8th grade parents in the District in the fall of the 2017-18 school year.  The results of the survey helped to measure the District's progress on its Local Control and Accountability Plan's Goal #5:  Increasing parent and community involvement.  Results were also used to improve communication and services.  Overall, the results were very positive:  96% of the parents ""feel welcome at their child's school;"" 80% ""always participate in school and district events"" (20% said ""sometimes""); 90% attended Back to School Night; and 73% ""feel the District always communicates events in a timely and effective way"" (25% said ""sometimes). Additionally, many survey respondents provided specific ideas for District events they would like to see offered.  These responses were used to plan future events."||Met||2018
45701106117931|Monarch Learning Center|3||Monarch Charter School is dedicated to creating a team between significant adults and staff.  Parents are asked to volunteer, flyers for all activities, a monthly activity calendar, lunch menu, and newsletter are given to parents.  Each class at Monarch uses the Classroom Dojo App to keep the lines of communication open with parents on a daily basis.  At this time we do not need a translator as all of our children and their parents are native English speakers.  We are completing in depth training on working with students who have had unresolved trauma in their lives.|Met||2018
54768360000000|Exeter Unified|3|Exeter Unified School District asked for all K-12 parents and all 4-12 students to participate in a local survey seeking input on district climate and culture.  Key findings: Instructional Quality 71% of parents, teachers, and staff and 71% of students agree the district hires and retains highly qualified staff. 78% of parents, teachers, and staff and 73% of students agree the district provides quality instruction for all students. 78% of parents, teachers, and staff and 79% of students agree ELLs are provided with quality instruction of ELD standards. 88% of parents, teachers, and staff and 78% of students are satisfied with student’s academic progress.  Course Access 88% of parents, teachers, and staff and 75% of students agree the school engages students in positive activities that lead to academic success. 65% of parents, teachers, and staff and 75% of students agree the district provided a broad course offering in both core subjects and enrichment courses.  Parent Involvement 84% of parents, teachers and staff and 62% of students agree school sites encourage parent involvement. 83% of parents, teachers and staff and 69% of students agree that they receive quality feedback from the school and teacher pertaining to student’s academic progress.  School Climate & Culture 82% of parents, teachers, and staff and 59% of students agree the district keeps school facilities well maintained. 94% of parents, teachers, and staff and 79% of students agree students and staff are safe at school.  Exeter Unified School District continues to choose to use this local climate survey so that we have longitudinal data collect as it is the same survey we have administered since 2015.  Survey participation has increased from 605 parents, teachers, and students to 1,809 parents, teachers, and students.||Met||2018
09619290000000|Mother Lode Union Elementary|3|The 2017-18 Parent Survey results found the following: Strengths 97% Parents Strongly agree/Agree that teachers are knowledgeable (3 year high)  93% Parents Strongly agree/Agree they are informed of the learning standard (2 year high) 86% Parent reported they Strongly agree/Agree that the school library meets their child’s needs High + High (3 year high)  Opportunities 54% Parents Strongly agree/Agree that their child receives academic support if needed (down 12% from 2017)  *36% said Don’t know/Not Applic. 85% Parents Strongly agree/Agree that school communication meets their needs (3 year low)  Other General Highlights While there has been a range of parent participation (i.e., N=90 in 2016, N=123 in 2017 and N=78 in 2018), the response percentages are surprisingly consistent from year to year (e.g., within 3-5 percent up or down). While staff reported an increase in academic support for struggling students, parents did not see it as strong as they had previously.||Met|Our goal is to increase parent survey participation in 2018-19.|2018
19647330111211|New Heights Charter|3|New Heights Charter School administers two local surveys to parents/guardians for the whole school (TK-8) each year. The first survey, designed by the Parent Coordinator, seeks input from parents/guardians regarding school decision making and promoting parental participation in programs. The second survey, taken from the Caring School Community program materials, seeks input from parents regarding their sense of connection and belonging to the school community, which impacts their willingness to participate in programs. Key findings from the Caring School Community Survey survey include: • 83% of parents report that they are made aware of what students are doing in their classrooms. • 88% of parents report that they feel comfortable and welcome at school. • 71% parents believe the parent participation is high. • 93% of parents believe that parents support their children’s social, emotional, and academic development • 93% of parents believe the school supports learning. • 91% of parents who believe the school supports students healthy social and emotional development Key findings from the Parent Participation Survey include: • 80% of parents who are aware of events for parents at the school. • 82% of parents who acknowledge/read information provided by the school through newsletters, calls, and flyers. • 52% of parents who prefer to attend evening meetings. • Ideas for workshops/training for parents include: parent/child communication, stress reduction, computer classes, internet safety, and English classes. New Heights chose the Caring School Community survey because it mirrors the major focus of the school on the interrelatedness of social, emotional, and academic learning and highlights the importance of having students and parents feel a sense of belonging and connectedness with the school. This sense of belonging enhances parents' willingness to be part of the school's decision-making processes. The school chose the second survey in order to help meet the school’s LCAP goal #3 of increased parent participation in school events.  The school’s goal is to increase parent attendance in two or more events.||Met||2018
53105380000000|Trinity County Office of Education|3||Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|Met|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|2018
33752420000000|Val Verde Unified|3|The Val Verde USD Family Engagement Program consults with families about their preferred method of providing feedback. Based on parent input, Val Verde USD utilizes an online survey from Panorama to gather parent ideas, concerns and priorities. The online system allows for the data to be disaggregated and acted upon at many levels.  The number of participants is important to ensure the data is representative of the community. Parent survey participation has increased for the 2017-2018 school year with 1587 surveys completed, in comparison to 2016-2017 where 1431 surveys were completed. Val Verde USD families indicate they feel a sense of belonging at their schools (90%) and they feel a climate of support for academic learning (94%).  Furthermore, by measuring the number of participants in the Family Engagement Program we can determine if the offerings are meeting the needs of the community. Val Verde USD is experiencing an increase in parent participation in the wide array of services and course offerings for families, as measured by parent signatures. In March, 2016-2017, parent signatures in program offerings measured at 4317, whereas currently in March, 2017-2018, parent signatures measure at 5920. This number continues to grow and the Val Verde USD goal is to reach a minimum of 8000 parent signatures by the completion of the 2017-2018 school year.||Met||2018
10621170000000|Clovis Unified|3|Schools are a vital part of the community, and the community is an equally vital part of our schools.  Clovis Unified School District understands that our ability to successfully meet the needs of our students is closely tied with how successfully we meet parent's expectations for our schools.  All parents with a child in grades TK-12 are asked to complete an online parent survey annually in March.  This allows Clovis Unified an opportunity to hear parent thoughts on how well we are doing in meeting their expectations.   • 10,657 surveys were completed by our CUSD families in grades TK-12. • 99% of parents who returned a completed survey responded that they have participated in school activities. • 88% of parents who returned a completed survey responded that they feel welcome to participate at their school. • 96% of parents who returned a completed survey responded that they agreed or strongly agreed that their school provides a quality education that promotes academic success for their child. • 11,533 written parent comments were received. • Each school site identified three major topics regarding what parents like about their school and suggestions for improvement. • School sites meet quarterly with parents to review and monitor identified areas for improvement.||Met||2018
06616140000000|Pierce Joint Unified|3||Pierce Joint Unified measures parent/guardian participation in 'seeking input in school/district decision making' by the participation of parents in the  District English Learner Advisory Committee (DELAC) meetings. The DELAC is made up of representatives of the site English Learners Advisory Committees (ELAC). Parent attendance at the meetings averages about 6. The DELAC representatives participated in the fall of 2017 in the Federal Program Review at the district office. For 'promoting participation in programs', the district tracks the number of trainings and workshops that are held for parents/guardians that are linked to student learning and/or social-emotional development and growth. During the 2017/18 school year, the district held a parent workshop on identifying the warning signs of suicide. It also offered a nine week course from the Parent Institute for Quality Education (PIQE) which trained parents on navigating the educational system. Both of these measurements relate directly to actions and services under goal #3 of the Local Control and Accountability Plan (LCAP). These measurements were selected because they include a parent population that were being underrepresented in terms of site/district decision making. A large percentage of these parents are representative of our English Learners and socio-economically disadvantaged students.|Met||2018
19645760000000|Glendora Unified|3|The district sent out a survey link through ThoughtExchange to our entire school community including all staff, students, parents and community members. There were 862 individuals who provided comments/thoughts related to the work being done in the district. Of these 862 initial responses, the majority were parents and student of our K-12 campuses. In phase two of the survey, participants can read the thoughts of all participants and place stars on the comments they feel are most important. The participants placed over 13,000 stars on those comments to provide areas of priorities. In addition the district met with other groups during January-March. Meetings were held in small groups with parents of District English Language Advisory Group. These small group meetings were held in English, Spanish, Mandarin, and Arabic and represented parents from SES and Foster Youth UDP's. In addition, meetings were held with 6-12th student groups at all secondary campuses during their school day.  The data collected from the survey as well as the small groups were developed into the key findings: Facilities, Technology (infrastructure and education), Fields and Grounds, Intervention (homework/tutorials/teacher specialists), Student Wellness and Engagement, English Learner Student Support, and Student Safety. The majority of these key areas are continual focus areas from the previous survey.  GUSD utilizes ThoughtExchange because it allows us to reach all of our parents and allows us to survey them in our two most prominent languages (English and Spanish). This survey is given annually, so our school community is becoming more comfortable in providing the feedback through the tool. The small group meetings allow us to reach additional parents and students to gather their input. GUSD has found the input has aligned to the appreciations and concerns noted in the broader survey. This input is directly correlated to defined actions in the Local Control Accountability Plan.||Met||2018
54720170000000|Oak Valley Union Elementary|3|Two surveys were utilized to gather information from parents/guardians.  Key findings included the desire to continue to offer electives in the Arts and to continue parent activities such as PIQUE and no cost fingerprinting for parent so they could volunteer at the school.  This input led to the development of a Theater and a Video Journalism class that is being offered in the 18-19 school year.  In addition, a new PIQUE course will be offered to parents in 18-19 which will allow previous graduates to participate as well. Parent participation continues to thrive with activities such as, Dance/Cheer Program, Band, Family Literacy Night, DELAC, Back-to-School Night and Open House.  Our Partnership with our Parent Club continues to prosper as event such as the Harvest Festival and the Pulled Pork Dinner events have been successful in bring in families. Our LCAP actions are reflective of parent input as we continue to provide RTI Aides, after school tutoring, fine art classes, and physical education classes as requested by parents within the feedback they have provided.||Met||2018
10621660114553|University High|3|UHS normally uses a survey to solicit input from their parents and to assist with decision-making.   The school also uses Volunteer Hub to promote parent involvement.  One year ago, however, because the school went through a comprehensive accreditation process designed to assist us with creating LCAP goals the school did the following:  • Numerous surveys were sent out school wide (climate, parent, student) soliciting feedback on school operations. • Parent volunteers were then asked to participate in compiling all the data and working with our staff to create a large Accreditation report. • The report (WASC document) was written in the fall of 2016 and a site visiting team followed it.  • Based on parent information and the WASC report the LCAP was drafted. • Two meetings were scheduled reviewing the LCAP process/WASC process with the administration. • The staff annually reviews goals from the previous year, as well as previews goals for the upcoming year at inservice days in August.  • The UHS Board reviewed LCAP draft before the draft was finalized and submitted. • This same data was then used to assist with the 2018-19 LCAP plan. • What goes unnoticed is that our school’s academic program is all based on our school’s charter that was written and approved by Fresno Unified School District in 2017.  This is the 18th year of our school’s operation and we carefully follow our school’s charter.  That charter requires us to create and implement a program that meets all 8 of the state priorities.||Met||2018
12629190000000|Kneeland Elementary|3|A parent/guardian survey was distributed to all families.  The results indicated that parents are challenged to participate during the school days due to their own work schedules, but parent involvement in extracurricular school events and activities, and parent support for CPTO and other fundraising opportunities has increased to 100% participation to support events and curriculum parents consider paramount to a well-rounded educational experience for their children.||Met||2018
23656152330413|Redwood Academy of Ukiah|3|According to the 2017-18 parent survey, 90% of parents feel they can talk to school staff about their needs and concerns,  100% feel that the school is a safe place, 100% are satisfied with how the school is managed, and 90% feel their child is successful and adequately preparing for college. Anecdotal data suggests that while staff is always friendly and available, parents would like more formal opportunities to interact with staff and would like to avoid the lines they waited in during the one open house night . One parent mentioned the need to increase parent attendance at the parent advisory meetings. A handful of parents also expressed the desire to see a heavier emphasis on the arts education, career education, and acquiring knowledge for knowledge sake. This survey data is related to Redwood Academy's LCAP goal to increase students’ feelings of college readiness and personal success in addition to providing parent observations about school safety and climate.||Met||2018
42692110000000|Hope Elementary|3|Hope School District administered a survey available to all parents/guardians in both English and Spanish and available on a device as well as a paper version. The survey sought input to many topics such as satisfaction levels about the quality of education the schools are providing, priorities, areas for improvement, and areas where the schools are excelling. Additionally, each campus participated in the SWIFT Fidelity Integrity Assessment as part of our MTSS program. Parents and community members sat on these panels and provided input into all areas of the school including programs, goals, and areas needing improvement.  From these two input opportunities, it was noted that the parents feel a strong sense of community in the district. Overall, they feel satisfied with the education their students are receiving. It was especially noted that parents felt that the teachers were of high quality and the well-rounded education was valued. Areas noted for improvement were in supports offered for students not meeting standards in math, campus safety, and the food service program.  The results from the survey and FIAs were used to identify actions and services in the LCAP as well as guide the district's new strategic plan.||Met||2018
16639170000000|Hanford Elementary|3|The key findings from the 2017-2018 HESD Parent Survey related to seeking input from parents/guardians in school and district decision making are: 94% of parents agree or strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, Parent Workshops, Back to School Night, and Parent Education Presentations. 2. The key findings from the 2017-2018 HESD Parent Survey related to promoting parental participation in programs are: 91% of parents agree or strongly agree with the statement: There are adequate opportunities for me to become involved in my child's school. Moreover, 92% of parents agree or strongly agree with the statement: There are adequate opportunities for me to become informed about the school's programs. 3. Each year the district administers the HESD parent survey to all parents in the district. The return rate for the survey is more than 80%. The district chose this survey because it represents the opinions of a majority of parents in the district.||Met||2018
16639176010391|Jefferson Charter Academy|3|The key findings from the 2017-2018 HESD/Jefferson Parent Survey related to seeking input from parents/guardians in school and district decision making are: 98% of parents agree or strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, Parent Workshops, Back to School Night, and Parent Education Presentations. 2. The key findings from the 2017-2018 HESD Parent Survey related to promoting parental participation in programs are: 97% of parents agree or strongly agree with the statement: There are adequate opportunities for me to become involved in my child's school.  Moreover, 96% of parents agree or strongly agree with the statement: There are adequate opportunities for me to become informed about the school's programs. 3. Each year the district administers the HESD parent survey to all parents in the district. The return rate for the survey is more than 80%. The district chose this survey because it represents the opinions of a majority of parents in the district.||Met||2018
23656152330454|Accelerated Achievement Academy|3|According to the 2017-2018 parent survey, 98% of parents feel they can talk to school staff about their needs and concerns, 75% of parents use the school information system to get information on their student, 94% feel that the school is a safe place, 83% are satisfied with how the school is managed, 81% feel their child is glad to be at our school, and 81% feel their child is as or more successful at this school than in previous years. This survey data is related to Accelerated Achievement Academy's LCAP goal to foster a positive school climate in addition to providing parent observations about school safety and climate.||Met||2018
39686270133116|Insight @ San Joaquin|3|Parents receive a series of surveys through each school, they are known as pulse checks and quarter wrap up surveys. In these surveys parents are asked to provide feedback on satisfaction, preparedness, support, and other aspects of the school.  Parents also receive surveys on LCAP goals.  Parents are asked to join School Site Council and participate in the Learning Coach University throughout the year.   Through the survey results, overall parents feel their students are satisfied with the school and services.  The areas in which demonstrated a need for continued support on navigating the online platform, motivation of the student, and continued academic support.  The school has made changes to address the support areas needed by working with two teams who provide ongoing system support for navigation as well as an engagement coordinator.  The school also utilized the feedback to drive LCAP discussion and goals.||Met|The LEA will continue to administer pulse checks and quarter wrap up surveys to parents/guardians throughout the school year.  The LEA will also continuously provide opportunities to join School Site Council and participate in decisions that impact the LEA.|2018
15636280127209|Insight School of California|3|Parents receive a series of surveys through each school, they are known as pulse checks and quarter wrap up surveys. In these surveys parents are asked to provide feedback on satisfaction, preparedness, support, and other aspects of the school.  Parents also receive surveys on LCAP goals.  Parents are asked to join School Site Council and participate in the Learning Coach University throughout the year.   Through the survey results, overall parents feel their students are satisfied with the school and services.  The areas in which demonstrated a need for continued support on navigating the online platform, motivation of the student, and continued academic support.  The school has made changes to address the support areas needed by working with two teams who provide ongoing system support for navigation as well as an engagement coordinator.  The school also utilized the feedback to drive LCAP discussion and goals.||Met|The LEA will continue to administer pulse checks and quarter wrap up surveys to parents/guardians throughout the school year.  The LEA will also continuously provide opportunities to join School Site Council and participate in decisions that impact the LEA.|2018
37684030125401|Insight @ San Diego|3|Parents receive a series of surveys through each school, they are known as pulse checks and quarter wrap up surveys. In these surveys parents are asked to provide feedback on satisfaction, preparedness, support, and other aspects of the school.  Parents also receive surveys on LCAP goals.  Parents are asked to join School Site Council and participate in the Learning Coach University throughout the year.   Through the survey results, overall parents feel their students are satisfied with the school and services.  The areas in which demonstrated a need for continued support on navigating the online platform, motivation of the student, and continued academic support.  The school has made changes to address the support areas needed by working with two teams who provide ongoing system support for navigation as well as an engagement coordinator.  The school also utilized the feedback to drive LCAP discussion and goals.||Met|The LEA will continue to administer pulse checks and quarter wrap up surveys to parents/guardians throughout the school year.  The LEA will also continuously provide opportunities to join School Site Council and participate in decisions that impact the LEA.|2018
36750440000000|Hesperia Unified|3||There was a 5% increase in parent involvement in trainings and workshops held at school sites across the district. There were also opportunities through the District Family Resource Center for parents to collaborate with staff on academic support, technology, and positive parenting strategies. There were a total of 23 classes with a monthly average of 440-450 parents involved (an increase from 300-350). Schools offered Parenting Partners workshops to help parents feel prepared to support their children. Many sites also have a Family Liaison and parent centers to provide resources to parents. Translation and interpretation services are available for all school site and district events and communications. The district employs three interpreters and translation devices to assist in these efforts. Many events are offered in both Spanish and English, such as College Awareness Night. The district utilizes a district and schoolwide communication tool (Blackboard Connect) to inform parents of activities and events in both English and Spanish. These parent engagement measures are directly related to HUSD LCAP Goal 3: To involve our parents, families, and community stakeholders as direct partners in the education of all students. There were over 1,047 surveys completed in regards to LCAP with 400 of them being from students.|Met||2018
36676450000000|Central Elementary|3|Central School District is committed to ensuring all students are prepared for high school, college and career. To this end the district annually surveys all parents to seek input for school and district decision-making. In order to guarantee the highest return rate possible, our district has returned to a paper-pencil survey that was developed with the LCAP Advisory Committee in 2014. This survey contains metrics for local measures in the LCAP and includes questions in each of the eight state priority areas. Survey responses range from strongly agree to strongly disagree and all comments are noted. Survey results are disaggregated by school site as well as summarized for the district. Results of the parent surveys are shared with the School Board, the LCAP Advisory Committee and the District Advisory Committee and site results are shared with School Site Councils and site parent groups. Survey results are sent to all families in an annual district update and posted on both school and district websites.  With a return of over 1,800 surveys, representing over 41% of our student population, survey results indicate parents are pleased with the actions in the district LCAP and comments show they are extremely pleased with the addition of elementary music taught by music specialists, the addition of elementary PE classes taught by PE specialists, the return of the afterschool sports program at the middle school and the addition of an afterschool sports program at the elementary schools. These programs were implemented as a result of stakeholder input in the development of priority areas for the LCAP. Some key survey results include: • 96% of parent respondents strongly agree/agree that, “Parents and families are provided multiple opportunities to be involved in their child’s educational experience at Central Schools.” • 96% of parent respondents strongly agree/agree that, “I feel welcomed and respected at Central Schools.” • 96% of parent respondents strongly agree/agree that, “I have been provided the opportunity to volunteer at Central Schools in the classroom, office or at school events.” • 97% of parent respondents strongly agree/agree that, “I am happy with the specialized instruction my child receives in music and P.E. at Central Schools.” The annual parent and staff LCAP survey will be revised with the LCAP Advisory Committee in 2018-19 to include an opportunity to seek more information regarding ongoing priority areas and programs.||Met||2018
43695260000000|Los Gatos Union Elementary|3|An LCAP survey is sent via email to all LGUSD parents and is open from March-April every school year.  The survey is used to gather input to guide district decision making and to expand the ways that we can increase parent participation opportunities.  The survey has questions relating to each if the eight state priorities.  LGUSD chose a survey to gather input from the community because it was deemed as the most effective way to collect and synthesize information/feedback from the community.  The survey results are reviewed by district administration and shared with the Board of Trustees in May.  Key findings for the 2018 survey are included below... Student Achievement: Roll out new English Language Arts Curriculum Materials with Professional Development integrating differentiated instruction, and update curriculum materials in science. Continue to provide access to Art, Music, and PE classes. School Safety/Climate: Improve security of school campuses and continue the use of our customized local survey tool to track Social Emotional Learning.||Met||2018
51714310000000|Pleasant Grove Joint Union|3|A local educational survey was given to parents of students in grades kindergarten through eighth that provided a valid measure of parent participation. The results of this survey were shared at the February 26, 2018 staff meeting, February 13, March 13, & April 10, 2018 Pleasant Grove JUSD School Board meetings, and also the April 2018 Site Council meeting. The findings of the survey indicated that 96.2% of parents rated that their involvement is valued and 78.8% feel the school communicates with families. After an analysis of the survey’s findings, the LEA determined to continue with opportunities for parents to participate in their student’s academics. Parents are encouraged to participate in: Back to School Night, parent conferences, Open House, Parents’ Club, Site Council, classroom volunteering, field trips, and awards assemblies. The LEA will continue to use emails, web site and newsletters as a means of communication. This survey did provide adequate information for the LEA to establish goals in parent participation for the yearly LCAP.||Met||2018
39686270129916|Valley View Charter Prep|3||The Director of Valley View Charter Prep (VVCP) holds multiple LCAP meetings with stakeholders throughout the year. At these meetings, school leadership addressed the description of the LCAP process, explained the LCAP template, progress toward meeting annual goals, and discussed future LCAP goals and seeking input from parents/guardians in school and district decision making. Annually, Valley View School Surveys all its stakeholders. We have had great progress towards measuring and promoting parental participation in our survey. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. Adjustments to the draft LCAP are made and the final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.|Met||2018
10621660114355|Sierra Charter|3|The 2017-18 surveys conducted at SCS for parent engagement indicated that the school is very good at communicating all information and that they listen to any concerns or opinions/suggestions; parents feel a part of in the learning process and are encouraged to be involved; and the survey was designed to provide information for WASC, Title I and LCAP.|N/A because answered using Option 1|Met|Using our 2017-18 goals for the LCAP, and WASC & Title I criteria, this priority has been met.|2018
23656230125658|Willits Elementary Charter|3||"WECS regularly seeks parental input.  For this year's survey, we sought to fold in questions that would help guide the LCAP process.  Our most recent school survey sought input from parents regarding why they choose WECS, aspects of the academic program (including homework) that we could improve, and improvements to the physical school site that can be folded in to the LCAP.  Key findings include that the top three reasons parents choose WECS is our high academic expectations, our music program, and our focus on ""Being Safe, Being Kind, and Being Respectful.""   In terms of the LCAP, parents overwhelming choose to focus on an outdoor maker/ exploration space for the coming year."|Met||2018
18101810000000|Lassen County Office of Education|3|Based on a survey emailed and returned from our family and community partners, using the Family and Community Engagement Rubrics will increase from Emerging to Progressing and from Progressing to Excelling Welcoming Families into the school community- Progressing Communicating Effectively- Progressing Supporting Student Success- Excelling Speaking Up for Every Student - Excelling Sharing Power and Leadership - Progressing Collaborating with the Community - Progressing||Met||2018
19648570000000|Palmdale Elementary|3|Per the CSPS (California Schools Parent Survey) & Title I parent surveys, PSD is maintaining at over 80% of district - wide parent participation and engagement. PSD is also maintaining at 80% of parents completing the CSPS who felt there was improvement or were satisfied with home school communication and the results for this area was over 90% of those completing the Title 1 survey. In 17-18, parent academic initiatives and classes increased from 29 to 49 and community partnership meetings increased from 8 to 14.  PSD has chosen to use these 2 surveys as they provide the best information regarding parent engagement and relates to our LCFF and LCAP goals.  Reported to Board of Trustees 8/14/18||Met||2018
33103300125237|Riverside County Education Academy|3|RCEA used Key Data Systems to administer an LCAP survey to stakeholders, including parents.  The survey addresses multiple state priorities and the results are sorted by stakeholder group. In the 2017-18 survey, the majority of parents responded positively to   items regarding parent involvement and participation, which is part of LCAP goal 3.  For example, over 86% felt welcome at the school site and that they have access to grades and attendance in real time.  Almost 80% agreed that parents are included in advisory committees, and that RCEA provides parent workshops on student advocacy and educational priorities.||Met||2018
37735690000000|Oceanside Unified|3|According to the district's LCAP survey, 85% of parents indicated their school offered parents opportunities to provide input on decision, 88% indicated their school offered options for parent engagement, and 92% indicated their school used multiple ways to communicate and in an understandable format and language. The district's LCAP Committee developed the survey to measure the effectiveness of LCAP actions. Results will be used to revise LCAP goals and actions for the next year.||Met||2018
10622570000000|Kingsburg Joint Union High|3|KJUHSD acquired parent input from both parent meetings and a survey. The district held nine parent LCAP-focused meetings, discussed LCAP at four different board meetings, conducted a parent/community survey, and offered a two-week public comment period regarding LCAP and two public hearings. Attendance at parent and board meetings was limited to less than seven people per meeting. The district received 84 parent/community responses from the survey, and there were no comments during the public comment period. Findings from the survey and meetings show that 86% of the parents believe communication between school and parents is good and 90.3% believe the district is providing a good education. Parents stated that the 2018-19 LCAP focuses on their areas of concerns.  A new action was created regarding chronic absenteeism as they felt this was an area that needed focus.   The LEA chose these methods of parent engagement as it allowed for multiple opportunities for parents to give input.||Met||2018
37683040000000|Ramona City Unified|3||The Local Indicator, The RUSD LCAP Survey,  was shared with the RUSD Governing Board on February 15, 2018.  The RUSD School Board, Cabinet members, LCAP Stakeholder Committee and advisory teams work to encourage all RUSD Stakeholders to partake in the local measure that is administered on a yearly basis. The LCAP Community Survey is open to all RUSD students, staff, parents, and community members. The findings throughout the RUSD LCAP Survey help RUSD monitor progress in the fours goals and also help drive any revisions to the goals, actions and services. In the 17-18 RUSD LCAP Survey, 72% (an increase of 3% over the previous year) of parents agree or strongly agree their school effectively communicates parent/guardian involvement opportunities while 15% remain neutral. 59% (an increase of 5% over the previous year) of RUSD parents agree or strongly agree their child's school effectively engages parents in decision making while 24% remain neutral.  The average number of calls/emails per school site remained at three each month.|Met||2018
04100410430090|Hearthstone School|3|N/A|Hearthstone Charter School uses a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. LCCS has two LCAP goals designed to have all student be college and career ready and provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. Below are the strands and scores:   Welcoming All Families to School Community: 2 Communicating Effectively: 2 Supporting Student Success: 2 Speaking Up for Every Child (Advocacy): 2 Sharing Power (Leadership): 1 Collaborating with the Community: 2 Total Average: 1.83  All areas received a 2 or less out 5.  This is being addressed by providing more opportunities for parents to participate in school decision making such as PAC and other advisory committee meetings, ongoing school tours and information meetings, and increased participation in community events and organizations.  There have been many staff and administrative changes that led to a decrease in the overall engagement score.    Parent input is gathered throughout the year with participation at grade level meetings, Native Parent Advisory Committees, Parent Advisory Committees, Charter Advisory Committees, School Site Councils, and LCAP survey. Learning Community Charter School also utilized a stakeholder survey to elicit input from students, staff, parents, and community members as part of LCAP development (210 responses). Survey data indicated that just over 84% of parents felt that their input was actively sought and that the schools communicate regularly. Data showed that 96% of students and stakeholders responded that students feel supported in development of their learning plans and 92% of students and stakeholders felt that their input is valued.  This data supports the self-evaluation and improvement strategies.    Staff will be trained in providing additional engagement strategies in October 2018.|Met||2018
53750280000000|Mountain Valley Unified|3|A survey, designed by the Local Control and Accountability Plan committee to relate to goals and priorities in the LCAP and LCFF, is given to parents at both school sites annually.  Parents and guardians who completed the survey indicated that they are aware of opportunities for participation in school and district decision making and that the school and district encourages their participation; the reality is that only a select few parents participate in committees or programs but they do participate in the life of the district by supporting their children's activities.||Met||2018
33103300134320|Riverside County Education Academy - Indio|3|RCEA used Key Data Systems to administer an LCAP survey to stakeholders, including parents. The survey addresses multiple state priorities and the results are sorted by stakeholder group. In the 2017-18 survey, the majority of parents felt welcome at the site and that they were contacted in a timely matter about their student's progress.  Parent involvement is part of LCAP goal 3, and half of parents agreed that parents are included in advisory committees and that there are family activities.||Met||2018
40688096043194|Bellevue-Santa Fe Charter|3|Bellevue-Santa Fe Charter School (BSFCS) administered a local survey to parents/guardians in all grade levels to engage parents/guardians in the process of developing the Local Control Accountability Plan (LCAP). BSFCS has two parent representatives on the Governing Board.  BSFCS parents/guardians are participants in our monthly Governing Board meetings and two Town Hall meetings.   Meetings have included shared data regarding our survey results, student performance on state tests, budget history, budget projections, current LCAP focus areas, policies, Measure D construction, facility maintenance, and information on the accountability systems. Program description and policies are also available on our website.  Key findings from the survey related to seeking input from parents/guardians in school and district decision making included the following themes: Site Safety, Addressing Individual Student Needs, and Curriculum.  The impact of the information and ideas collected at the various stakeholder meetings and survey results was gathered, analyzed, and has been instrumental in the creation of the LCAP. Key findings from the survey related to promoting parental participation in programs has resulted in a direct impact on our LCAP Focus Areas of Goals 1-3.  Actions from these goals include BSFCS staff training, communication, and implementation of site-based practices for behavior intervention strategies, assessment for student growth, and reading interventions; Improvement of facilities and site-wide protocols to increase safety; Analysis of low-income student subgroup data to determine areas of need for targeted support; Professional Development on instructional practices relative to classroom management, PBIS, reading intervention, addressing needs per IEP/504s; Dedicate time for professional development alternating with teacher review of current practices and grade level curriculum on minimum days every other Wednesday; Implementation of intervention strategies and new Social Studies Curriculum; Governing Board Review and updating of Grading Policy, Attendance, Safety Plan, and Dress Code Policy; Two annual Town Hall Meetings; Parent/Guardian Education Events regarding state standards, BSFCS philosophies, and topics of interest.  The survey was chosen as it directly impacts our LCAP planning and budget.||Met||2018
15101570000000|Kern County Office of Education|3|Kern County Superintendent of Schools’ Alternative Education program seeks parent input annually through a local survey.  This survey is given each spring to gather input into the Local Control and Accountability Plan from stakeholders and is available to all grade level parents/guardians that are served (kindergarten through twelfth grade).  The program held four Town Hall meetings to gather parent/guardian input.  There were 64 parents/guardians in attendance at the Town Hall meetings, with 20 of those being parents/guardians to EL students.  A total of 69 parent/guardian surveys were completed.  Survey results indicated over 93% of parents/guardians agree that Court and Community Schools actively seek parent/guardian input into decisions related to their student’s education.  Less than 2% of parents/guardians disagreed with this statement while another 4.7% were undecided.  Survey results indicated that almost 94% of parents/guardians agree the school values parents/guardians as important partners in their student’s education and over 95% of parents/guardians agree the school encourages regular attendance.    This survey was selected to ensure parent voice was captured in order to obtain unfiltered feedback from our parents/guardians throughout the program.  The findings directly relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.||Met||2018
34674473430758|San Juan Choices Charter|3|Rationale:  A school-developed district survey is administered annually to all staff and parents and to students in grades 7-12.  This survey includes items in a variety of domains with some parallel items appearing on two or all of the surveys.  Parent surveys are available both paper and online with translations for both.  One section addresses parent engagement and has been used for several years, allowing for the identification of trends over time.  The use of this tool allows Choices to collect perception data in a variety of LCAP-related areas with a single tool, thus increasing the response rate for those involved.  In 2017-18, the survey response rate was approximately 92%. The data collected in this survey relate to not only the parent and student engagement priority, but also to the priorities around pupil achievement, pupil engagement, and school climate. Key Findings - School Decision making: 95% of responding parents/guardians indicated they had an opportunity to provide input on school decisions.  Key Findings – Understanding the role of the school’s governing board: 89% of responding parents indicated they had an understanding of how school decisions were made and how they can get involved. Key Findings - Parent Participation in Programs: 90% of responding parents indicated they had the opportunity to participate in the school's meetings and operational processes, up 11% from before.||Met||2018
53717380000000|Junction City Elementary|3|Junction City Elementary School District administers an annual local survey to all parents/guardians to solicit feedback regarding the school and its programs in order make informed decisions.  Parent input is used to assess the school’s strengths and weaknesses, set future goals, assist with budget allocations, improve communications, and develop curriculum.  We also use this survey to specifically ask parents if they feel that they are given opportunities to be involved in school decisions and opportunities to be involved at school activities and events.  Our key findings from our 2018 School Survey indicate that 94% of our parents agree or strongly agree that they are given opportunities to be involved in school decisions, and feel that they are included at school activities and events. We feel that the results of our School Survey indicate that our parents/guardians are involved and engaged with our school district's programs and decision making.  We chose to administer this local School Survey because it directly relates to our LCAP Goal 3, “Ensure a safe, welcoming, and inclusive climate for all students and families, so that all students are in their classes and ready and able to learn.”  Expected annual measurable outcomes for our Goal 3 include:  Parents will report a greater sense of community and positive school climate on the School Survey. All parents, including parents of low-income students and students with special needs, will be provided opportunities to participate in decision making during School Site Council meetings, LCAP Advisory meetings, and with their input on the School Survey.||Met||2018
39103973930476|Venture Academy|3|Venture Academy administered a parent survey in both English and Spanish to generate feedback for the 2017-18 LCAP. Parents of children in all grade spans were invited to respond. The survey included questions designed to address priorities in the LCAP and to determine areas of strength and need.  The majority of respondents strongly agreed or agreed that:     VAFS school facilities are maintained in good repair. Venture Academy provides opportunities for parents to participate in their children's education. Venture Academy provides opportunities for sports and extracurricular activities. Their children feel safe at school. Their children have access to a counselor. Their children have gained self confidence while enrolled in Venture Academy. Their children have a healthy balance of schoolwork and play. Details of responses are contained in the 2018-19 Local Control and Accountability Plan.||Met||2018
50713240000000|Valley Home Joint Elementary|3|Survey results indicate high levels of satisfaction (80% or higher) on all 21 areas measured. These include child safety, school cleanliness, communication with staff, and academic rigor. The surveys indicate parents participation is high and that parents enjoy access to their child's school. The survey is comprehensive and is adapted from a much larger school district nearby.||Met||2018
19645841996305|Gorman Learning Center|3|According to the annual stakeholder survey, stakeholders agree that PLTs and other school personnel communicate with parents. Stakeholders are most concerned about the school administration involving parents in decision-making.  The following areas were those which indicated the strengths of the program concerning parent involvement:   1. 89% of respondents agreed or agreed strongly with the statement, “PLTs communicate with parents about curriculum plans, expectations for independent study work, resource center class work, and how parents can help.”   2. 87% of respondents agreed or agreed strongly with the statement, “GLC shares information about events, emergency issues, and school policies.”   3. 85% of respondents agreed or agreed strongly with the statement, “PLTs, facilitators, tutors, and other school personnel respond to email and phone calls within a reasonable time frame.”  The following areas were those which indicated the biggest issues concerning parent involvement:   1. 16% of respondents disagreed or strongly disagreed with the statement, “GLC provides opportunities for parent involvement in school decision-making.”   2. 13% of respondents disagreed or strongly disagreed with the statement, “GLC provides necessary support to socioeconomically disadvantaged families.”   3. 12% of respondents disagreed or strongly disagreed with the statement, “GLC makes necessary changes to procedures in response to parent feedback.”  Some areas showed an increase in favorable responses: A 5 point larger share of respondents agreed or strongly agreed with the statement, “GLC shares information about events, emergency issues, and school policies,” over last year.  Some areas showed a decline in favorable responses:   1. A 6.6 point larger share of respondents disagreed or strongly disagreed with the statement, “GLC provides information about how students are doing academically between report cards,” over last year.   2. A 3.8 point larger share of respondents disagreed or strongly disagreed with the statement, “GLC provides opportunities for parent involvement in school decision-making,” over last year.  GLC Stakeholders feel more concerned about GLC providing opportunities for parent involvement in decision-making than other areas. This is an acute concern. Communication at the parent-to-teacher level is perceived as strong.||Met||2018
19647336019954|Wilbur Charter For Enriched Academics|3|This school includes me in important decisions about my child's education:  93% I feel welcome to participate in this school:  104% This school encourages me to participate in organized parent groups:  91% This school provides me with information (verbal and written) I can understand:  98% This school informs me about school activities in different ways (letters, emails, phone calls, poster, flyers, etc.):  97% This school offers extra academic support (tutoring, extra classes, after-school activities, etc) for my child.:  86%||Met||2018
20651850000000|Bass Lake Joint Union Elementary|3|The LEA conducts an annual local parent survey related to parent participation and LCAP development. The survey results are reported to the board of trustees during a regularly scheduled public board meeting. Parents provide meaningful feedback through the survey which allows for more informed district decision making. Several survey questions are focused on parent participation in district programs. The local survey was chosen because it is similar to surveys administered in previous years, which allows for comparison study on changes or new developments in survey responses. Additionally, the survey results directly feed into LCAP development, especially with regard to actions and services contained within the LCAP goals.||Met||2018
01612910000000|San Leandro Unified|3|In 2017-2018, San Leandro Unified School District conducted a survey to collect and understand parents’ opinions, perspectives, attitudes and perceptions towards our schools and their children's education. The questions relate to our Strategic Goal of increasing Family and Community Involvement. The main initiative under this goal was to effectively and authentically bridge home and school by systematizing parent engagement efforts at the district and site level.  Results from the survey showed that 73% of our parents either strongly agreed or agreed when asked if they felt engaged with their school’s decision making. Within the same group of parents, 57.0% felt empowered in the decision-making process and 68.0% said that they were being informed about the important decisions regarding their schools.  In the same survey, 64.0% of parents either strongly agreed or agreed that they are being represented by parent or family groups such as Parent-Teacher Association at their schools. Seventy-five percent indicated that parents and family members are being included in planning of activities at their schools. Additionally, 71.0% either strongly agreed or agreed that parent groups have meaningful contributes at their schools.   In order to increase our parent involvement, San Leandro USD improved our ability and systems to provide outstanding and, consistent translation services to our multilingual community. We also deepened the understanding of the English Learner pathways and their intended educational outcomes to our English Learner parents. We improved parent feedback loops through these strategies.||Met||2018
51714645130125|Yuba City Charter|3||1. YCCS conducts annual Parent, Staff, and Student surveys to determine the level of satisfaction of each group with the school.  This data is used to improve decision making and school climate.  The Parent Advisory Committee (PAC) was developed and continues to be supported as a vehicle for parent involvement in all aspects of the school including decision making and the LCAP.  YCCS By-Laws require that at least three fifth of the board be parents of students currently attending YCCS.  All parents, teachers, staff, and students are invited to attend regular board meetings.  The ASB president is seated each year as a student board member representing the student body at every board meeting.  Parents are kept informed by letters, notices, phone messages, and open school events.  Interpreters are always on hand and are available upon request for any school meeting or function.  All school correspondences are translated for Spanish speaking parents and guardians.  All staff have been trained in social interaction with parents, students, administration, and staff.  The school is constantly seeking to strengthen the parent advisory committee and increase parent participation.|Met||2018
04100410114991|CORE Butte Charter|3|CORE Butte has chosen to review survey data collected over the 17-18 school year.  1. The survey reveals that a large majority of CORE Butte’s stakeholders feel that family leaders and school staff collaborate to make decisions that affect students and families to help create policies and procedures that support the mission and vision of CORE Butte while addressing the individual needs of the students and families.  2. The survey results continue to show that CORE Butte works closely with our community to implement and evaluate plans and to continually meet the needs of our community.  We continue to work toward increasing the amount of parent participation at the governance level, but also our survey indicates that 86.5% of our families feel they have the ability to make change and advocate on a per student level, which is directly in alignment with our model. Approximately 80% of our families surveyed feel as though they are directly involved in decisions made at the student level and are directly involved in monitoring individual student progress and making personal decisions regarding his/her student.  CORE Butte strives to take into consideration as many ideas as possible as we develop long range plans with our stakeholders. There are many ways in which community is involved in decision making. These include, but are not limited to:    1.The parent/student/teacher team that meets at minimum twice every 22 school days to discuss individual student needs, as well as school-wide initiatives     2. Charter Advisory Council (CAC) is made up of parents elected by our school community, staff members elected by their peers, and students elected by their peers. Charter Advisory Council meets at minimum six times annually and discusses items directly affecting the day to day running of the school. This council impacts decisions made in our day to day program, as well as makes recommendations to the CORE Butte Board of Directors     3. CORE Butte Board of Directors is comprised of two community members, elected by the CORE Butte community, and three parents/guardians also elected by the CORE Butte community. These members review recommendations made by CAC, listen to public comment, and directly make the necessary adjustments to policies and procedures.   3. Butte County Office of Education created a metric for Butte County Schools. CORE Butte then adopted this metric and converted it into a survey to better align with our model and program. The survey is sent in the spring of each school year and the data is analyzed and discussed to promote potential changes in our programs moving forward. CORE Butte continues to work on communicating the roles of our Governing Board of Directors as well as disseminating information to our greater community. Better Communication leads to better academic achievement and less mobility, our two LCAP goals. If stakeholders feel supported and valued, mobility decreases and academic achievement increases.||Met||2018
42692600000000|Orcutt Union Elementary|3|"The Spring 2018 survey on parent involvement provided data on how parents hear about school activities/events. It showed that parent respondents most relied on Parent Square messages (83 percent) and PTA/PTSA Newsletters (43 percent) as ""frequent"" providers of information about school activities. Overall 40.75% of respondents categorized communication about school activities ""excellent"", 41.51 percent categorized it as ""good"", 15.09% categorized it as ""fair"" and only 2.64 percent as ""fair"". Parents were asked about communication about their child's academic progress in the same survey. Overall, 36.47 percent of respondents said the school does and ""excellent"" job of communicating on students' academic progress while 38.43 percent indicated it was ""good"", 18.43 percent ""fair"", and 6.67 percent ""poor"". Fall parent-teacher conferences (70.75%) and student report cards (68.50%) topped the list of ways in which parents receive information on their students' progress. Additionally, 15.2 percent of respondents indicated they would like to see the school expand its use of informal communication such as notes or phone calls from teachers. The survey was developed in 2015 to gather information about parent participation in programs. Parents are routinely consulted in the decision making process both at the school and district level. Feedback from the survey was used to inform actions and services within the district's Local Control and Accountability Plan along with additional surveys from stakeholders. Information gained from each of these surveys, along with other information, are used in LCAP development each year to guide the development of action steps and to track progress on the achievement of goals."||Met||2018
31668450000000|Loomis Union Elementary|3|During the 2017-2018 school year, LUSD stakeholders, including parents/guardians were given the opportunity to take the annual Parent LCAP Survey.  This survey was created to align with LCAP goals and the District's Strategic Plan.  Data collected from the LCAP survey drives the development of the LCAP the following year.  In this way, community stakeholder feedback is directly included in the District's LCAP.  Based on data collected from this survey, the majority of surveyed parents/guardians agreed or strongly agreed that they were provided with opportunities to be involved in their school communities.    - 93.4% of parents surveyed agreed or strongly agreed that, “Parents and community members are provided with opportunity to be involved in our school community.”   - 83.4% of parents surveyed agreed or strongly agree that, “My child’s teacher effectively communicates with me regarding expectations, academic progress and events.” - 80.1% of parents surveyed agreed of strongly agreed that, “My child’s school effectively communicates with me regarding expectations, academic progress and events.” - 84.2% of parents surveyed agreed or strongly agreed that, “ LUSD effectively communicates with me regarding district-wide announcements and events.”||Met||2018
52714980000000|Corning Union Elementary|3||To encourage, support, and provide parents/guardians with trainings that involve school and district staff for collaboration and to build capacity, CUESD will continue to provide Project 2 Inspire Workshops facilitated by CABE for both our Spanish and English speaking families. There will be 6 3-hour workshops between September 2018 and March 2019. We will collect parent and staff sign-in sheets from the trainings, and will also administer surveys for feedback. We chose this path because we see a huge need to help support parents in assisting and encouraging their children in their education, and to help our staff and our parents work more collaboratively and to encourage more parent participation. We currently have 20 parents signed up, with more to join later. Every school site has a School Site Council, which is comprised of both parents and school staff. The District runs a District Carnival, which is staffed heavily by both parents and employees. We hold parent-teacher conferences every October, and set up appointments for all parents to attend. We frequently ask for public input with regard to our LCAP, and also administer yearly Household Surveys connected to the EFPN Initiative. These Surveys ask such questions as how involved are the parents in their student’s education, and whether they attend parent-teacher conferences. CUESD employs two full-time bilingual parent liaisons that assist both our English and Spanish speaking populations in interpretation and translations and communication between school and home. They are utilized regularly by school personnel and families to assist and support parents with their child's education.|Met||2018
54722310000000|Tulare City|3|The LCAP Parent Input Survey had 1,705 responders with representation from every school site, all racial/ethnic student groups, and all other significant student groups including Foster Youth and Homeless. The LCAP Staff Input Survey had 521 responders with representation from every school site. The LCAP Student Survey provided feedback from 5,214 students across the district in grades 3rd - 8th. These surveys were selected through a collaborative effort in order to focus on State and Local Priorities.  Key findings indicated a need resulting in the following modifications to our actions and services within our LCAP. The addition of 11 RTI Teachers to support staff; 2 FTE Teaching Partners to facilitate coaching and implement site priorities; 4 FTE teachers to support Math and Science, 1 Science/HSS teacher, and 1 academic support period. Formed a Science adoption committee and purchased supplemental science subscriptions to support NGSS instruction. Purchased a HSS curriculum. Purchased classroom furniture to promote 21st-century learning styles. Implemented AVID Excel to accelerate students’ academic language acquisition and increase their access to college preparatory courses. Added a new vocal music teacher for elementary grades. Added the Instructional Planning Guide as a tool in coaching conversations and planning for learning sessions with teachers. Added project GOLD for new teacher preparation in partnership with FPU, TJUHSD, and TCSD in order to recruit qualified teacher candidates. Added a TOA  for Independent Study (IS) to provide opportunities for students with diverse learning styles; added 2 Middle School Counselors and  1 Social Worker to assist with mental health, behavioral and academic concerns, as well as provide counseling/therapy; added 2 administrative interns to assist the members of the administrative team in providing professional leadership to organize, administer, and provide support for a creative school program; added 1 BEST Coach to provide behavior management services to students with challenging behaviors; added 1 School Psychologist to provide access to more services for students in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally; added 1 Safety Supervisor responsible for developing, organizing, and managing school safety &  security to include crisis planning, facilities security, school climate and community relationships; added 1 Clerk Liaison  to support Student Services; added 1 Secretary to support Child Welfare/Attendance and Student Services departments; added 1 Clerk/Instructional Aide to support IS; and added 5 campus Life Mentors to provide services to students to promote connectedness to school. Continued Parent Educational University providing parent selected/centered topics. Expand PBIS by implementing across the district. Continue our relationship with TYSB. Added a new IS program to meet the diverse needs of students.||Met||2018
37681220000000|Fallbrook Union High|3|The District implements the Healthy Kids Survey and includes a parent input component. 1. The key findings from the most recent administration of the parent component of the Healthy Kids Survey indicate that parents desire increased opportunities to affect school level decisions.  We last administered this survey two years ago.   2. The same survey results indicate parents want to participate in school programs in a better way but cite the need for improved communication with the teachers of their teenagers and with site admiminstrative offices.  This survey was administered two years ago.  We are adminstering the same questionnaire this year and will compare results. 3. The District chose this survey because the questions are research based and yield answer we are able to act upon.  The findings are directly related to our LCAP goals.  In fact, our LCAP metrics include the results of the Healthy Kids Survey.||Met||2018
04614246113773|Chico Country Day|3|"Chico Country Day School administers a local survey to the all parents and guardians each year. This survey includes questions about the academic program, the school climate, knowledge of common core standards and methods of instruction our charter uses, thoughts of preparation for high school and college/career readiness, and school communication. As a school, we value the voice of our students and their parents and use this feedback as a compass point to improve our educational and social emotional learning programs. In the survey, parents and guardians were provided a 1-5 scale determining the level of agreement with affirmative statements and were provided with comment areas. Sample statements include, ""Chico Country Day is preparing my child to be college and career ready"" and ""Chico Country Day provides a high quality educational program for all students."" The findings  showed  Instructional questions: My child's teachers are competent, knowledgeable, and prepared to teach their subject matter. 95% marked 4 or 5 My child's teachers are competent, knowledgeable, and prepared to teach their subject matter. 96% marked 4 or 5 CCDS provides a high quality educational program for all students. 96% marked 4 or 5. Chico Country Day is preparing my child to be successful in high school and become college and career ready. 90% marked 4 or 5. Facility question: The school is clean and in good condition.100% marked 4 or 5. Climate questions: I believe my child is emotionally and physically safe at CCDS. 91% marked 4 or 5. My child feels connected and engaged at CCDS. 91% marked 4 or 5. As a parent or guardian, I feel welcomed and connected with CCDS. 88% marked 4 or 5. CCDS welcomes parent participation in school activities. 97% marked 4 or 5. 90% of the respondents were aware of lifeskills."||Met||2018
31668940000000|Placer Union High|3|"The Placer Union High School District administered the California Healthy Kids Survey (CHKS) to all 9th & 10th grade students, along with their parents in the Fall of 2017.  The survey was administered via email and the district received 294 completed responses.  The results showed that more than 80% of respondents agreed with the statements that the school provided opportunities of engagement, participation, and involvement in decisions.  Roughly half of those respondents strongly agreed with those statements.  However, the area of least agreement was in regards to parents being involved in ""major"" decisions.  Although, well over half of the respondents felt the school did involve them, 13% disagreed, and 30% stated they did not know. The CHKS survey was chosen because it is a well respected survey and also aligns well with PUHSD's LCAP goals of increasing college & career readiness, strengthening student achievement, and providing a safe & healthy environment.  Each of these areas are covered in the survey and we administer it every year to track progress."||Met||2018
54719850000000|Liberty Elementary|3|At Liberty Elementary School District the two local measures we chose this year are: 1.  Parent/Guardian Input Measure:  Engagement in taking Parent Survey • 9% of parents/guardians returned completed parent surveys this year.  That compares to 14% from last year.  Our target was to increase our parent participation in completing surveys based on our previous year’s return rate of 14%.  We will open the survey to parents for a longer period of time and send home hard copies of the survey as well as have digital access to it to increase parent participation in completing the survey. 2. Parent/Guardian Participation Measure: Usage of School App and Power School-Student Information System • 10.89% of parents downloaded and used the school app.  That compares to 6.04% from last year. • 12% of parents accessed Power School to check student grades and attendance.  That compares to 18.3% from last year. Liberty Elementary chose to measure the percent of parents participating in surveys because this is a big part of our needs assessment and we are working to get more voices of our parents involved in this process.  The surveys allowed parents to inform the district of the need to increase student access to more resources, engaging learning opportunities, and varied extracurricular activities.  The School App and Power School measure was chosen as a result of staff and parent input for student performance. Parents have informed the district of the need to gain access to their child’s grades and attendance digitally.  Parents find the digital way more convenient and are able to check in to their child’s progress on a regular basis. These measures have been established in our LCAP and are present in the actions and services in Goal 2.||Met||2018
50712660000000|Salida Union Elementary|3|The district offers a variety of ways for parents to provide input for local decisions. Parents have the opportunity to participate in school and district decision making opportunities through Parent Clubs, School Site Councils, LCAP stakeholder meetings and English learner acquisition committees. The district receives the greatest response and input through parent surveys.   All schools administered parent surveys in English/Spanish.  When surveyed, 89.85% of parents agreed that the district adequately seeks input from parents/guardians in decision making committees. Parents were asked to prioritize areas of district focus. Priorities were ranked as follows:  #1 - TK – 3 grade student teacher ratio below 25:1; #2 - Social emotional learning programs; #3-Increase hours of STEAM; #4 - Modernization and improvement to school buildings and grounds.  Parents were asked which communication methods used by the district were most useful to them.  Parents prioritized from highest to lowest:  automated phone calls, text messaging, flyers sent home, email, principal newsletter, website, marquee, Facebook, Instagram, and Twitter.    The information collected from these surveys aided in the district continuing to keep class size in TK – 3 below 25:1, continuing  social emotional learning programs for students and moving forward to launch a new district website & mobile app with mass notification to parents using automated phone calls, text messaging and email to communicate in the way families prefer.  Current district Grade Span Averages (GSA) by school are:  Dena Boer - 23.0; Mildred Perkins/Independence Charter School – 22.38; Salida Elementary – 21.63 and Sisk Elementary 24.33.  This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting at the May 15, 2018 board meeting.||Met||2018
55724050000000|Summerville Elementary|3|"The Health Kids Survey was used to gather input from parents from students in 5th and 7th grades in creating a safe, caring, challenging, participatory and supportive school climate.  Positive relationships or ties among students, parents, teachers, administrators, and the fostering of parental support for education, are the key components of school improvement efforts and are key in creating an effective school. The following are the Key indicators from the survey regarding School Climate, Student Behavior and Parental Involvement, which were marked  ""Strongly Agree"" by the parent(s) : School allows input and welcomes parents’ contributions 33%  School encourages me to be an active partner with the school in educating my child 40%  School actively seeks the input of parents before making important decisions 27%  Parents feel welcome to participate at this school 47%  School promotes academic success for all students 33%  School is a safe place for my child 33%  School motivates students to learn 40%  School has adults that really care about students 60% School provides opportunities for meaningful student participation 47%  School treats all students with respect 21%  School promotes respect of all cultural beliefs and practices 33%  School clearly communicates consequences of breaking rules 40%  School enforces school rules equally 27% School has clean and well-maintained facilities/properties 53%"||Met||2018
20651930000000|Chowchilla Elementary|3|Surveys taken by parents/guardians provided input used to determine LCAP goals and action steps.  The 10 questions posed in the survey were aligned to the LCAP Priorities.Those surveyed indicated: 1.     Our schools are safe 2.     Our schools are clean 3.     Students have access to the teachers and materials needed 4.     Our schools are in good repair, however perhaps we could add solar panels 5,     Students might be better equipped to meet the demands of college and career goals if offered more assignments on the          computer, and had more Chromebooks made available to students 6.     All students including English Learners might have improved access to Common Core and ELD standards with more          assignments on computers, as well as, more emphasis on Science and Math. 7.     CESD might increase parental involvement in serving on committees and providing input on instruction, budget and          engagement by giving out school bucks for participation, and providing workshops. 8.     More students might have better attendance if parents had a better understanding of the attendance policy, and if peer          mediation was expanded.  The questions posed directly align to our LCAP priorities originally chosen the year before as a way to monitor progress and sentiment.  Input from the surveys was shared with the LCAP Steering Committee and used to determine action steps.||Met||2018
24657710000000|Merced City Elementary|3|Each year stakeholders, including parents and students are surveyed in areas directly linked to the District's LCAP.  Responses to the 2017-2018 adult survey increased by 779:  There were 1,021 more student surveys submitted.  Key findings indicate that parents feels informed, welcomed and that schools promote parent involvement in their child's education.  Parents report low participation rates in training, parenting classes or special meetings (English 65%/Spanish 75%).  A desire to know more about interventions, parenting skills, Common Core State Standards and school action plans was expressed.  The fall LCAP survey is complemented each spring with a district-wide Title I survey.  Parents have stated they appreciate the direct nature of the survey.  The goals of parent engagement, school safety, culture and climate are addressed in the survey.||Met|An increase of consistent attendance was noted for district advisory committees in 2017-2018 due to changes in meeting structures and the implementation of a new incentive program.|2018
19647336018923|Riverside Drive Charter|3|I feel welcome to participate in this school. 94% This school encourages me to participate in organized parent groups. 93% This school provide me with information (verbal and written) I can understand. 97% This school informs me about activities in different ways (letters, emails, phone calls, flyers). 99% This school encourages me to participate in organized parent groups. 93%||Met||2018
45700780000000|North Cow Creek Elementary|3|Parents feel their children are progressing in meeting reading standards and becoming better readers. The majority of parents feel their children receive the help they need to grow but would like to see more individualized help through tutoring and insuring depth rather than breath of content. Parents feel students are treated with respect from staff but also feel student to student interactions could be strengthened through more focused character and anti-bullying programs. Parents feel that, overall, communication is good but would also like to see more frequent updates. Students have many extra curricular opportunities and the music program received many positive comments as did the computer lab program and new resources provided through chromebooks.||Met||2018
55723710000000|Sonora Elementary|3|"The Health Kids Survey was used to gather input from parents from students in 5th and 7th grades in creating a safe, caring, challenging, participatory and supportive school climate.  Positive relationships or ties among students, parents, teachers, administrators, and the fostering of parental support for education, are the key components of school improvement efforts and are key in creating an effective school. The following are the Key indicators from the survey regarding School Climate, Student Behavior and Parental Involvement, which were marked  ""Strongly Agree"" by the parent(s) : School allows input and welcomes parents’ contributions 20%  School encourages me to be an active partner with the school in educating my child 42%  School actively seeks the input of parents before making important decisions 11%  Parents feel welcome to participate at this school 39%  School promotes academic success for all students 25%  School is a safe place for my child 31%  School motivates students to learn 28%  School has adults that really care about students 33% School provides opportunities for meaningful student participation 28%  School treats all students with respect 33%  School promotes respect of all cultural beliefs and practices 28%  School clearly communicates consequences of breaking rules 33%  School enforces school rules equally 22% School has clean and well-maintained facilities/properties 31%  This survey is given in every elementary school district in the county as part of the Healthy Kids Survey given to the 5th and 7th graders.  The findings are used when looking at programs and services for students addressing substance abuse, bullying and parental support."||Met||2018
42692450000000|Los Olivos Elementary|3|"The Los Olivos School District annually administers a survey to all stakeholders to gain feedback about the district's LCAP goals and progress. Additionally the survey asks for input from stakeholders about the LCAP goals for the upcoming year. Stakeholders are asked a variety of questions including rating the district on their implementation of the LCAP goals, questions about district priority areas including support programs, enrichment programs and school policies. Furthermore, the survey questions stakeholders about their participation on campus and ways to foster better parental participation throughout the year. In an effort to increase the number of parent participants this year, the survey was designed for specific grade spans of parents. Separate surveys were provided to K-2 parents, 3-5 parents and 6-8 parents to be able to gather the most relevant information from these parent groups. Additionally, in an effort to receive continual feedback the district uses an online survey tool that sends parents a quarterly inquiry about the district's ability to meet their needs. The constant feedback provides the district with the ""pulse"" of the school community throughout the year and to provides opportunities to address concerns immediately as they arise."||Met|The Los Olivos School District has met this priority. The public, parents, and school board are regularly informed about district progress, are given opportunities to provide input in decision making and are encouraged to participate in district programs.|2018
42691610000000|Cold Spring Elementary|3|A kindergarten through sixth grade parent survey was created with input from the LCAP Advisory Committee and teachers and was administered in the spring 2018 to inform the LCAP as well as the priority goals for the district. The district received survey results from 74% of the parents which showed a dramatic increase in participation from the 2017 LCAP survey with 25% respondents. Results demonstrated that the top local priorities remain the same from the previous year: Teacher quality, small class size, and maintaining a robust specialist program. Parents also valued opportunities for Parent Involvement. The impact from the survey results are inserted into the 2018-19 LCAP priority goals.  The fifth and sixth grade, fall 2017, student survey results were very similar to the parent survey results; top two priorities were highly qualified teachers and the Specialists Program. The students clearly value the Specialist program (Art, Music, PE and STEAM).  These results reinforced the significance of our local priority goals and support from the Cold Spring School Foundation to continue offering financial support towards the specialist programs.    It should be noted that there is very strong parental support that manifests itself through such groups as the Cold Spring School Foundation, Parent Club and others that contribute significant portions of economic resources to this District/school. More of a focus has been placed on looking at the data in the California Dashboard than on new ideas. We do not have any indicators in the red or orange. This data reinforces our plan and tells us we are on the right track.   The 2017 parent survey indicated a need to improve school to home communication.  Therefore, ParentSquare, a 21st century school-home communication platform, was launched in August 2017 to better connect the Cold Spring School and families more effectively and frequently through two-way group messaging and private conversations as well as to invite families to actively take part in opportunities concerning their children with volunteer requests, surveys and RSVPs.  In response, the superintendent/principal sends out a weekly Wednesday message updating parents on the latest happening of the school and different opportunities to get involved.  All the Cold Spring staff and families are currently enrolled in ParentSquare. There is also a group in ParentSquare to connect with identified community members. Therefore, the superintendent, teachers and staff are able to reach all stakeholders.   In addition to providing a communication platform, the school is committed towards providing monthly parent education presentation to support the school-home connection around the core curriculum and post-disaster recovery from the Thomas Fire and Debris Flow.     The School Site Council/LCAP Advisory Committee supports parent participation in decision-making around the SARC, School Safety Plan, California Dashboard, LCAP and School Site Plan.||Met|"In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in schoolwide decision making.  The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings the Superintendent/Principal works with the Board to meet the LCAP goals and priorities.. The Superintendent/Principal solicits input from the community in the following manner:  The Cold Spring School Foundation regarding how to enhance the Library, STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core ""specialist"" programs.  The Superintendent/Principal presents monthly to the community through the Montecito Association regarding school data, programs and events."|2018
55723060000000|Belleview Elementary|3|"Belleview School administers a local survey to all parents, staff and students in grades K-8.  Key findings were as follows... PARENT SURVEY: Belleview School has a friendly environment and welcoming office staff. The school communicates and implements its goals, philosophies and policies adequately. My child enjoys going to school. There is good communication between home and school. Teachers and staff at Belleview treat students with respect …please keep the music program. … value small school and small class size. …more support for students who struggle in reading & math STAFF SURVEY: School facilities are clean and well-maintained. Reading & literacy are a priority at Belleview and teachers have the State-adopted materials. Belleview is welcoming and encourages parent involvement. There is good communication between home and school. The staff at Belleview treat each other with respect. Belleview School does not tolerate bullying. Teachers expect students to do high quality work Teachers would like more interventions for struggling students Staff would like more time to collaborate and participate in professional development Teachers value and would appreciate increased parent involvement STUDENT SURVEY GRADE K-3: … feel safe at school … enjoy reading and math and want to improve in reading … appreciate a safe and clean school. … love their teachers, and feel like they are helpful and fair … enjoy using computers at school and would like access to a             computer or iPad at home. … want other kids to treat them nicely. STUDENT SURVEY GRADE 4-8: “… the best thing about Belleview are the teachers, administration and         staff.” … the staff treats students respectfully and nicely … the ‘core values’ improve the school … would like the field to be improved … want vending machines  … improve the upper playground equipment … would like to participate in music next year …""I like Belleview because it is a small school and people are nice.  Belleview is AMAZING!”  The 3 surveys were vetted by staff, students and parents before administration.  Survey results were analyzed and shared out with the staff, parents and School Board.  A Community Forum was held for all parents to attend to review the survey results and give input in to the further development of the school's LCAP goals."||Met||2018
56724620000000|Hueneme Elementary|3|The district developed a survey that is given each year in order to seek input from all parents/guardians on the eight priority areas, the effectiveness of our actions and services under each of our three LCAP goals, and the effectiveness of support services for our students. These surveys are available online and on paper. Seventy percent of the 2017-18 survey respondents were parents/guardians. The top two identified priorities were: Priority 1 - Access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities and Priority 7 - Ensuring all students have access to classes that prepare them for college and careers. These priorities were incorporated into our three LCAP goals: * Increase the academic achievement of all students.  * Increase the social-emotional well-being of students and improve school climate. * Improve and strengthen family engagement.  Individual school sites also administered surveys to their parents/guardians to promote parental participation. Site survey results were used to plan parent/guardian engagement activities throughout the year. In 2017-18, there were 1,108 family engagement opportunities, an increase of 39% from the previous year. Based on stakeholder input and evidence-based research, including John Hattie's Visible Learning, our schools offered a variety of family engagement activities and events with the intent to:  A. Assist parents in understanding the language of schools and learning. (21%) B. Assist parents in learning how to establish structure and discipline at home. (11%)  C. Educate parents on topics which assist them and their families. (17%)  D. Engage parents as partners in education, empowerment and advocacy for their children. (19%)  E. Promote community building, cultural responsiveness, and connections between schools and home. (33%)  We chose the items on this survey because they provided key information that drove the decision-making process and determined the actions and services to support the needs of our district.||Met||2018
19647330107755|Port of Los Angeles High|3|Key Findings related to seeking input from parents/guardians: In the 2017-2018 school year, 49 parents participated in the Healthy Kids Survey. The survey results indicated that 52% of the parents that participated felt the school allows for input and welcomes contributions. 40% felt the school encourages them to be an active partner with the school in educating their child and 42% felt welcomed to participate at the school.  POLAHS also administered a survey through the School Site Council, and 34 parents participated.  The majority of parents indicated they would recommend POLAHS as a high school and 88% of parents felt they were “always” or “usually” kept informed of events and important communication. 61% of parents indicated their parent-school relationship included opportunities for honest feedback.  Key Findings related to promoting in programs:  Although parent participation in the survey was sparse, parents/guardians are served through the school’s effort to collaborate with, involve and inform all parents in both English and other home languages. Efforts to inform and promote parent engagement begins immediately after the lottery process.  Once accepted, POLAHS’ office staff ensures families are knowledgeable about the parent groups that are available on campus. All documents and invitations are available to parents online and at the front desk. Events are listed on the school calendar and the calendar is provided in both digital and hard copy form.  POLAHS invited parents and members of the community participate in school governance via:  School Site Council (SSC) Parents of POLAHS Students (POPS) English Language Advisory Council (ELAC)  Local Control Accountability Plan (LCAP) committee Career and Technical Education (CTE) Advisory Board, and the WASC Self-Study.  Why we chose this survey and how findings relate to LCFF and LCAP:  POLAHS purchased the California Healthy Kids Survey (CHKS) in order to guide and improve the school’s social-emotional program, which is in its second year of implementation. Additionally, this survey sought parent input on the climate of our campus and efforts in parent collaboration. POLAHS parents addressed the need to provide an ideal learning environment by increasing the support provided to parents and students regarding the mental health of our students, which was addressed through the LCAP.  Throughout the 2018/2019 academic school year, the SSC and the LCAP writing team will develop necessary plans and action items to address the results from this year’s surveys. It is incredibly apparent that our future plans need to include strategies that will promote more parent/guardian participation in the various surveys and activities on campus.||Met||2018
01751190000000|Sunol Glen Unified|3|The Sunol Glen School District works with intentionality to elicit input and feedback from all stakeholders and this is especially true for our family stakeholders.  We selected the survey option as it is directly connected to our LCAP plan with our goal of the ongoing and continual quest for parent engagement.  The results from the survey are analyzed and shared with our staff and school Board member which then provides feedback for areas of celebration and perhaps needed growth.  (1)The key findings from the survey include that 98.06 of respondents felt that they agree or strongly agree to feeling informed about school activities and issues and 93.14 of parents feel that the school sees parents as important partners int their child's education. (2) Another measure of parental outreach as related to promoting parental participation is demonstrated by our Community Club Organization (Parent's Club) that tracks volunteer hours each year for the past several years.  As reported in April, 2018, during the 2017-2018 school year, we recorded 5,800 hours of volunteerism which accounts for 58% of our parents providing volunteer time!  These hours are from approximately only 135 families (out of our school population of 292 students).   (3)  The LEA selected the parent survey as it is an effective way to gather parent input and feedback which is directly related to our LCAP goal of promoting parent engagement.||Met||2018
18640890000000|Big Valley Joint Unified|3|A Big Valley Joint Unified School District Parent Survey was administered in February of 2018. The survey was mailed to every household in the district through the school news letter. 9% of parents responded to this K - 12th grade survey. The results from the surveys collected, reviewed, and where possible included in the LCAP. Parents would like the district to implement social and emotional counseling for all students, increase additional behavior supports for students with challenging behaviors, and recruit and retain credentialed teachers. 87% of parents feel they receive timely reports on their child's progress; 90% of parents feel the automated telephone calls provided timely information regarding school activities; 95% of parents believed Parent-Teacher conferences allowed them to be involved in their child's education. The selected survey was developed by our staff, LCAP committee, and our Site Council to solicit parent responses to foster a strong educational program.||Met||2018
53738330000000|Southern Trinity Joint Unified|3||While parents are notified and invited to participate in meetings of the local governing board and/or advisory committees, participation is very low. However, students report overwhelmingly (92% and 83% respectively) through the Healthy Kids survey that teachers communicate with parents about what students are expected to learn and that parents feel welcome to participate at the school. Other parent surveys have been sent with very little response. Through the Adult Education Block Grant several ongoing classes have been offered to parents and staff based on the Love and Logic program. Approximately 12-15 parents/community members have participated in each class session. Similar trainings/workshops are in the planning stages for ongoing links to student learning and/or social-emotional development and growth. Efforts continue to be made to increase parent engagement through school activities, social media, as well as one to one contacts.|Met||2018
15634380000000|Edison Elementary|3|The district conducted an LCAP Parent Survey for input into 2018-2019 goals and action steps. The parent input was that the goals should remain the same. The parents did express a need for improved parent participation opportunities. The parents felt that the addition of our School Resource Officer and other supports have improved the safety and climate of the school. The district will offer one parent education meeting a quarter to increase parent participation and knowledge of available resources and supports for families. The district will hold quarterly ELAC/DELAC Meetings as well as monthly School Site Council Meetings, Parent Teacher Club Meetings, and Booster Club Meetings. The district will continue to offer Parent Project and the Latino Family Literacy Project to interested/referred stakeholders. The district will also continue to offer family activities with the goal of promoting parent participation in all programs including: Family Movie Nights, the Color Run, Mother/Father Dance and Bowling, and our Panther Pride Evenings.  The district will open a Parent Center to support families twice weekly.||Met||2018
28662900000000|Saint Helena Unified|3||Stakeholder engagement is paramount to the development of the LCAP which is largely built on the results shown within the California School Dashboard. The Governing Board received monthly presentations at our regularly scheduled meetings which detailed actions and supports within the three overarching goals of the LCAP. The district Chief Academic Officer provided a focused powerpoint presentation and answered questions about strategies implemented in addressing the three LCAP goals.  The district also conducted seven meetings with our LCAP Stakeholder Steering Committee during the 2017-2018 school year on September 26, October 24, January 16, February 20, March 27 and April 24. These meetings were critical in disseminating information about the current year LCAP goals, reviewing site action plans with principals and detailing methods to engage our stakeholders in the process. The Steering Committee was composed of our three SHUSD Executive Cabinet members, four district school site administrators, the St. Helena Teachers Association (SHTA) President, 2 SHTA representatives, 2 Governing Board members, and 4 members of the community as parents or stakeholders.  The LCAP Steering Committee recommended that staff conduct seven parent stakeholder meetings to collect data and feedback from the different school sites regarding student achievement. Based on information gathered from last year's parent meetings, it was recommended that site based sessions were more successful and allowed parents opportunity to share at the school level. Meetings were conducted on all four school sites, an off campus location, and two at the District Office in March. Each committee had representative parents and the panels ranged from 3-7 participants for a 60 minute question and answer session.  In addition, students were given presentations on what the LCAP is in student government classes at the middle and high schools. The Chief Academic Officer explained the implementation of the LCAP in September presentations. Further discussion and feedback was provided in subsequent visits to the middle school in January and March as well as the high school in November, January, and April. In addition, three separate student feedback forums were conducted in November and January.  In addition, the district conducted triennial feedback sessions with union leadership from St. Helena Teachers Association (SHTA) and California School Employees Association (CSEA) to provide an opportunity for an open dialogue on district programs and expenditures. These meetings take place in August, December, and June annually. Our site English Learner Advisory Committees meet regularly, monthly in most cases, to share information with our Latino community while accepting input that we can use in the plan. The CAO also attended the ELAC meeting in November at St. Helena Elementary School to collect insight from the Latino community on their views of schools and the district.|Met|The parent forums are one of many venues that SHUSD offered during the 2017-2018 school year to hear from parents and family members and engage in meaningful conversation. Information gathered during the Parent Forums is incorporated into the District LCAP/Strategic plan.  Questions asked of parents during the forums explored ways they support their student’s academic and social emotional health and well-being, how they support them when the students are challenged or struggling and what advice they would offer to parents on how to best support their students. The recurring theme across all groups of parents was to be involved and stay involved. They voiced appreciation for the positive reputation of the school and the caring staff who helped with ways to support their students at home. When asked why their students are drawn to school, they said the overall positive culture. They also said the enrichment and extracurricular activities like choice time and maker space are a big draw for their students. Overall, the district extends multiple opportunities for involvement in the development and refinement of the LCAP. With multiple committees, student forums, and monthly LCAP reviews to the Governing Board, the district makes every effort to ensure our work is transparent and reflective of many perspectives of student support toward achievement.|2018
45700450000000|Junction Elementary|3||Parental involvement is on of the strengths of Junction School.  We have a strong educational foundation which not only provides additional funding and support for our students, but is also a great source of parent involvement in our LCAP and other school goals and initiatives.  This group has helped our school with staff trainings for electives, supports tutoring and after school programs, and so on.|Met||2018
10101086085112|Edison-Bethune Charter Academy|3|We administered the California School Parents Survey and the summary of key indicators are as follows: Parental Involvement: (percentage that strongly agree) School allows input and welcomes parents’ contributions – 62% School encourages me to be an active partner with the school in educating my child – 62% School actively seeks the input of parents before making important Decisions – 39% Parents feel welcome to participate at this school – 61% Academic Orientation and Participation: School promotes academic success for all students – 66% School is a safe place for my child – 63% School motivates students to learn – 68% School has adults that really care about students – 68% School provides opportunities for meaningful student participation – 61% Respect and Cultural Sensitivity: School treats all students with respect – 66% School promotes respect of all cultural beliefs and practices – 56% Student Risk Behavior: Student alcohol and drug use – 13% Harassment or bullying of students – 19% Discipline: School clearly communicates consequences of breaking rules – 63% School enforces school rules equally – 62% Facilities: School has clean and well-maintained facilities/properties – 51%||Met||2018
10621090000000|Clay Joint Elementary|3|1. CJESD administers annually a local survey to ALL K-8 parents/guardians.  From the 2017-18 survey, there were 84 parent responses from the approximately 150 families enrolled.  In 2017-18, survey tool input was approved by the Board, SSC/PAC and faculty. The only recommendation was that each stakeholder group be surveyed, with the same tool, separately for ease of summation.  This recommendation was instituted. The survey was emailed via an anonymous google survey link to Clay Parents/guardians and community and the same survey was emailed to Clay staff and a representative Clay student group.  Parent input on district matters is gleaned from SSC/PAC, Clay School Parent Club (CSPC), Individual conversations between parents/administration and staff communications.  2. Key Findings from the 2017-18, Parent/guardian survey relating to parent participation in programs implies a strong preference to maintain positive behavior intervention systems, continue multiple means of communication, appreciation for the access to our student information system, AIRES, and support for the numerous volunteer opportunities.  Other parent input gathered from parent meetings indicated support for the adoption of new curriculum and the addition of the grade 6-8 Wheel. The SSC/PAC generated specific Parent Event topics which were fully implemented and well received.  They included Using Aeries, Educational Systems K-College; LCAP/Dashboard; Parent Connections at Clay; and English Language classes.  3.  The survey was modeled after the original state survey tool because it does align to the LCAP priorities. The findings do relate to the goals in our LCFF/LCAP.  Our surveys may be revised for better alignment to the anticipated revisions to the LCAP for 19-20.||Met||2018
54753250000000|Farmersville Unified|3|During the 2017-2018 school year, the district conducted a Title I Survey in all K-12 schools. The Title I Parent survey key findings indicated the following results: 1) The survey responses related to seeking input from parents in school and district decision-making revealed that one in four parents who responded (25%) reported attendance at School Site Council, English Learner Advisory Council, and Migrant Education meetings. Furthermore, over 88% of parents who responded indicated satisfaction with the education their child was receiving, increased 4% from last year's survey results. 2) 89% of parents report satisfaction related to parent participation in school programs and opportunities are provided for parents to learn about the school program, increased 10% from last year's survey results. Additionally, 36% of parents reported parent participation in 3.0 school activities or more per school year. 3) The district selected the Title I Parent survey to measure progress for LCAP Goal #4: Increase the level of parent engagement by parents, family, and community stakeholders. Title I Parent Survey findings revealed the need to increase parent participation for the purposes of understanding district programs and services. The Board of Education reviewed the Local Indicators Priority 3 evidence (Title I Parent Survey results) and progress on the September 25,2018 Board meeting.||Met||2018
20764142030237|Glacier High School Charter|3|The following information contains the results of our Parent Survey for the 2017-18 school year.  The feedback from this survey contributed to our LCAP goals and actions for the 2018-19 school year.  37 parents responded to general questions about their experience at Glacier.  Q1) How would you rate your overall home school experience?  54.05% Excellent  35.14% Above Average 10.81% Satisfactory 0% Poor  Q2) How well does the school support your needs as a parent teacher?  56.76% Excellent 29.73% Above Average 13.51% Satisfactory 0% Poor   Q3) How well do you feel the building and grounds of the school support the safety of our students? 48.65% Excellent  32.43% Above Average 18.92% Satisfactory 0% Poor  Q4) Do you feel that the buildings and classrooms are in good condition and appropriate for learning? 54.05% Excellent  37.84% Above Average  8.11% Satisfactory 0% Poor   Q5) Rate how well the school communicates to you about school events and procedures. 58.33% Excellent  30.56% Above Average  11.11% Satisfactory  0% Poor  Q6) Do you feel all WSCS Staff is effective and consistent in school program and policy implementation? 54.05% Excellent 37.84% Above Average  8.11% Satisfactory 0% Poor   Q7) In the area of mathematics, rate the quality of support you receive in curriculum options.  54.05% Excellent  18.92% Above Average  24.32% Satisfactory  2.70% Poor   Q8) Also in the area of mathematics, rate the level of instructional support you receive for your student (i.e., from teachers, resources, tutoring, online options, remediation, etc.) 56.76% Excellent 21.62% Above Average 16.22% Satisfactory 5.41% Poor   Q9) How well do you feel supported in your current academic planning for your student?  48.65% Excellent  35.14% Above Average  16.22% Satisfactory 0% Poor  Q10) Does our school provide you the knowledge and support you need for future (college/career) academic goals and planning for your student?  48.65% Excellent  21.62% Above Average 27.03% Satisfactory 2.70% Poor   Q11) It is Glacier's purpose that all students graduate completing the full A-G (college prep) course requirements.  Is your student on track to complete the full A-G course requirements for graduation?  72.97% YES  8.11% I don't know  18.92% NO   Q12) Would you recommend our school to your friends and family?  100% YES||Met||2018
10752750000000|Sierra Unified|3|The district selected the California Healthy Schools survey to administer to parents, staff and students. This provides important feedback related to implementation of state standards, professional training needed by teachers, student perceptions of school safety and climate, as well as parent engagement - all factors identified in the goals of the SUSD LCAP. Key Finding #1: On a Likert-like scale, 70% of the respondents felt that their school allows parent input and encourages parent partnership in their child's education. The response varied by school with elementary parents responding most positively (79%) and high school parents responding least favorably (55%). The district is working to better publicize opportunities to participate in decision making, including textbook adoptions, advisory committees and councils, and communicating the results of parent surveys. Key Finding #2: On a Likert-like scale 86% of the respondents indicated they feel welcome to participate at their school, were treated respectfully by helpful staff and that their concerns were taken seriously. Again the responses varied by school with 92% of elementary school parents responding favorably, 72% of junior high parents responding favorably and 77% of high school parents responding favorably. Key Finding #3: Parent engagement, based on survey results, has improved on all measures over 2017. While there is still work to do in this area, parents are responding favorably to efforts. As a corrective measure, all school leaders were provided with formal training on handling parent complaints and the schools and District are taking active steps to communicate more frequently with parents.||Met||2018
12768020000000|Fortuna Elementary|3|1. The Fortuna Elementary School District sought input from parents/guardians in a number of ways. All schools have monthly school site council meetings and LCAP advisory committee meetings. At all sites, additional opportunities for input are available during parent conferences and family/school events. Four additional district input meetings are scheduled for 2018-19 in conjunction with school board meetings. The district will conduct DELAC meetings twice annually.   2. The district promotes parental participation in a variety of ways. District staff encourages parent classroom volunteers, parent participation at school events, parent attendance at parent/teacher conferences and IEP and Section 504 meetings. The district has a number of English Language Learners. We will continue to provide translation/interpretation services to allow parent participation in educational programs and individual meetings with school staff. All school communications, both written and verbal, are distributed in English and Spanish. The district also involves parents and the local Spanish-speaking community in school cultural/educational events such as the annual Cinco de Mayo celebration and by conducting quarterly EL parent meetings.   3. These measures were selected to be consistent with LCAP goal 4: Parent Involvement.|N/A|Met|The report to the board will include progress made with parent engagement, LCAP Goal 4.|2018
14632480000000|Big Pine Unified|3|In November of 2017 during our Student Led Conferences, parents were surveyed using West-Ed's California School Parent Survey. We used this survey for the first time and selected it as a research-based and normed product that aligns to LCAP Priorities. In the past we have used a locally created set of questions. We continue to monitor the metric of parent or guardian participation in Student Led Conferences as a measure for parent engagement as well, and achieved a 95-100% participation rating for both fall and spring.  Parents indicated that they agree or strongly agree with the following key statements as follows: 100%: School encourages parents to be an active partner with the school in educating my child. 95%: School is a supportive and inviting place to work and learn. 96%: School allows input and welcomes parent's contributions.||Met||2018
19647336018774|Pomelo Community Charter|3|The school experience survey is created by the LAUSD and aligned to goals established for LCFF and LCAP. In our survey to parents/guardians, regarding seeking input and decision making, an average of 97% of parents responded they strongly agree that they are engaged in school decision making. In the survey about parent participation, an average of 96% strongly agree that the school provides opportunities for parent participation. These survey responses are aligned to LCFF and LCAP goals. LAUSD creates the selected school experience survey and determines the questions and rating scale. The findings strongly support LFCC and LCAP.|This school includes me in important decisions about my child's education. 88% I feel welcome to participate at this school 95% This school encourages me to participate in organized parent groups 97% This school informs me about school activities in different ways 99% This school provides me with information I can understand 99% I feel comfortable supporting my child's use of technology at home 99%|Met|A. 1.Teachers and administrators participate in professional development to engage parents in decision making: Attend trainings on how to facilitate leadership councils, model shared decision making and solicit parent involvement at school. 2. Variety of parent workshops that build capacity, provide information about collaboration to strengthen school/home connections. 3. Parents are integral parts of councils, PTA and committees designed to foster collaboration and capacity. B. 1. We have access to interpreters as needed. 2. We offer parent workshops to support and inform parents on curriculum, lesson design, instructional activities and topics that address bullying, promoting strong social/emotional growth. 3. Staff has ongoing training on effective parent engagement provided by district officials and parent engagement unit.|2018
31668290000000|Eureka Union|3|The Eureka Union School District issues annually a parent survey designed to engage and acquire feedback that is directly connected to the 5 district goals established in the Local Control Accountability Plan (LCAP). The findings from the survey are shared with stakeholders and used to refine, create and/or eliminate programs set in the LCAP.  The key findings from the survey related to seeking input in decision making for the instructional programs: *Parents agree that students have access to a broad courses of study at 90%. *Parents agree that students have access to standards-aligned resources at 96%, for instruction of standards at 92%, and communication of standards to mastery at 89%. *For Technology, access to digital tools at schools is 99%, access to digital tools at home is 98%, understanding technology expectations is 97%, knowledge & use of technology is 87%, while support for BYOD is 72%. *For college and career preparation 86% parents agree, and for high expectations communicated to home is 88%. *For Science, 70% Parents agree they know the new Science Standards, while 53% of parents are unsure if there child is receiving Science instruction to the new standards. *Enrichment, STEM ranked as the number one priority with classroom music second, Spanish enrichment third. Choir ranked last (7th).   The key findings from the survey related to seeking input in decision making for school climate & safety: *Survey data demonstrated 93% of parents feel their child is safe and connected to their school This high level of parent satisfaction validates district efforts like monthly emergency drills, drills, and strong partnerships with law enforcement, fire, public works, and a School Resource Officer. *98% of parents feel our schools are focused on attendance as we maintain strong attendance rates (98%) . *Suspensions dropped from 3.5% (73) in 2015-16 down to 1.3% (44) in the 2017-18 school year. Expulsions (0) last year contribute to positive parent feedback. *Student academic results for CAASPP show all students meet or exceed for ELA 78% and Math 67%. *Survey data related to school facility conditions indicated 91% meets expectations. 2017-18 Williams Act reporting reflect no claims.  The key findings from the survey related to seeking input in decision making for home-to-school transportation: *Survey data related to participation in the transportation program reflected 66% non-participation, primarily due to preference of other options available. Cost is 20% of the reason resulting in supplemental funding to aid economically disadvantaged students.  The key findings from the survey related to promoting parental participation in programs: *87% of parents report their child's school seeks parent input and encourages parental participation as measured by the annual parent survey data. *As a result of parent interest, a series of parent workshops were held in 2017-18 with attendance ranging 30-50 parents.||Met||2018
37683386119598|King-Chavez Academy of Excellence|3|KCAE administered the California School Parent Survey to parents/guardians from all grade levels. The results informed our progress towards LCAP Goal 3 (Authentically engage school stakeholders and the community).    Key findings from the survey related to seeking input from parents/guardians in decision making showed that  100% of parents feel the school allows input and welcomes parents’ contributions, and 95% agree the school actively seeks the input of parents before making important decisions.  Findings related to promoting parental participation showed that 98% of parents agree the school “encourages me to be an active partner with the school in educating my child.”  Overall, 97% of parents feel welcome to participate at the school.  We chose to use the the California School Parent Survey because it is comprehensive and easy to implement.  Responses are broken down in detail as well as aggregated into a Summary of Key Survey Indicators.  The tool was developed by Wested for the California Department of Education along with two companion surveys: the California School Climate Survey (CSSS) for staff and the California Healthy Kids Survey (CHKS) for students.  Together, they provide a detailed overview of stakeholder engagement, school climate, safety, and other actionable items related to LCFF State Priorities 3 (Parental Involvement) and 6 (School Climate).||Met||2018
37683380109033|King-Chavez Arts Academy|3|KCAA administered the California School Parent Survey to parents/guardians from all grade levels. The results informed our progress towards LCAP Goal 3 (Authentically engage school stakeholders and the community).    Key findings from the survey related to seeking input from parents/guardians in decision making showed that 91% of parents feel the school allows input and welcomes parents’ contributions, and 91% agree the school actively seeks the input of parents before making important decisions.  Findings related to promoting parental participation showed that 92% of parents agree the school “encourages me to be an active partner with the school in educating my child.”  Overall, 93% of parents feel welcome to participate at the school.  We chose to use the the California School Parent Survey because it is comprehensive and easy to implement.  Responses are broken down in detail as well as aggregated into a Summary of Key Survey Indicators.  The tool was developed by Wested for the California Department of Education along with two companion surveys: the California School Climate Survey (CSSS) for staff and the California Healthy Kids Survey (CHKS) for students.  Together, they provide a detailed overview of stakeholder engagement, school climate, safety, and other actionable items related to LCFF State Priorities 3 (Parental Involvement) and 6 (School Climate).||Met||2018
37683380109041|King-Chavez Athletics Academy|3|KCAA administered the California School Parent Survey to parents/guardians from all grade levels. The results informed our progress towards LCAP Goal 3 (Authentically engage school stakeholders and the community).    Key findings from the survey related to seeking input from parents/guardians in decision making showed that 95% of parents feel the school allows input and welcomes parents’ contributions, and 91% agree the school actively seeks the input of parents before making important decisions.  Findings related to promoting parental participation showed that 96% of parents agree the school “encourages me to be an active partner with the school in educating my child.”  Overall, 97% of parents feel welcome to participate at the school.  We chose to use the the California School Parent Survey because it is comprehensive and easy to implement.  Responses are broken down in detail as well as aggregated into a Summary of Key Survey Indicators.  The tool was developed by Wested for the California Department of Education along with two companion surveys: the California School Climate Survey (CSSS) for staff and the California Healthy Kids Survey (CHKS) for students.  Together, they provide a detailed overview of stakeholder engagement, school climate, safety, and other actionable items related to LCFF State Priorities 3 (Parental Involvement) and 6 (School Climate).||Met||2018
44698070000000|San Lorenzo Valley Unified|3|San Lorenzo Valley Unified School District sent out local surveys to parents of all schools in our district, in the spring of 2018. The tool used for the survey was Survey Monkey, and all school sites included the statement, “I feel I have opportunities to give input into my school’s decision making” (or something very similar). Parents ranked this statement with strongly agree, agree, disagree, or strongly disagree. Additionally parents had an opportunity to comment about communication and input at the school sites, and how they would like to increase their participation in programs. Our schools had the following results regarding giving input into school decision making: Boulder Creek Elementary School: 88% of parents felt they had input. San Lorenzo Valley Elementary School: 86% of parents felt they had input. San Lorenzo Valley Middle School: 65.5% of parents felt they had input. San Lorenzo Valley High School: 66.2% of parents felt they had input. Additional comments were compiled, with a majority of parents feeling that the school newsletters are extremely informative for communication, and parents used this resource to communicate with the school staff. Newsletters also help parents to know what opportunities are available to parent participation. Parents would like to see more updated websites, with a way to comment or give feedback. Parents also gave feedback about ways in which they would like to be more involved in the school, which was covered in the communications section of each survey. This survey is directly related to our LCAP Goal #3 around student and parent engagement. Additionally, based on parent feedback SLVUSD is expanding its parent advisory committee to add more members and meet more frequently. This will allow for parents to share their questions and give their feedback about issues that are pressing both in the schools and in the district overall.||Met||2018
37683386040190|King-Chavez Primary Academy|3|KC Primary administered the California School Parent Survey to parents/guardians from all grade levels. The results informed our progress towards LCAP Goal 3 (Authentically engage school stakeholders and the community).    Key findings from the survey related to seeking input from parents/guardians in decision making showed that 96% of parents feel the school allows input and welcomes parents’ contributions, and 90% agree the school actively seeks the input of parents before making important decisions.  Findings related to promoting parental participation showed that 96% of parents agree the school “encourages me to be an active partner with the school in educating my child.”  Overall, 98% of parents feel welcome to participate at the school.  We chose to use the the California School Parent Survey because it is comprehensive and easy to implement.  Responses are broken down in detail as well as aggregated into a Summary of Key Survey Indicators.  The tool was developed by Wested for the California Department of Education a companion surveys: the California School Climate Survey (CSSS) for staff.  Together with our local student survey, they provide a detailed overview of stakeholder engagement, school climate, safety, and other actionable items related to LCFF State Priorities 3 (Parental Involvement) and 6 (School Climate).||Met||2018
50711340000000|Keyes Union|3|District Stakeholder Survey Analysis:  Stakeholders  include : Community Members, Parents, Students,  All District Staff and Board  The district chose to engage in a pretty extensive survey administered to the above stakeholders and used the results to conduct a district wide analysis of our strengths, weaknesses, opportunities for improvement and threats to success.  These are the driving force of our strategic plan.  S.W.O.T. Analysis Survey (Strengths, Weaknesses, Opportunities, Threats) WHAT ARE THE STRENGTHS OF THE KEYES UNION SCHOOL DISTRICT AND THE ACCOMPLISHMENTS IN THE PAST YEAR?  School Safety Dedication to special education An environment where the district, teachers's union and classified staff work as partners A superintendent who is willing to look outside and bring new things into the district Strong financial health We have a team approach to whatever we do at the district-working together Willingness to listen to all groups Dedicated employees Openness to change Commitment to excellence Good Governance from board  WHAT’S NOT GOING AS WELL AS YOU WOULD LIKE INTERNALLY WITH THE KEYES UNION SCHOOL DISTRICT (e.g., challenges/weaknesses)?  Limited music programs, visual and performing arts Lack of communication about site activities Parent Involvement  Lack of technology training for students and teachers Achievement gap Challenging student behaviors  Lack of time for teachers to process and analyze Out of touch with classrooms   EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A POSITIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS  Funding from non-profits and foundations Attracting new talent because of the Motivation to unite as community Diversity of district staff and students More outreach about crisscrossing between the elementary and middle School Parent involvement  EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A NEGATIVE IMPACT ON  THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS  Lack of federal funding Sweeping impact of technology Increase in special education needs and enrollment Strains on the curriculum due to external mandate sand trends Overall operating costs increase Lack of unity in schools  Increased federal mandates Inaccurate media reports / social media about schools being inefficient and poorly run  IDENTIFIED THREE YEAR GOALS THAT SUPPORT LCAP GOALS Continue to promote and sustain student achievement (closing the achievement gap) Increase community partnerships Clarify roles, responsibilities and communication pathways Maintain educational excellence beyond just test scores Expand positive parenting image with district Vision of TK-12 District Establish a 21st century learning environment Provide safe school environments  Promote collaboration, communication, and transparency with students, parents and teachers  Create and maintain excellent facilities Educate the whole child Identify and implement cyber-bullying programs across the district Maintain quality staffing at all levels|Board Approved November 13, 2018|Met||2018
37683380118851|King-Chavez Community High|3|KCCHS administered a local parent survey to parents/guardians from all grade levels. Key findings from the survey showed that 94% agree the school actively seeks the input of parents before making important decisions and 88% agree that the school encourages them to be active partners in their child’s education.  Overall, 94% of parents feel welcome to participate at the school.  Other indicators related to parent involvement, such as parent perceptions of home-school communication, were positive.  The results informed our progress towards LCAP Goal 3 (Authentically engage school stakeholders and the community).    The survey we developed was informed by the California School Parent Survey (CSPS) developed by Wested for the California Department of Education.  We chose to use a modified version of the Wested instrument for a variety of reasons.  Our local survey had fewer redundant questions and was more convenient for parents to complete.  The delay in external processing the CSPS results made it less immediately actionable.  Finally, developing our own survey allowed us to specifically target our local areas of need.  The findings were related to stakeholder engagement, school climate, safety, and other actionable items related to LCFF State Priorities 3 (Parental Involvement) and 6 (School Climate).||Met||2018
37683380111906|King-Chavez Preparatory Academy|3|KC Prep administered the California School Parent Survey to parents/guardians from all grade levels. The results informed our progress towards LCAP Goal 3 (Authentically engage school stakeholders and the community).    Key findings from the survey related to seeking input from parents/guardians in decision making showed that 96% of parents feel the school allows input and welcomes parents’ contributions, and 89% agree the school actively seeks the input of parents before making important decisions.  Findings related to promoting parental participation showed that 94% of parents agree the school “encourages me to be an active partner with the school in educating my child.”  Overall, 94% of parents feel welcome to participate at the school.  We chose to use the the California School Parent Survey because it is comprehensive and easy to implement.  Responses are broken down in detail as well as aggregated into a Summary of Key Survey Indicators.  The tool was developed by Wested for the California Department of Education along with two companion surveys: the California School Climate Survey (CSSS) for staff and the California Healthy Kids Survey (CHKS) for students.  Together, they provide a detailed overview of stakeholder engagement, school climate, safety, and other actionable items related to LCFF State Priorities 3 (Parental Involvement) and 6 (School Climate).||Met||2018
19646830000000|Las Virgenes Unified|3|1. LVUSD administered the California Healthy Kids Survey (CHKS) Parent Module to all parents in LVUSD in school year 2017. In reviewing this survey, the following items were noteworthy:  Parent Survey: The following questions from the parent survey showed greater than 90% of parents Agreeing/Strongly Agreeing to the following statements:       -School promotes academic success of all students  -Learning environment is inviting -School provides high-quality instruction -School motivates students to learn      -School has a supportive learning environment  -School has adults that really care about students  2. In Grades K-12, over 90% of parents agreed or strongly agreed with the following statement: -School provides opportunities for classroom participation.  3. LVUSD chose WestEd’s California Healthy Kids Survey, as it is the gold-standard climate survey utilized across the state. Given that the survey is administered statewide and in other districts, it allows for the district to monitor trends, strengths, and growth areas with similar school districts.||Met|Parent engagement is a top priority in the district’s Local Control and Accountability Plan. A Community 360 group consisting of school district, law enforcement and social service agencies was formed in 2017 to provide a forum for dialogue around the district’s key initiatives.  Additionally, podcast and live streaming of events, and weekly updates have reached several thousand parents to date.|2018
17769760000000|Upper Lake Unified|3||Priority 3 ULUSD has developed a communication tool identified as R3.  This communication tool provides updates to the community and all stakeholders on the redesign, reconstruct, and revitalization of ULUSD.  The information that is shared through this venue is focused on the decisions made during community meetings regarding facilities, bond and local priorities.  The staff at each school site has attended and received training (Priority  1, 2, 4, 7) focusing on redesigning our instruction to best meet our goal of increased academics.  The feedback from this ongoing professional learning is guiding the observations and instructional development.  Both academics and facilities are shared with community committees who are charged with, and encouraged to make decisions for the site.  The School Site Councils review facilities updates and make decisions on priorities for academics and school based items based on the information and student progress shared.   ULUSD also actively promotes participation in programs through attending school events at each site ranging from the FFA and Ag program sale and demonstration at the local fair, back to school nights and sporting events.  Arts are alive and well for the schools and the community as well with winter programs, concerts and campus beautification.  Our administrative team reaches out to invite parents to participate in programs (Socktober, PTO, school events) and share student success through phone calls home, websites, and social media on a minimum of three times per week, per site.   It is only through communication and a team approach that we can succeed, thus, outreach and community participation and decision making is valued, encouraged, sought and focused on by ULUSD.|Met||2018
56105610122713|River Oaks Academy|3|As a personalized learning public charter, we have a lot of parent involvement. Our teachers meet with our students regularly. Parent are involved and participate at those meetings. We send out 2-3 surveys/year where we poll our parents on a wide variety of subjects; we promote an open door policy, have parent bootcamps and a yahoo group for input as well. Due to the close relationships that our teachers have with their students and families, our parents are comfortable in sharing their thoughts and give input. We also have parents on our board of directors, our budget committee and a very active PAC.||Met||2018
13631800000000|McCabe Union Elementary|3|McCabe Union Elementary School District administered a parent engagement survey that received 147 responses from parents of students from TK-8th grade level. Findings from this survey, indicate 97.9% of parents are very satisfied/satisfied with the school’s ability to provide access to appropriate textbooks and learning materials, along with the school’s ability to have a safe, clean, and functional school facility that promotes student learning and pride in their school. 95.2% of parents are very satisfied/satisfied with school’s ability to keep them informed on issues, upcoming events, and encouraging parents to become involved. 93.9% of parents are very satisfied/satisfied in school’s effort to maintain and/or increase student attendance and involve students in school activities. 92.5% of parents are very satisfied/satisfied with school’s safety of student’s campus. This survey captured information on the LCAP eight state priorities and demonstrated strengths and weakness that help improve our goals to best meet the needs of our students, parents, and school community.||Met||2018
30664640123729|Community Roots Academy|3|Findings reported:   PARTICIPATION RATE: Community Roots Academy (CRA) administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 175 parents with students enrolled in grades K-8 participated (approximately 26% participation rate).   SURVEY FINDINGS: The following are the parent survey findings: • 84% agree/strongly agree that CRA allows input and welcomes parents’ contributions.  • 92% agree/strongly agree that CRA encourages parents to be an active partner with the school in educating their child.  • 54% agree/strongly agree that CRA actively seeks the input of parents before making important decisions.  • 91% agree/strongly agree that parents feel welcome to participate at the school.  • 93% agree/strongly agree that CRA staff treat parents with respect.  • 77% agree/strongly agree that CRA staff takes parent concerns seriously.  • 88% agree/strongly agree that CRA staff are helpful to parents.  • 98% of parent respondents have attended a general school meeting.  • 53% of parent respondents have attended a parent-teacher organization meeting.  • 83% of parent respondents have served on a school committee.  • 92% agree/strongly agree that CRA keeps parents well-informed about school activities.  • 85% agree/strongly agree that CRA teachers communicate with parents about what students are expected to learn in class.  • 88% agree/strongly agree that the school promptly responds to phone calls, messages or emails.  • 93% agree/strongly agree that CRA promotes academic success for all students.  • 94% agree/strongly agree that CRA provides a learning environment that is both supportive and inviting.   CRA selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    As a result of the findings of the CA School Parent Survey and multiple meetings with parents throughout the year, CRA is in the planning phase of developing a steering committee to increase the role of stakeholders in decision-making a the school.  In addition, Community Roots Academy staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey.||Met||2018
40754650000000|Coast Unified|3||Coast Unified School District continues to obtain parent and stakeholder input. The district employs one full time translator (Spanish) at the district office; the front offices of each school site have bilingual support staff. Beyond site level School Site Council and English Learner Advisory Committee (ELAC) meetings, Community Engagement meetings have been held to present performance data to the community. Plans to deliver in the areas of high interest have been developed and implemented. The district has held trainings for parents/guardians in accessing student performance data. Interpreting the data and assisting students in improvement have been areas of focus. In partnership with San Luis Obispo County Mental Health, parenting classes with the theme of social emotional health have been offered in Coast Unified. Beyond job and subject specific trainings, district staff have also been trained in social emotional learning and its integration into the classroom and campus.|Met||2018
27660840000000|Mission Union Elementary|3||Mission union has a very strong and supportive PTO. Further we have a section in our multi purpose room equipped with computers to help and support parents in resume building and other careers options. The teachers and the administrators are very involved in the PTO. The principal/superintendent holds regular meetings with the parents and the community to enlighten them about what is going on in the school. During the latest adoption of ELA the parents had a very strong input in the choice of curriculum. The school has a full time translator on campus who helps the parents who are not fluent in English. The school holds Spanish classes after school for all the students to help them learn Spanish. 100% of the EL students have support in their classrooms though ELD and SDAIE strategies. 100% of the parents report that the school communicates with them in a very effective manner through emails, the web page, the marquee and letters sent home as well as a very visible principal with an open door policy. The principal is constantly seeking parents input before implementing changes at the school. The parents are huge volunteers at the school. They fundraise to help and to support field trips and other resources for the school. Overall Mission Union is a small school where everyone participates to keep a climate that is nurturing, supportive and collaborative to everyone|Met||2018
19647330132027|University Preparatory Value High|3|University Prep administered the CA School parent survey in the Spring of 2018. The results indicated that 97% of parents agreed that teachers and staff treat their students with respect. This is a result of our value based curriculum. Additionally, 48.7% of parents agreed that the rules are too strict. As a result, we will communicate to parents the importance of our policies, especially in the Pico Union area, and work collaboratively with students, parents, teachers, and faculty to find common ground. Also, 93% of parents indicated that the school promotes academic excellence, Value 1, for all students. This indicates that the school is challenging all learners (SWD, EL, LTEL, GIFTED) to be A-G eligible and college ready.  The key finding of the survey sent to parents/guardians indicates that parents feel fully included in the school decision making process, but would welcome more opportunities to have deeper conversations with administration and also receive resources that support them in getting their children to and through. Thus, UPVHS has developed a Parent Empowerment Center for community resources and invites parents to participate in SSC, ELAC, and Academic Council.||Met||2018
13631230118455|Ballington Academy for the Arts and Sciences|3|Findings Reported:   PARTICIPATION RATE: BAAS – El Centro administered a parent survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 48 parents participated, approximately a 16% participation rate.   SURVEY FINDINGS: The following are the findings from the parent survey: • 86% agree/strongly agree that the school seeks parent input. • 90% agree/strongly agree that the school deals with problems and conflicts ina fair and timely manner.  • 96% agree/strongly agree the school provides students with a safe learning environment.  • 83% agree/strongly agree that the school office is run well.   In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the Principal at Ballington Academy for the Arts & Sciences – El Centro will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  The survey is developed by WestEd, a research, development, and service agency in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    The Principal has shared parent survey results with stakeholders (parents, staff and governing board) and will implement steps to promote parent participation in school programs and seek input from parents in decision-making through parent engagement.  In addition, the Principal and school staff will work diligently to increase parent participation for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
27662330000000|Washington Union Elementary|3|Every year, Washington Union administers a parent survey that was created by the administrative team. Overall, parents reported high levels of satisfaction with the district. With nearly 90% of families participating in the survey we had our highest return rate to date. All areas of the survey received greater than 90% satisfaction rates except for the following questions:  1. I am satisfied with the quality of the Math program. – 83% satisfaction  This year, the survey also addressed technology needs. 56% of parents are using the technology associated with the curriculum at home and 100% of them report having access to technology and internet at home. 42% of parents are aware of our strategic plan and 27% are aware of our LCAP goals and priorities.||Met||2018
49709040000000|Roseland|3||Promoting Parent Participation in School/District Decision Making: Roseland School District and its three elementary schools seek parent/guardian input in the decision making process by holding School Site Council meetings to impact the development of the Single Plan for Student Achievement and district Parent Advisory Committee meetings to impact the development of the Local Control Accountability Plan. The district and school sites meet all compliance requirements for these meetings. Additionally, yearly parent LCAP surveys are administered. These results are used to identify parents’ concerns and priority areas for the LCAP. For the 2018-19 LCAP, 190 parents participated in the survey. An identified parent priority included providing tutoring and extra support services for students who are struggling academically. Increased funds were allotted through the LCAP to help meet this need. Site Council, Parent Advisory Committee and LCAP surveys were chosen as measures for this priority area because they have a direct impact on the decision making process at both the school site and district level. Parent input is taken into strong consideration when identifying priorities and allocating funds.   Promoting Participating in Programs: School sites promote parent participation in programs by holding yearly parent conferences, of which the district averages over 95% attendance. The district/school sites have found that parent conferences, with direct communication between parents and teachers, have the largest impact on encouraging parent involvement in their child’s education. Because of this, the district added a second round of parent conferences beginning in the 2017-18 academic year.  Qualitative feedback from both parents and teachers about the second round of parent conferences was overwhelmingly positive, and the district has decided to continue with two rounds of parent conferences in order to strengthen the home-school connection and to keep parents informed of their child’s academic progress. Additionally, each school site has an active parent club, with monthly meetings in which parents learn about school programs, give input related to school functions, and learn strategies to support their child’s progress at home. Finally, all home school communications are provided fully translated in Spanish. These measures were chosen to evaluate this priority area because they have the largest impact on promoting parent participation in school programs and in providing parents with the tools necessary to be actively involved in their child’s education. Priority 3 is directly related to goal 3 in the Local Control Accountability Plan.|Met||2018
49709040101923|Roseland Charter|3||Seeking Input in School/District Decision Making: Roseland Charter seeks input in the decision making process by holding School Site Council meetings to impact the development of the Single Plan for Student Achievement and district Parent Advisory Committee meetings to impact the development of the Local Control Accountability Plan. The district and school sites meet all compliance requirements for these meetings. Additionally, yearly parent LCAP surveys are administered. These results are used to identify parents’ concerns and priority areas for the LCAP. For the 2018-19 LCAP, 428 parents participated in the survey. Identified parent priorities included providing tutoring and extra support services for students who are struggling academically.  The impact on the LCAP was to increase funds to provide these services.  Site Council, Parent Advisory Committee and LCAP surveys were chosen as measures for this priority area because they have a direct impact on the decision making process at both the school site and district level. Parent input is taken into strong consideration when identifying priorities and allocating funds. Promoting Participation in Programs: School sites with grades seven and eight promote parent participation in programs by holding yearly parent conferences, of which the LEA averages over 90% attendance. The district/school sites have found that parent conferences, with direct communication between parents and teachers, have the largest impact on encouraging parent involvement in their child’s education. Because of this, the district has added a second round of parent conferences for the 2018-19 academic year, which will allow increased home-school communication. Each school site has an active parent club, with monthly meetings in which parents learn about school programs, give input related to school functions, and learn strategies to support their child’s progress at home. The charter school provides Parent University nights to educate families on the process of students applying to college and for financial aid.  Finally, all home-school communications are provided fully translated in Spanish. These measures were chosen for this priority area because they have the largest impact in promoting parent participation in school programs and in providing parents with the tools necessary to be actively involved in their child’s education. Priority 3 is directly related to goal 3 in the Local Control Accountability Plan.|Met||2018
20764146110076|Mountain Home Charter (Alternative)|3|The following information contains the results of our Parent Survey for the 2017-18 school year.  The feedback from this survey contributed to our LCAP goals and actions for the 2018-19 school year.  100 parents responded to general questions about their experience at Mountain Home Charter.  Q1) How would you rate your overall home school experience?  69.70% Excellent  23.23% Above Average 7.07% Satisfactory 1 skipped question  Q2) How well does the school support your needs as a parent teacher?  64.65% Excellent 26.26% Above Average 9.09% Satisfactory 1 skipped question   Q3) How well do you feel the building and grounds of the school support the safety of our students? 46% Excellent  30% Above Average 23% Satisfactory 1% Poor  Q4) Do you feel that the buildings and classrooms are in good condition and appropriate for learning? 56% Excellent  28% Above Average  16% Satisfactory 0% Poor   Q5) Rate how well the school communicates to you about school events and procedures. 57.58% Excellent  24.24% Above Average  16.16% Satisfactory  2.02% Poor   1 skipped question   Q6) Do you feel all WSCS Staff is effective and consistent in school program and policy implementation? 62.24% Excellent  22.45% Above Average  15.31% Satisfactory 0% Poor  2 skipped question  Q7) In the area of mathematics, rate the quality of support you receive in curriculum options.  45% Excellent  33% Above Average  19% Satisfactory  3% Poor   Q8) Also in the area of mathematics, rate the level of instructional support you receive for your student (i.e., from teachers, resources, tutoring, online options, remediation, etc.) 43.88% Excellent  21.43% Above Average 27.55% Satisfactory 7.14% Poor  2 skipped questions   Q9) How well do you feel supported in your current academic planning for your student?  62% Excellent  22% Above Average  16% Satisfactory 0% Poor  Q10) Does our school provide you the knowledge and support you need for future (college/career) academic goals and planning for your student?  46.39% Excellent  25.77% Above Average  26.80% Satisfactory 1.03% Poor  3 skipped question  Q11) Would you recommend our school to your friends and family?  98.97% YES   1.03% NO  3 skipped question||Met||2018
19647336061477|George Ellery Hale Charter Academy|3|Hale Charter Academy uses the LAUSD provided School Experience Survey to measure our Parent Engagement. Based on positive responses by parents on the survey Hale has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. Ninety-Five percent of our parents agreed or strongly agreed that we provided differentiated information to them. On another question, with similar results, 96% of our parents indicated that the school provided information in a manner they could understand.   Based on the parents' responses on the School Experience Survey it was determined that there was a need to continue to provide volunteer opportunities to parents. This determination was made because 68% of our parents agreed or strongly agreed that the school informs parents about volunteer opportunities. The goal is to have 100% of the parents agreeing that we inform them. In order to increase the positive responses to this question we have increased the volunteer opportunities on campus and have publicized those opportunities on a weekly basis. In addition, the district is decreasing the obstacles to volunteering by providing funding for fingerprinting and additional places to be processed.    The School Experience Survey also indicated that 83% of Hale parents agreed or strongly agreed that the school included them in important decisions about their child’s education. In addition, the survey demonstrated that 77% of parents agreed or strongly agreed that the school encouraged them to participate in organized parent groups. In order to continue reaching out to parents and supporting them as school decision makers, we will continue to publicize Charter Committee meetings announcements, agendas and minutes. In addition we have created a parent center that will serve as an information center for our families.||Met||2018
45701360106013|University Preparatory|3|A survey was administered in 2017-2018 to all parents whose children attend our 6-12th grade school.  Key findings from the survey are as follows:  (1) Parental interest in program priorities included small class sizes, rigorous academics with access to college-credit opportunities (AP and dual enrollment), academic support offerings, and ensuring a close-knit community of teacher/advisors;. (2)  The home-school communication methodologies most used and valued by parents are the school website, school messenger online/phone system, school newsletter, and the school app; (3) Parents provided input on what they felt were the most valuable supports for college preparation:  opportunity for college credit (AP, dual enrollment), personalized/individualized support from teachers, and administration of the PSAT (8th, 10th, 11th for all students); (4) When asked about other forms of college prep that they would like to see the school offer, parents provided input on deploying AP test prep earlier in the year as as contrasted with the current practice of a ‘retreat’ model; (5)  Parents expressed interest in ongoing education on: (a) tools and resources for college and career readiness; (b) strategies to support their student’s success; and (c) cyber safety; (6) Parental input was received on additional topics for learning:  finance, home economics, life skills, stress management, financial aid and scholarships; and, (7) In terms of school safety, parents expressed interest in a fence around the school, safer Eureka crosswalk, additional cameras and security, police patrols when students come to/from school.  When asked about the types of parent involvement parents are most likely to engage in, the majority of responses landed in two areas:  grade-level events, field trips, and schoolwide events (e.g. Career Day).  Booster organizations and other parent groups (e.g. Parent Venture/LCAP) ranked far lower on the list.   A survey was selected as the tool to gather information because we felt more parent input would be received if sent to all U-Prep families.  The findings correlated to the goals set for the LCAP plan and the following actions were taken:  Dual enrollment courses are increasing.  To support an increase in academic support programs, Junior High Study Hall was offered.  To improve home-school communications, the U-Prep app was added.  The PSAT will continue to be administered to all 8th, 10th, and 11th grade students. Counselors are hosting additional college information nights, and parents/students will be provided with cyberbullying education in January 2019 (every other year). In response to the interest in finance education, Pennies on Purpose curriculum is being taught in 8th and 11th grades.  In response to the interest in stress management education, the Challenge Success/Stanford team developed the 18-19 action plan around these main ideas.  Additional supervision (cameras, increased staffing before/after school) was added in 18-19.||Met||2018
49706560000000|Cloverdale Unified|3||The English Learner Advisory Council (ELAC) and District English Learner Advisory Council (DELAC) are integral to the Cloverdale Unified School District receiving input from parents/guardians in the school and to district decision making. During the 2018-2019 school year, the Cloverdale Unified School District employed a district-level translator to increase our ability to connect with our Spanish speaking stakeholders. In reviewing goals of Local Control and Accountability Plan (LCAP), it was determined that parental input, involvement, and the promotion thereof was essential to the success of our students. The Cloverdale Unified School District has 35% of its school population as English Learners. ELAC topics during the year include the needs assessment, school attendance, reclassification, state testing (CELDT/ELPAC, SBAC), graduation requirements, and post-secondary education. When examining state testing data for Smarter Balanced, ELPAC, and school data such as attendance and truancy rates, as well as performance on AP tests, CUSD selected these measures to not only increase parental involvement, but most importantly educate and train parents about state and school expectations, and to improve communication and transparency of information.|Met||2018
41104130135269|Oxford Day Academy|3|We administered a survey to all parents through our monthly parent meetings. Parents felt that the meetings were an essential forum for incorporating family voice into school practices; to extend this voice even further, they elected two parents to serve as voting members of our board of directors. The purpose of this arrangement is to ensure that goals from the LCAP, our charter, and other parent meetings reflect the needs of our families and that our actions are strategically aligned with these goals.||Met||2018
50755640000000|Oakdale Joint Unified|3|The district chose to develop a survey directly aligned to parent involvement initiatives the district is pursuing.  The following results would be considered key indicators in that survey. 94.9 % of parents surveyed indicated that they are made aware of school functions. 89.7 % of parents surveyed indicated that they attend Back to School Night.  38.5% of parent  surveyed indicated that they are involved in a district or school committee supporting school or district events.  86.8% of parents surveyed indicated that the district's system of informing them of their child's academic progress met or exceeded their expectations.  71.1% of parents surveyed indicated that their child has adequate access to support in any area where they might struggle academically.||Met||2018
24657220000000|Le Grand Union Elementary|3||A. Our LEA seeks input in school/district decision making in a number of ways. We have the ELAC advisory committee, and a School Site Council, both of which meet once a month, at least 5 times during the school year. In addition to both parent advisory committees, staff surveys are administered annually. All stakeholders are given multiple opportunities to provide feedback and input in areas such as PBIS, academic achievement, school safety, among others. In a survey conducted in May of 2018, 94% of parents agreed that the school encouraged them to be an active partner in educating their child, and 91% agreed the staff at this school care about what families think. These results demonstrate that families feel the school values their opinion and feedback. B. Promoting participation in programs - Our LEA is currently measuring participation by parents/guardians in our parent workshops where Administration, school staff, and teachers participate in. Our parents workshops aim to provide an opportunity for social engagement, as well as to provide information on student learning and social-emotional development and growth.  Topics include; creating good study habits, bullying awareness, cultural awareness, healthy habits, growth mindset, self-esteem, and parental controls. A hands-on project goes along with all information provided at each workshop, which encourages participation and gives families something to take and utilize at home.  Parent workshops have been very well received within our community.|Met||2018
19650290000000|South Pasadena Unified|3||Priority 3 - Local Indicator - Parent Engagement In the SPUSD Local Control Accountability Plan, providing parent engagement opportunities is a goal with the below metrics being used to measure the progress of that goal. These were SPUSD's expected and achieved outcomes for the 2017-2018 school year: Expected Outcomes 1) Quarterly District-wide parent updates on student activities and achievements 2) At least 2 School and PTA/PTSA sponsored forums a school year 3) Parent representation on curriculum committees, when appropriate (such as, the arts committee or the educational technology committee) Actual Outcomes 1) As of April 17, 2018, 16 updates have been sent exceeding the quarterly target. 2) Parent Education Nights were held two times per year at the elementary level. Some of the topics covered included; cyber safety, disaster prep, summer opportunities for students, Math and ELA. Parent Forums were embedded in monthly PTSA meetings at SPMS and SPHS. 3) Parents and community members were represented on the district-wide arts committee and the high school challenge success committee, which both met throughout the year. Additionally, an LCAP survey is administered each year related to the goals and actions of the SPUSD LCAP. Since parent engagement is a goal, parents were asked to report on the impact that the actions/activities of this goal were having on student achievement and progress. 73% of the parents surveyed felt that parent engagement actions/activities had an impact in supporting their child’s learning.|Met||2018
56725200000000|Ojai Unified|3|OUSD has made it a priority to engage parents in meaningful interaction. This includes surveys and parent meetings that target specific actions within the LCAP. A survey regarding our math program was sent in October 2018. 11% of parents responded.  As a result of feedback and input from the survey, we identified the following areas of focus for our math program:  increase home to school communication, provide parents with tools and resources so they can better help their students at home, continue to provide them a vehicle for input, make math more fun by adding more STEAM activities and ensure mastery before moving to new material.||Met||2018
45104540132944|Redding STEM Academy|3|Parents and students (grades 3-8) took a 44 question survey in 2017 and again in 2018. A report was provided to the governing board during a meeting on October 1, 2018. The results of the surveys were also shared with a parent group during an LCAP meeting in spring 2018. Overall, results were positive. The school has many opportunities for parent involvement, which include:  Being on the school board - when vacancies arise  Parent Club meetings - multiple times per year  LCAP Parent Meetings - multiple times per year  Volunteer activities include many evening activities, classroom volunteering, and field trips.   The number of volunteer hours in our volunteer log book increased between 2017 and 2018.||Met||2018
29663320000000|Grass Valley Elementary|3|"The annual LCAP Parent Survey is administered each February and all parents have access to the survey in their primary language, via an online and/or a paper survey that is sent home with every child. The percentage of responses to the question on the LCAP survey regarding school culture: ""My child's school seeks parent input and encourages parental participation, including parents of unduplicated pupils and students with special needs"", indicates that the parents feel that the LEA seeks their input. Bell Hill Academy: 96% agree, Scotten School: 93% agree, and Gilmore Middle School:84% agree. The District designed this survey to ensure that it was an effective tool to gather input from parents regarding the eight state priorities. Data from these surveys was used to measure progress towards the District's LCAP goals and was used to create baseline data for measuring annual progress. The District's stakeholders on the District Advisory Committee reviewed the survey data and made recommendations regarding the services and actions for each LCAP goal."||Met||2018
01100170136101|Connecting Waters Charter - East Bay|3|Parent involvement at Connecting Waters Charter School, East Bay is vital since we are an Independent Study Charter specializing in Personalized Learning, whereas parents assume some of the day to day responsibility to educate their students.  Parents have choice in curriculum and methodology that is personalized to their student’s learning style.  For this indicator, Connecting Waters Charter School, East Bay chose to use Option 1 Survey that was developed to meet the needs of our stakeholders.  All parents were given the survey. We received 38 parent responses (out of 86 families), ranging in all grade level spans (63% TK-5; 23% 6-8; 15% 9-12th grade).  95% of the parents reported they are satisfied or very satisfied with being able to choose their curriculum. 93% of the parents reported they are satisfied or very satisfied with the Parent Workshops offered throughout the year with topics based on their requests. The majority of parents reported they enrolled their student in Connecting Waters Charter School, East Bay for the personalized learning and parental involvement in their child’s educational decision making.||Met||2018
30103060126037|Samueli Academy|3||1. The local educational agency's progress on at least one measure related to seeking input from parents/guardians in school and district decision making;  Samueli Academy has offered multiple opportunities for parents to participate and provide input, including: • Parent University to inform parents about the college application process.  • Coffee with the Head of School to discuss upcoming events, deadlines, LCAP, etc. • Community Nights for parents to engage with teachers and with each other regarding relevant topics in parenting and college & career readiness • Parent Volunteers in classroom presentations and meaningful & relevant curriculum • School leadership has conducted interviews with parents from a variety of language and ethnic backgrounds to gather input on Community Nights and Coffee with the Head of School to align these events more closely to parent needs.  2. The local educational agency's progress on at least one measure related to promoting parental participation in programs.  By June of 2017, only 11 graduating seniors at Samueli Academy had completed the Free Application for Federal Student Aid (FAFSA). As a result, Samueli Academy worked diligently to increase parent participation in Parent University in order to ensure that parents/guardians and students were informed of the college application process including FAFSA as our school serves a high percentage of socio-economically disadvantaged students, including first generation college students.  The implementation of Parent University, college and career readiness informational workshops resulted in significant gains in FAFSA completion rates.  As of June 2018, a total of 98 graduating seniors successfully completed the FAFSA application.   3. Why the local educational agency chose the selected measures and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.  The FAFSA is an essential component of ensuring our students pursue post-secondary education, as our school serves a high percentage of students who qualify for free/reduced lunch. Samueli Academy prepares all students for college/career, through a rigorous academic program, high school graduation requirements that adhere to UC A-G eligibility requirements, and all students participate in a CTE Pathway, therefore FAFSA completion rates and educating our families on the college admissions process via Parent University, is critical to our student’s success.    Additionally, Parent University, Community Nights, and Parent input in events are all aligned to our LCAP goal #3, of ensuring parent input/participation and decision-making.|Met||2018
09618870000000|Gold Trail Union Elementary|3||Gold Trail Union School District addresses this priority directly in LCAP Goal 6: Involve parents, family and community stakeholders as direct partners in education. We have established a District Advisory Committee (DAC) to review and comment on LCAP development. The district invites input from parents through the school site councils as well as numerous other opportunities to communicate as partners with the school. These decision-making bodies are supplemented with numerous other district and school level forums allowing communication and participation. Parent, family, and community participation is encouraged at all Parent Teacher Organization meetings and events. We schedule meetings with our English Learner parent groups. The district employs staff members who can translate verbal and written communication for our EL population. This staff also acts as an effective liaison promoting and encouraging participation is school functions. In addition to planning and other involvement opportunities, many events allow for meaningful participation with the school. We schedule regular parent conferencing time. We encourage parent participation on field trips and other chaperoning opportunities. Parents are encouraged to participate in enrichment activities and coach athletic teams. We invite parent participation in evening events such as Physical Education Nights as well as informational events designed by and for parents covering topics related to their students. Parents are always encouraged to visit the school and especially, attend Lunch With a Loved One.|Met||2018
37683386061964|The O'Farrell Charter|3||A. 1. Measure of staff participation in professional development.  The LEA provided the following:      a. DELAC and reclassification training (SDCOE – attended by administration and ELL staff)      b. CCSA Workshops (CCSA conference – attended by administration)      c. San Diego Equity Conference (SDCOE – attended by administration and support staff)      d. AVID (AVID center – attended by administration and teaching staff)      e. LCAP Parental Engagement Reflection Tool training (attended by administration)  2. Measure of participation in trainings.      a. The LEA maintained a 94% participation rate for PAL meetings.  During these meetings, parents were given information about collaboration with the school and were trained on school-wide initiatives and parental involvement opportunities.      b. The LEA provided training on school initiatives, budget, LCAP, and stakeholder involvement throughout the school year at the following events:           i. SSC (monthly)           ii. PTO (monthly)           iii. LCAP Advisory Committee (monthly)           iv. DELAC (four times annually)           v. Open House            vi. Family Fun Day            vii. Parent education nights      c. Overall average attendance rate LEA-wide           i. Meetings/Parent events: 12%           ii. Conferences (PALS): 94%  B. 1. Measure of access to interpretation services.      a. Translators are present on campus and are made available at all parent meetings, conferences, workshops, and education nights. 2. Measure of whether school sites provide trainings or workshops that are linked to student learning and/or social-emotional development and growth.           a. The LEA holds nine parent workshops each school year, in conjunction with Family Support Services.  Classes are provided in both Spanish and English.|Met||2018
25735850000000|Modoc Joint Unified|3|Surveys were given to all parents through electronic media. Responses were limited to the point where the data set was too small to utilize. The District then chose the California Healthy Kids Survey to gather this data. It was selected as it has been used in the District for many years. The students are used to this instrument and are comfortable with its delivery and use. The California Healthy Kids Survey indicates that for the most part, parents feel involved in the schools and in district decision-making. That being said, the amount of parent involvement diminishes as the students’ progress through the schools. District schools do a good job of keeping parents informed, but need to be more aggressive in recruiting parents in the later grades.||Met||2018
42693280000000|Santa Ynez Valley Union High|3|The school seeks parent input in a variety of ways. The schools Parent Ambassador corps meets four times a year to present information about the school and seek parental input on a variety of topics. Ambassadors are selected by application, and efforts are made to choose ambassadors who are demographically similar to the school’s population and whose students participate in a diverse variety of academic coursework and co-curricular pursuits. The English Learner Advisory Committee regularly seeks the input of Hispanic parents on relevant issues. In 17-18, parents were surveyed in conjunction with the writing of the school’s Western Association of Schools and Colleges (WASC) self study report as part of the accreditation process. The results are summarized below. The parent survey had 108 respondents; 46 questions were posed. Additionally, parents had open space where they were asked to comment on the school’s strengths and greatest areas for growth. 81% of the respondents identified English as their primary language, and 17% of the respondents identified Spanish as their primary language. 73% were college graduates and 14% had some college classes.  In the areas of high expectations, learning, teaching and communication, the numbers reveal that the parents find the teachers are dedicated and the school has high academic standards. 84% believe that reading, writing and math are being taught well, and 91% believe that the homework assigned reinforces classroom instruction, while 89% believe that the amount assigned is appropriate. 95% of parents find that their child is able to get help from his or her teacher, but almost a quarter of the parents surveyed believe that they are not being kept informed about their child’s progress and areas for improvement.  In the areas of rules, discipline and safety, 78% of parents feel that the school’s rules are clear and consistent, 74% believe there are not a lot of discipline problems on campus, 76% feel the problems at school are handled promptly and effectively. 73% say that the discipline is fair and related to the rules that are broken, and 87% say their children feel safe on campus. Finally, 98% find that the teachers treat their child with respect and courtesy.  With regard to school culture and atmosphere, generally, parents feel that the staff respect and welcome students of different cultural backgrounds and that the teachers, staff and principal are welcoming. A high proportion of parents feel satisfied with the school.  In the comments section of the survey, the parents overall seemed pleased with the quality of teaching, praising many teachers for being excellent role models and really caring about the students. Additionally, the Guidance Counselors were praised for their efforts, as were the extracurricular programs, particularly FFA and Agriculture. Areas referenced as needing improvement included teacher/parent communication via Canvas; parents would like to see additional languages offered.||Met||2018
49706230000000|Bennett Valley Union Elementary|3|All parents were surveyed and invited to stakeholder meetings. 205 Parents responded on the first survey and 129 responded to the second survey. Of the total respondents: 3 EL Parents responded( and 6 other EL parents responded to the paper version in Spanish) 24 Low Income Parents responded 18 Special Needs Parents responded 22 Gate parents responded  LCAP Survey Input and Implications for the LCAP: 2018-19 Implications for LCAP related to seeking input from parents/guardians in school and district decision making and parental participation in programs.    Progress related to survey input: Parent reported satisfaction with our programs and want us to consider the following areas for targeted improvement: 1) Add an EL jump start summer school class for beginners.  (Implemented Summer 2018) Related to Goal #1 2) Continue the parenting engagement seminars with a session on academics  (Provided 8/24/18 in English; 8/25/18 in Spanish) Related to Goals #1 and 2 3) Add an EL technology program for 4th-6th graders (like Lexia (an on line program for improving reading fluency and comprehension) for English Language Development):  ReadSmart, an on line program for fluency and comprehension development for English Learners was Implemented starting in summer school 2018) Related to Goal #1 4) Consider a change to the GATE program. (GATE parents met to discuss this more in depth on October 1, 2018)  Related to Goal #1  In addition, based on input from parents at the parent engagement meetings and from teachers on the surveys, we changed our iTeam intervention program to have a full time team at each school.  Why we chose the survey we did:  The Site Council/LCAP Parent Advisory Committee developed the surveys to gain parent input on programs and parent involvement efforts--added some new questions,  and used many questions they had used in the past to have year to year comparable data.  The questions and findings were designed to relate to the goals established for the LCAP and did provide input on our implementation of those goals.  Our parents are involved in many aspects of decision making and collaborative program planning as part of our committees including--Alliance of Parents and Teachers (for educational enhancements in the classroom, also district wide programs in Science, technology, field trips and libraries), Bennett Valley Education Foundation (for the arts), School Site Council/LCAP Advisory Committee, ELAC, GATE Parent Committee, Board of Trustees, and are invited to attend stakeholder meetings and complete surveys.    Access to Interpretation and Translation Services:  Although we have no primary language with 15% or more of the student population and we have about 16 different primary languages among our students, we have several Spanish/English translators and we are usually able to provide translators for other languages (including ASL) for parents upon request.||Met|Parent trainings and workshops:  In 2017-18, we provided a multi-session parenting series in English and in Spanish and provided pizza dinner and child care to encourage participation.  For 2018-19, parents requested training by an academic expert and we brought one in on 8/24 (English)  and 8/25/18 (Spanish)  Professional Development on Effective Parent/Guardian Engagement:  On November 5, 2018, we are providing training to teachers on effective communication with parents (particularly related to those with special needs)|2018
07617130000000|Lafayette Elementary|3||"Lafayette School District provides opportunities for parent/guardians to engage in parent education curriculum workshops, site-specific special education dialogue groups, as well as District sponsored parent education. The District English Learner Advisory Committee, District Parent Education Committee and Rapport (Site Parent Organization Presidents and Vice Presidents) have regular meetings to discuss parent engagement and to provide active input into decision making. Our District Parent Education Committee gathered input from parent stakeholders about further education in the area of social emotional learning and risky behaviors in our students.  In response to this, our District scheduled a parent education night and screened the movie ""Angst"" followed by a panel discussion.  This year we will be holding a parent education event on risk-taking behavior in youth and how we can help students with healthy decisions."|Met||2018
28662580000000|Howell Mountain Elementary|3||Parents/ guardians participate in school site council. The school site council has been instrumental in the creation of a room parent program, that has increased parent participation. School Site Council members attend School Board meetings. This is an LCAP goal.  In addition, monthly events, science fairs and thematic days have been planned to support increasing parental participation in programs, which is an additional LCAP goal.|Met|As a result of feedback from and collaboration with the LCAP steering committee, stakeholders have decided that a school-wide room parent program will be developed. The Site Council will lead and facilitate the development of the school-wide parent program and teachers will recruit parent members. These new actions and services are noted in Goal #3, Action #1 of the LCAP. There will also be new actions and services to help develop opportunities to support parent and community education and sharing (Goal #3, Action #4). These actions include monthly family events, school science fairs and thematic days; such as, Earth Day.|2018
09618460000000|Camino Union Elementary|3|1. - Parents feel well connected and have ample ways to serve in the school process. 2. - Strong parent participation and volunteer list throughout the school. 3. - The California Healthy Kids Survey (CHKS) is well respected and already being used by the district for gathering data on an annual basis.||Met|The Camino Union School District community actively collaborates in the Site Council, Parent Teacher Organization, Title 1 Advisory Committee, DELAC, Board of Trustee, and LCAP Stakeholder process. The students and staff are working hard to meet standards, adjust to new adoption materials, and become acclimated to the new state assessment system.|2018
10623310000000|Orange Center|3||"Programs and activities where parents become involved and are an integral part of the school included School Site Council (SSC), Parent Advisory Committee for Preschool, Migrant Parent Advisory Committee, English Learner Advisory Committee/ District English Learner Advisory Committee (ELAC/DELAC), and the Parent Teachers Club (PTC). The Migrant Education Program offered support to migrant parents throughout the school year by providing informational presentations on topics of interest to parents. Also, the After School Program (ASP) and Parents Club provided opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site. By providing Hmong/ Spanish translators and childcare at the meetings, more parents were able to attend and give input. Sign-in sheets for four ""Family Nights"" at Orange Center during the 2015-16 school averaged 10.25 parents attending these events which were sponsored by FCOE. During 2016-17, Orange Center organized a Parent Involvement Team committee (PIT committee). The PIT Committee organized and sponsored three events, Family Engagement Night on November 3, 2016, Technology Night on February 23, 2017, and Literacy Night on April 6, 2017. The average number of parents attending these events per PIT Committee sign-in sheets was 57. In 2017-18, the average number of parents attending the three events was 72.6.  Orange Center's Hmong and Spanish EL instructional aide/ translator/ parent liaisons helped increase Hmong/Spanish speaking parents' attendance to these events, evident on PIT Committee sign-in sheets. The findings relate to goals established in the Orange Center Local Control and Accountability Plan."|Met||2018
09618460123125|Camino Polytechnic|3|1. - Parents feel well connected and have ample ways to serve in the school process. 2. - Strong parent participation and volunteer lists throughout the school. Parent participation is an expectation at Camino Poly.  3. - The California Healthy Kids Survey (CHKS) is well respected and already being used by the District for gathering data.||Met|The Camino Polytechnic community actively collaborates in both the Site Council and LCAP Stakeholder process. The students and staff are working hard to meet standards, learn the new adoptions, and become acclimated to the new state assessment system.|2018
31669510000000|Western Placer Unified|3||"A. Seeking Input in School/District Decision Making WPUSD has strong participation in its parental advisory committees, averaging 20 parents per meeting from a wide variety of school sites and backgrounds.  Our parental advisory committees are given multiple opportunities throughout the school year to provide specific, targeted feedback that informs district decisions about programs (particularly programs that impact our unduplicated student population).  Spanish interpreting services are always provided at committee meetings to insure full access for all parents.   B. Promoting Participation in Programs WPUSD offers a variety of parent-specific professional development throughout the school year.  In 2018-19, offerings include English as a Second Language (ESL), GED Preparation, Love and Logic (positive parenting techniques), the Parent Project, and the Parent Institute for Quality Education (PIQE).   These two areas of focus align directly with WPUSD's LCAP Goal 6: ""All parents will be actively engaged in their child's learning and school community.""  WPUSD's LCAP Committee relies on the feedback and input provided by its parent advisory committees.  Thus, it is vital that the parent advisory committee meetings be well-attended and designed to gather a broad range of viewpoints. Providing a wide variety of parent-specific professional development allows multiple opportunities for parents to acquire some tools/skills they can utilize to enhance their children's learning."|Met|WPUSD hired three full-time bilingual (Spanish) parent/school/community liaisons in the fall of 2016.  These liaisons have dramatically increased Spanish-speaking parents’ access to school personnel and have allowed them to participate more fully in their children’s education.|2018
19647336016240|Calabash Charter Academy|3|Calabash Charter Academy believes in efficient communication with parents. 99% of parents surveyed reported that they feel welcome to participate at school. 99% of parents survey reported that the schools informs me about school activities in different ways (letters, emails, phone calls, posters, flyers, etc ). 98% of parents reported that the school encourages them to participate in organized parent groups. 97% of parents surveyed reported that the school provides me with information (verbal and written) I can understand.|Calabash Charter Academy engages parents/guardians in a variety of ways by promoting participation in District, Instructional Complex, and school -wide programs.100% of our teachers and administrators participate in professional development opportunities presented by our district's ParentEngagement Unit. We are a low count English Learner school but we offer translation services for parents who need translation if needed.  Calabash realizes that parents are an integral part of the success of students. We have exciting parent workshops that include topics of great interest to our parents. Some of the topics include, health and nutrition, emotional wellness of children and families and how to deal with stress. We also offer instructional topics like hands on science, A-G graduation requirements, transition to middle school, GATE and the identification process, attendance, School Report Card presentation, SBAC information and how to access PASSPORT. We are also targeting parent workshops for Family Literacy, Family Math and Family Science Nights so families can meet and develop important relationships early in their children's school years and feel connected to the Calabash community. Parents are also an integral part of our Governance Council, as our policy and decision making group. Parents attend our budget, safety and positive behavior, curriculum and communications committees, where they voice opinions and engage in valuable dialogue. Calabash's Governance Council consists of 10 members, which reflect all stakeholders from our school community. There are five parent members and five staff members including the principal, coordinator, a classified employee, and three certificated teachers including the UTLA Chapter Chair. Most members sit on committees to the council and share their reports at council meetings. Every month, standing agenda items include reports from Curriculum, Safety, and Technology committees. Parents, administration, other staff, and teachers from all grade levels sit on advisory committees so information can be shared and taken back to other stakeholders. Although Calabash did not need to form an English Language Advisory Council, we kept our English Learner Parents and Governance Council well informed with District and State compliance matters as well as reclassification results.|Met||2018
35675040000000|North County Joint Union Elementary|3|The District administered a local survey to parents/guardians in TK-8th grade.  The survey was provided online and on paper English/Spanish.  The survey addressed the actions and services provided in the LCAP.  101 surveys were completed.  Over 95% of the surveys showed that parents/guardians were pleased with the programs provided by the District: interventions, enrichments, transportation, clealiness of the campus, parent information and communication, class instruction, staff professional development and discipline.  The purpose of the survey was to receive feedback on the programs to support all students.||Met||2018
29768770000000|Penn Valley Union Elementary|3|Each year a survey is administer by the District in order to for us to gather specific feedback on current practices.  This  survey is reviewed by parent stakeholder groups for changes prior to the survey being disseminated to families. We created a parent version and student version so students (grade 3-8) also provide feedback each year. Simultaniously a staff survey that aligns with questions listed on the parent and student survey is administered.  This allows for all stakeholders to  engage and provide feedback.  In Spring 2018, parents were asked multiple questions about their relationships with staff throughout the District.  When  asked about caring relationships, 96% of parents who responded to the survey reported they felt as if they were greeted  warmly, courteously, and felt welcomed at the school when they visited.  In addition, 98% of parents felt they were valued  partners in their child's education,  and also reported their campus to be a clean and safe learning environment.  When  asked if they felt their student was safe in specific areas throughout the school day, 93% felt their child was safe in the  classroom, 93% reported they felt their child was safe in the multi-purpose room, 86% felt their child was safe at recess and  88% felt their child was safe on the bus.  When parents were asked if they felt as if they are informed regularly about their child's academic progress, 91% strongly-agreed/agreed that staff effectively communicates.  In the survey we ask parents to provide feedback on the skills they find  to be most important for their child to learn to achieve future success.  Critical thinking, effective communication and reading/writing were the top three among all responses.  In addition, 93% of parents stated they felt invited and encouraged  to visit the school, volunteer in classrooms, or serve on committees such as School Site Council and the Parent-Teacher  Club/Organization.  When asked about school-home communication, 93% of parents felt school messenger calls and  regular school newsletters provide sufficient information about school activities and events and 95% of parents stated they  know where to go when they have concerns or questions.    An area for further review would be around asking parents more information about school activities and the times for when  they are offered to parents for their convenience. 82% of parents strongly-agreed/agreed that activities are offered at a variety  of times and places convenient for them.  This is the lowest response throughout the survey and something we plan to work  on going forward in hopes of increasing parent engagement.|Translation services are offered when needed.  Although we have not had much need in this area, we anticipate this becoming an  area of need in the future.  The Family Resource Center is available for all families who need assistance for a variety of reasons.   Parents can attend workshops, trainings, etc.  Also, family counseling services are provided by the District as needed.  Staff  continually work on parent engagement and utilize parent groups for feedback, ideas and support for all activities.|Met||2018
11625960000000|Lake Elementary|3|As a small school with high parent involvement, we realized, based on a significant decrease in responses in 2016-17, that we sent too many parent surveys. We developed a plan to combine surveys while still garnering the same information. This led to a survey during Parent-Teacher Conferences in November 2017. This change resulted in a 63% completion rate, as compared to 31% the prior year.   Some key findings from the survey: 98.6% of parents agree (40%) or strongly agree (58.6%) that their children are safe and happy at Lake Elementary. 95.8% of parents agree (32.4%) or strongly agree (63.4%) that their children’s academic needs are being met. 97.1% of parents agree (40.8%) or strongly agree (56.3%) that the school communicates effectively with parents.  100% of parents responding to the survey had attended three or more school functions in the 2016-17 school year.  Multiple comments included “feels like a family”, “small family community with excellent academics”  We are proud of the above results and will continue to provide a relevant and rigorous academic environment that is safe and nurturing to students, staff, and families.   Areas identified of concern included:  22.9% of parents strongly disagreed (1.4%), disagreed (2.9%) or were neutral (18.6%) to the discipline policy being fair and consistent.  30.4% of parents strongly agreed (8.7%) or agreed (21.7%) that their child has been bullied at Lake.   Comments for concern included: drop off and pick up lines - making sure cars move forward and parents stay in vehicles more bathrooms  Along with this survey as well as other district data, LCAP action steps were identified in LCAP Goal 3: Provide a safe, supportive, and nurturing environment for students and their families. Specifically, the district will continue to implement the district-adopted social emotional program, Toolbox, in order to address the concerns of bullying. In addition, changes were made to the drop-off and pick-up lines at the onset of 2018-19 school year in an attempt to keep the parking lot area safe before and after school. Lastly, the district hopes to address the concern regarding facilities with both new construction and modernization projects slated to begin Summer 2019.||Met|Results of the Parent Survey were presented at the December 12, 2017, School Board meeting.|2018
30664236027379|Palm Lane Elementary Charter|3||Parents at Palm Lane Elementary Charter School are encouraged to attend regularly scheduled Board meetings to address any concerns or provide input regarding school policies and programs. Translation to Spanish (from the Principal and Board staff) is available at all times should parents require translation. Board meeting dates, times and locations are posted ahead of time following legal protocols.   Palm Lane Elementary Charter School is in its first year of operation.  In order to encourage and promote parent participation in programs, we host “Coffee with the Principal” on a monthly basis, a welcoming event for parents/guardians to discuss with the principal any issues, concerns, and upcoming schoolwide events.  In addition, parents are also able to provide input in decision-making through various venues such as:  the Parent-Teacher Organization (PTO), LCAP Advisory Group/School Site Council and the English Language Advisory Committee (ELAC).  All materials sent home are translated to Spanish; and translation services are available during these events to ensure input and participation from our parents/guardians.  Parents can also volunteer at the school.   Throughout the school year, the Principal will gather data from feedback/input from parents/guardians to identify needs. In addition, our school will administer an annual parent survey to seek input from parents/guardians in school decision-making. Parent survey results will be shared with parents/guardians and with the New Century Governing Board.   In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the new Principal at Palm Lane Elementary Charter School will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.|Met||2018
55723480000000|Columbia Union|3|57% report feeling like a partner in their child’s education (up from 51%) 46% report their concerns about their child’s education are addressed by staff (down from 51%) 79% report that they feel welcome at Columbia Elementary (up from 74%) Email, text, and the school website were the primary forms of communication found helpful. From the CHKS, Parents reported the following: 97% feel Columbia promotes academic success for all students. 84% feel the school is a safe place for students. 58% feel that bullying is somewhat to a large problem. 100% feel the campus is clean and in good repair. The LEA chose this survey because it provided an opportunity to compare to previous surveys to measure improvement. This survey also allowed parents to provide comments and feedback about areas that we may have not specifically asked about. Overall, parents were able to provide more detailed responses while also providing the feedback we needed.||Met||2018
56725120000000|Ocean View|3||The Ocean View School District has made good progress in the engagement of parents.  Priorities were established in the LCAP in these two areas based on parent and administration surveys.  The two areas of focus were: an increase in parent input in the decision making of the schools/district, and parent involvement in trainings and workshops.    In the area of seeking input in school/district decision making we used the measure of parent/guardian participation in meetings of the advisory committees.  As noted in the LCAP, each school is focused on increasing parent participation in advisory committees.  The district increased parent engagement opportunities via regular parent meetings. A full time district bilingual Parent Engagement Coordinator position was implemented in order to assist school sites in increasing parent participation.    In the area of promoting participation in programs we used the measure of providing trainings and workshops that are linked to student learning and/or social-emotional development.  With the support of the above mentioned bilingual Parent Engagement Coordinator and significant effort by each site administrator, we made strong progress in this area.  As noted in the LCAP, each school site conducted parent trainings, workshops, and family events.  Examples of these activities include: Latino Literacy Project, Parent Technology Nights, Family Literacy Nights, Positive Discipline Workshops, Student Success Workshops, Health and Wellness activities, as well as well-attended Back To School Nights and Open Houses.|Met||2018
19734520120600|iQ Academy California-Los Angeles|3|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.  Key findings include:   •88% of respondents feel that there are many opportunities to be involved  •48% would like more ways to be involved •75% of respondents feel highly satisfied with iQ Academy, choosing to rate their satisfaction a 7 on a 7-point scale •67% of respondents felt prepared to school online.||Met|The school has added a communication and engagement tool for 18-19 that allows us to poll parents, spread school news and share events.  The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.|2018
49707300000000|Harmony Union Elementary|3||1. The participation rate decreased, but the questions on the survey were redesigned to promote further parent input regarding school/district decision-making.  2. Family participation has increased at school events due to district, school, and classroom communication and the increase of digital communication.  3. The district locally established a measure directly connected to the LCFF and LCAP priorities and goals.|Met||2018
30666700101626|Edward B. Cole Academy|3|PARTICIPATION RATE: Edward B. Cole Academy (EBCA) administered a Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 258 parents participated, an 83% parent participation rate:   SURVEY FINDINGS: The following are the findings from the parent survey:   • 85% agree/strongly agree that EBCA provides students with a school environment that is clean and in good condition.  • 80% agree/strongly agree that their child feels safe at school • 88% agree/strongly agree that communication with families occurs in an open and respectful manner.  • 93% agree/strongly agree they are satisfied with the school.  • 84% agree/strongly agree that teachers and school staff follow through on communication.  • 77% agree/strongly agree that they know what is going on at the school.  • 79% agree/strongly agree that the school tries to get family members to participate in school activities.  • 55% agree/strongly agree they are actively involved at the school.  • 74% agree/strongly agree that parents are involved in making important school decisions.  • 89% agree/strongly agree that they feel comfortable communicating with their child’s teacher.  • 83% agree/strongly agree that parents are well-informed about their child’s academic progress at the school.  • 89% agree/strongly agree that they feel welcomed at the school.    In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the new Principal at Edward B. Cole Academy will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.||Met||2018
37683460000000|San Dieguito Union High|3|Each year, SDUHSD contracts with Hanover Research to design, administer and analyze the results of an annual Stakeholder Survey. The survey is emailed to SDUHSD parents/guardians, staff, students, and community members each spring. Results from the survey are reported within the District LCAP and used as one of multiple measures to identify district priorities as well as develop goals, actions, and services to address areas of need.   3,689 parents, students, staff, and community members participated in the 2017-18 SDUHSD Stakeholder survey. Survey results show that parents represent the majority of responses with 71% of responses from parents, followed by 19% from students, 5% from staff, and 2% from community members.   Results from the 2017-18 SDUHSD Stakeholder Survey show that 79% (similar to prior year) of parents/guardians agree that SDUHSD communicates effectively with parents/guardians, 68% (-2% from prior year) agree that SDUHSD encourages parents/guardians to participate in school activities and, 80% (similar to prior year) agree that the schools in SDUHSD are welcoming to parents.   The 2017-18 LCAP Stakeholder survey revealed the top forms that stakeholders prefer to receive communication is email (90%), district/school websites (43%), text messages (36%), and phone calls (25%). InTouch is a tool used to communicate with families through email and phone calls regarding a variety of topics including but not limited to: parent events, student events, emergencies, survey distribution, and many other reasons. In addition, the district and school sites maintain websites with the most up to date information. Each spring, information is updated on the district website with regard to school of choice, independent study physical education, and registration dates. School principals also maintain communication with families by sending out newsletters as well as by hosting morning meetings titled, Coffee with the Principal.  Survey responses showed that SDUHSD stakeholders believe the state priorities which represent the greatest need include student achievement, conditions of learning, school climate and course access. These priorities are addressed within the District's four LCAP goals to increase student achievement, appropriately support English Learners, promote a positive school climate, and ensure all SDUHSD graduates are prepared for college and a career.||Met||2018
18750360121657|Mt. Lassen Charter|3|Mt. Lassen Charter School used a locally created survey to gather input from parents/guardians. All of our parents/guardians with children in grades k-12 were give the survey. While the survey covered many topics, the three questions below specifically gathered information regarding parent/guardian engagement and school connectedness. Following are key findings from the survey results ~ 100% of our parents/guardians strongly agree or agree that Mt. Lassen Charter seeks input from parents/guardians in school decision making ~ 100% of the parents/guardians strongly agree or agree that Mt. Lassen Charter is welcoming to, and facilitates, parent involvement. As an independent study program and a school of choice Mt. Lassen Charter selected survey questions to elicit authentic parent input. Parents who choose our program do so precisely because they want to be actively involved with their child’s education and school. The finding of the parents/guardians survey closely mirror the established goals of the LCAP.||Met||2018
18641130000000|Johnstonville Elementary|3|"We continue have a high number of parents participate in school wide events and based on our Healthy Kids survey and validated by a school developed ""School Climate"" survey, parents are very happy with all school teachers and staff and indicated their children feel the school has many caring adults who take time to know their children.  An area of growth also continues to be having parents participate in school decision making processes.  Parents do respond to surveys at a rate slightly above 50 percent.  At each of our Community Budget Advisory Meetings we did have a consistent number of five parents participate and provide input.  Both the Healthy Kids Survey and the school developed ""School Climate"" survey were used because they best addressed the criteria of Priority 3."||Met||2018
51713990000000|Live Oak Unified|3|LOUSD administered a local survey to parents in at least one grade within each grade span.  The survey identified that parents felt that the district's efforts to communicate regularly and in multiple formats (letters, phone calls, meetings, student agenda, and  with translation) was successful and needed to continue.  The survey also identified that parents were well informed of parent involvement opportunities, but that a continued effort to consolidate meetings or combine them with school site events is desirable.  A few events lacked translation and that is an area to improve.  The selected survey is directly tied to LCAP goal 5, which centers completely around parent involvement and removing barriers to parent participation.||Met||2018
01613090000000|San Lorenzo Unified|3||SlzUSD is committed to increasing parent participation in decision making activities. One example of parent participation is our multi-stakeholder LCAP Steering Committee. The purpose of this committee is to consult with the local community to provide input into the LCAP. This group consists of at least 1 parent from each school site, our DELAC parent officers, in addition to representative district staff. Parents hold the majority of positions on this committee. The LCAP Steering Committee embarked on a year-long study of our current plan, reviewing all goals and actions and services. We had an extensive discussion around our new designation as a Differentiated Assistance School District, and paid particular attention to the needs of our Homeless/Families in Transition Students and our Special Education students in the development of our LCAP Plan. Additionally, CHKS survey data was gathered from our parent community indicating that and then discussions led to changes to our programs cited in our plan. These LCAP meetings included presentations regarding current and available data and budget as well as the role of data in the decision making process. The Director of Assessment presented information from the online Data Dashboard in order to review State and Local Indicators as well as local assessment data in our LCAP. These discussions were held in tandem with our local board during our budget cuts, and LCAP priorities were adjusted to handle the fiscal changes. These meetings included a special session for DELAC to ask for their input on LCAP priorities. In order to support parent participation in our LCAP Steering Committee meetings, all meetings and documents are translated into Spanish and Chinese, and we hold our Steering Committee meetings in the evenings and provide childcare and dinner for all participants. In addition, our parent engagement activities have increased in other areas--we have hired three School Community Liaisons who serve all of our elementary and middle school families. This group has organized and arranged community resource fairs, a Parent University, assisted sites in increasing parent involvement at events, and has supported parent education activities.|Met||2018
15637680000000|Semitropic Elementary|3|We had 148 parents from all grade levels complete a survey during our parent teacher conferences that took place the first week of October. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 95.3% agreed and 4.7% disagreed. When asked if parents feel they participate in decisions that improve student achievement 92.4% agree and 7.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in November 2018.||Met||2018
10739990000000|Kerman Unified|3|KUSD uses information from District Surveys and the CA Healthy Kids Survey.  CA Healthy Kids Surveys were completed in the 5th, 7th, 9th & 11th grades during the 2017-18 school year as well as Staff Surveys & Parent Surveys which are completed annually.  Students, Staff, and Parents believe for the most part they are safe at school and connect to the school through co-curricular and extra-curricular activities on campus. Parents believe they have input in school and district decision making and are well informed of opportunities to participate in school activities.||Met||2018
34674210000000|Robla Elementary|3|The California Healthy Kids Parent Survey administered to parents of 5th and 6th grade students at all school sites revealed the following:  92% of parents felt that schools encouraged them to become active partners in educating their children; and there was an increase of 80 to 82% of parents that attended school or class events. The findings of the Healthy Kids Parent Survey relate to Goal 3 (Parent Involvement) of the districts LCAP. It provides a consistent measure of parent input and involvement at both the site and district level that can be compared from year to year. The district State and Federal Program Director held district wide training for parent advisory groups. Parents’ from all sites School Site Councils and English Learner Advisory Committees attended. The district has worked to increase parent communication through a newly designed website for the district and school sites. We continue to utilize School Messenger to send email and voice messages to families about upcoming events and relevant school information. School sites send home a monthly site newsletter as well as a district parent newsletter: School Connection (grades 1-6) and Early Years (grades preschool through Kindergarten). We provide outreach to our African American community through a Community Outreach Assistant hired to target this population.||Met|We continually strive to provide a variety of opportunities to support and provide parent access to the school community. Our LCAP indicates: an increase in the number of workshops for parent empowerment and an increase in parent participation. The Robert’s Family Development Center continues to provide outstanding speakers that engage parents in their child’s education and family development such as Ellie Agueilar and Chief of Police, Daniel Hahn. Families are also supported through our partnership with United Way providing after school nutrition education which includes food distribution in coordination with Sacramento Food Bank and the Health Education Council. Other activities include a monthly Kids Farmers Market at Main Ave. School; implementation of Harvest of the Month; California Thursdays celebrating produce we receive from local farms and a Parent Walking Club and Yoga classes offered at Taylor St. School. We continue to explore opportunities and space for parents to gather on campuses. Currently our libraries are open extended hours. We are exploring the possibility of providing technology for families to have access on-site or for home use.|2018
10623560000000|Pacific Union Elementary|3||Pacific Union Elementary has established local measures directly realted to our LCAP Goal 4: Increase parent/guardian/community involvement in student's education.  Pacific Union provides committees and committee meetings to promote parent engagement in school decisions.  These committees include School Site Council (SSC), District English Learners Advisory Committee (DLAC/ELAC), LCAP stakeholder meetings, and Student Council/Parents' Club meetings.  Pacific Union also provides the following opportunities to increase parent engagement: Back to School Night and Open House, Pastries with Parents, May Fiesta Celebration, Halloween Parade, Christmas Program, Parent/Teacher Conferences, Blackboard Connect, Aeries Parent Portal, District Website, and parent nights such as Literacy Night and Technology Night.  Translators are provided as needed.  During the 2017-2018 school year 97.1% of students had a parent/guardian attend at least one school function, which is a 0.4% increase from the prior year, as evidenced by teacher documentation.|Met||2018
12626790111708|Union Street Charter|3|28 parents gave input on our survey and all grades were well represented. The survey asks for parent comments on many aspects of the school. Suggestions are integrated into daily running of the school by staff and the board. A key finding was that parents feel like they have many opportunities to participate. 100% of respondents agreed or strongly agreed that parents are given opportunities for involvement. The survey is a self-created measure of school success in LCAP goals and local priorities.||Met||2018
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|3||Response:  Tomorrow’s Leadership Collaborative Charter School’s is in its first year of operation.  In order to encourage and promote parent participation, input and decision-making our school hosts various schoolwide events to inform parents of opportunities to participate in: the Principal’s Advisory Committee (PAC), TLC Community Association (TLCCA), and serve on the TLC Board of Directors.  Parents at TLC Charter School are encouraged to attend regularly scheduled Board meetings to provide input.  Parents are also able to participate in various volunteer opportunities at the school. Currently, a parent, who is a designer specializing in school/district safety communication, is working with the school’s Principal to develop designs and visual images for the School Safety Plan.   All materials sent home are translated to Spanish; and in addition, translation services are also available during these events to ensure input and participation from TLC parents/guardians.  Throughout the school year, the Principal will gather data from feedback/input from parents/guardians to identify needs. In addition, our school will administer an annual parent survey to seek input from parents/guardians in school decision-making. Parent survey results will be shared with parents/guardians and with the TLC Board of Directors.   In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the new Principal at TLC Charter School will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.|Met||2018
16639250000000|Hanford Joint Union High|3|Key findings from the survey related to seeking input from parents/guardians in school and district decision making.  86% of parents surveyed agree that HJUHSD provides a high quality education for their student. 82% of parents surveyed feel their student has adequate instructional supplies to support student learning. 93.6% of parents, of English Learners, surveyed feel the English learner program is helping English learners to learn English as quickly as possible. 83% of parents surveyed believe HJUHSD is preparing their student for future college or career paths. 76% of parents surveyed feel HJUHSD effectively addresses attendance, dropout, and absenteeism issues. 83% of parents surveyed feel their student looks forward to attending school each day. 76% of parents surveyed believe their student is safe while at school. 91% of parents surveyed feel the district provides textbooks and instructional materials to meet the needs of their student. 74% of parents surveyed feel State Standards are being implemented within the district. Key findings from the survey related to promoting parental participation in programs. 86% of parents surveyed HJUHSD values parents as partners in their child's education.  63% of parents surveyed believe they have opportunities to take part in decision making.  63% of parents surveyed feel they are invited to help plan, implement, evaluate, instructional materials, strategies and programs. 62% of parents surveyed feel they are provided the resources and training needed to strengthen student learning at home. 64% of parents surveyed feel the school actively seeks parent/community input into decisions related to their child’s education. 75% of parents surveyed feel their school is clean, safe and in good repair. 75% of parents surveyed feel their school is clean, safe and in good repair. Why the LEA chose the selected survey and whether the findings relate to the goals established for other LCFF priorities in the LCAP.  Reasoning: HJUHSD believes with nearly 5000 students, surveys are the most accurate and efficient way to seek parent input. The surveys we chose represented both school culture and parent engagement two areas the HJUHSD LCAP identifies as goals.||Met||2018
12629350000000|Maple Creek Elementary|3|Maple Creek School strives to involve every household in school and district decision making. The District encourages participation by inviting parents/guardians to school events, conferences, and meetings. These invitations are shared in person, on the bulletin board, through letters, flyers, on the website, and in the school newspaper. Parent/guardian and student participation in school surveys and meetings directly shapes the goals developed in the LCAP. The high rate of participation shows that the parent/guardian participation goals in the LCAP are effective. The district expects continuation of parent/guardian involvement in school decisions. Data is maintained as part of the annual LCAP review. 100% of parents participated in a survey, attended events, LCAP developmentand review, conferences, and/or served as members of the School Site Council or School Board. 100% of parents/guardians were informed of the importance of attendance and were involved in finding solutions.||Met||2018
09619110000000|Latrobe|3|Each year the Latrobe School District asks parents to participate in our spring survey.  Questions regarding home to school communication, parent involvement and access to district events and program is included.  The goal of the survey is to measure parental participation and improve those levels each year and reflect the data in our LCAP as it relates to Goal #4; Latrobe School District will continue to involve our stakeholder groups as direct partners in the education of all students.  The Parent Advisory Committee, the staff and the Board of Trustees are all informed of our yearly progress through the Annual Update to our LCAP.||Met||2018
12753740000000|Ferndale Unified|3||The District showed an increase in some areas related to parent participation as measured by local measures. The district tracked the number of volunteers, percentage of parents attending parent teacher conferences, and attendance at school events. The target outcomes were: (1) The number of parent/community volunteers will increase by 5%, (2) Parent Teacher conference attendance will increase to 80% and IEP meeting attendance to 90%, and  (3)  Attendance and school events will increase by 10%. The measured results indicate that we met our goals: (1) The number of parent/community volunteers increased by over 10% (85 to 98), (2) Parent Teacher Conference attendance rate was 87% and IEP meeting attendance rate was 95%, (3) Attendance at school events increased by over 10% (3,844 to 4,400). The actions and services that led to meeting the outcomes goals were increased outreach and family support, a social worker available on site, interpreters provided for meetings and conferences, and  increased advertisement and reminders through multiple mediums.|Met||2018
41689570000000|Las Lomitas Elementary|3||LLESD surveys parents throughout the year based on specific needs and questions that are raised through the conversations and interactions with our parent leadership.  In 2017-18, the schools surveyed parents about homework, engagement in the PTA, and the bell schedule at Las Lomitas Elementary.  In addition to gathering information via surveys, the LLESD provides information to parents through weekly school newsletters, quarterly superintendent community updates, annual community reports, and through the site and district websites. Community input is requested on district plans, (i.e. LCAP, Technology Plan, etc.) from School Site Council, PTA and Foundation, DELAC, Coordinating Council, and individual staff members. Parents are invited on campus and support the District in a variety of ways. Parent volunteers support our schools in multiple areas including, but not limited, to classrooms, lunch time, fundraising, character education, outreach, afterschool sports, etc. Parent leaders are included in the ongoing work with the Museum of Tolerance to build capacity in working collaboratively. LLESD provides translation services to parents at student meetings including IEPs and parent teacher conferences whenever necessary. New parents are paired with returning parents that can provide language support. The District also provides yearly parent education sessions and parenting classes.|Met||2018
09618790000000|Gold Oak Union Elementary|3|"The Gold Oak Union School District has administered the California Healthy Kids Survey to parents and students for the past two years.  Previously, the district administered its own survey and only gave the California Healthy Kids Survey to grades 5 and 7 students.  The two surveys were similar, but they were not exactly the same.  The California Healthy Kids Survey is now given to all parents in the district and to students in grades 5-8.  This has allowed for a larger sample size and better data to chart progress. The district has also worked to increase parent participation in the survey and the increased participation has also added to the quality of our data.  Below are highlights from the surveys over the two years. 91% of parents in 2017 responded that they feel the ""school motivates my child to learn"" and this number stayed consistent with 90% of parents indicating positively in 2018. ""School treats all students with respect"" improved from 85% in 2016, to 91% in 2017 and 92% in 2018.  ""The school has clean and well maintained facilities and properties"" decreased from 88% in 2017 to 85% in 2018.  There was a decrease in the number of parents responding that ""the school is a safe place for students"" from 92% in 2017 to 86% in 2018.  ""School encourages me to be an active partner with the school"" improved from 83% in 2016, to 88% in 2017, to 91% in 2018.  In 2017, 31% of parents indicated that bullying or teasing was somewhat or large problem and this number was similar in 2018 with 32% indicating that it was somewhat or large problem.  In 2017, 86% of parents indicated they felt welcome to participate in the school and in 2018, 89% of parents indicated they felt welcome.  A full report of our most recent Parent Survey results as reported to the Gold Oak Board of Trustees and the LCAP Parent Advisory Team in April 2018, is available on www.gousd.org. The parent and student data was reviewed and central to the decisions made in creating and updating the climate goals for the 2018-2019 LCAP."||Met||2018
04615310000000|Paradise Unified|3|http://bit.ly/2vI4vIJ The link above provides all survey results from parents.  Key survey findings: 67% of parents reported that felt the school values them as an important partner in their child's education. 51% of parents reported that their child's school actively seeks their input into decisions related to their child's education. Parents indicated their preferred method of school-home communication. Currently, our district utilizes text messaging, Social Media (Twitter, Facebook, Instagram) platforms, websites, newsletters, emails, automated phone calls, and face-to-face as means of communication. This survey was developed to ensure we received the necessary feedback data regarding LCAP goal #2: Paradise Unified School District will provide positive, safe and engaging learning environments and systems of supports that meet the intellectual, social, emotional, and physical needs of all students so they are able to maximize their learning and achievement. Our actual results included: All school sites held SSC and PTO's meetings a minimum of once a month Many sites also held special decision making meetings as situations dictated. All sites averaged 2 parent activity/events each month. PHS held an average of three parent activity/events each week (sports, VAPA, etc). District-wide 45.5% of students have at least one parent utilizing an Aeries Parent Portal account.||Met|"Although we have met this goal with the rubrics currently set up, we will continue to increase our expectations for parent involvement and decision making. The superintendent holds a monthly Parent Advisory meeting where ""all things LCAP"" are discussed and decisions are made."|2018
33671736032411|Cielo Vista Charter|3||The key findings from the 2018-19 LCAP survey for parents provided the following information regarding school programs and developing the academic readiness of all students. Overall parents felt that the programs being offered through the LCAP were effective in meeting the needs of their students. Areas of strongest effect from the parents perspective included: promoting college readiness, social and emotional well-being of students, student behavior in the classroom, the welcoming environment starting in the the front office and continuing through campus, and  middle school preparing students of all ability levels for higher levels.  Areas needed to target in the future include: additional support for English Language Learners, additional intervention supports, and more access to science instruction for all students.    In Fall of 2017, parents of 3-8 grade students participated in the Panorama school climate survey and shared their sense of belonging within the overall school community. 98% of the parents surveyed felt welcome to participate in school activities and believed that staff respected them. 95% of parents believed that the school welcomed their input, with 97% believing that staff took their concerns seriously.  We will be giving the panorama survey again in Fall of 2018, in order to gauge parent opinions for ongoing school climate.  As yearly surveys have only a limited span of information during key periods of time we have also implemented monthly coffee chats with parents that is an open forum for parents to share their concerns and ask questions of administration as well as an opportunity to be included in future decision making.|Met|Each year we officially survey parents and other community stakeholders using a locally designed survey in order to seek input on school programs and progress. We have added the Panorama survey to be the formalized survey as it effectively addresses school connectedness for both students and parents. As a means to encourage more ongoing feedback and participation in the formal decision making process we have also encouraged ongoing participation in our PTG group, ELAC committee, monthly coffee and school site council. Informally we have also reached out to encourage parent participation through the development of monthly coffee chats as well as family activity nights. These informal gatherings encourage participation from a wider selection of parents who are not as comfortable with the formal committees and still want to participate in the school community decision making process.|2018
39685930126094|be.tech|3||A. Seeking input in School/Decision Making Be. tech has two advisory meetings per year.   Be.tech is in the beginning development of measuring participation of parents as decision makers.  The measurement being used is parent/guardian participation at local governing board and advisory committees.  (put numbers in this section).  Parents, students and teachers were the key presenters at the Be.tech board meeting on       .  While participation was not large, parents were effective advocates and their input resulted in a board resolution increasing district funding and the addition of staff.    B. Promoting participation in Program Be.tech is at the Full Implementation level of promoting parent participation in the Be.tech program. The measurement being used is number of opportunities for training, school events, or workshops for parents.  These opportunities are linked to their students academics as well as social emotional development and growth. 1. Student Expos- two per year, one each semester.  Students present a cumulative project and defend their learning in front of a panel of community members including parents. 2. Student/parent workshops- one annually.  Students taught workshops to parents within each Be.tech academy. 3. Be.tech Open Houses, five per year.  Students lead information tours. 4. Reverse job fair- Seniors and their parents met with industry leaders to design career academy related post graduation plans.   Be.tech selected both these measures as they most reflect the needs for advancing the mission of Be.tech as a career technical education academy.|Met||2018
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|3|The findings from the end-of-the-year-school parent climate survey results done in June 2018, indicate there is 70.4% of the parents who strongly agree and agree that the staff members at the school consult with them before making important decisions. However, this also means 29.6% of the parents are still in disagreement that the school has informed them before making important decisions.  92.1% of the 115 parents surveyed strongly agree and agree that the school does a good job with promoting parental participation in school-wide meetings, while 96.6% strongly agree and agree they have a good working relationship with their child's teacher. In addition, 92.1% strongly agree and agree their child's teacher gives useful information to help them achieve academic growth.     Clearly, these are the effects of the school meeting the needs of parents and students indicated in Priorities 3 and 4 of the LCAP.  This survey aligns with the practice of high performing schools.||Met||2018
09619520000000|Placerville Union Elementary|3|Parents from all grade levels are surveyed each Spring.  This is done with an online survey which can be accessed both at home as well as during Open House.  The Superintendent meets with stakeholder groups to gather information on the direction of the school district.  Parents are involved in many District wide committees as well as Site level committees.  Survey results are shared with the Board.||Met|Survey results are found on the District Website.|2018
21654250000000|Reed Union Elementary|3||RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined in pages 31-33 of the Reed Union School District LCAP document which can be accessed at this link: https://www.reedschools.org/cms/lib/CA01001640/Centricity/Domain/453/P.1%20%20LCAP%20POST%20061218.pdf|Met||2018
10754080000000|Riverdale Joint Unified|3|RJUSD conducted a Healthy Kids Survey that was available to parents whose children were in 4th -12th grade.  The California Healthy Kids Survey was selected due to its ability to provide disaggregated data with ease.  The California Healthy Kids Survey only is available to grades 4th – 12th.  To address the void for kindergarten – 3rd grade input, a district created survey was provided for parents whose children were those early grades.  These surveys were made available to parents to capture the endeavors of the site and district for the year while collecting insight into the shaping of the next academic year.   Key findings discovered from the survey include that 71% of parents believe school personnel reach out to parents to seek input regarding their child’s education.  71.6% of parents feel they are able to communicate with administrators regarding their child’s education.  70.3% of parents are aware of parent opportunities to support their child’s education which reinforce the district’s promotion of parental participation in programs.  Parental input is essential and RJUSD looks forward to the survey process as it conveys voices, concerns and trends that are used to direct and support the District’s goals found in the Local Control and Accountability Plan.  The District’s goals center on Student Learning, Professional Growth, Climate & Culture and Community Engagement.||Met||2018
10621660121533|Morris E. Dailey Charter Elementary|3|96% of parents responded 'agree' or 'strongly agree' to the office staff providing professional and courteous service 98% of parents responded 'agree' or 'strongly agree' to the school providing a safe and secure school environment 95% of parents responded 'agree' or 'strongly agree' to participating in school sponsored activities   Survey selected was based on key information needed to assess the school from the family lens. Survey is sent to all families in K-5th grade and aligns to 3 of 7 goal metrics.||Met||2018
24753170000000|Dos Palos Oro Loma Joint Unified|3|SELF-REFLECTION TOOL FOR PARENT ENGAGEMENT (Priority 3)  Option 1: Survey  1. A key finding from a parent survey on the decision making process at the school & district resulted in 90.7% of the parents agreeing that their child’s school communicates with families before making important decisions involving the educational system.  Additional input on an open-ended section at the end of the survey resulted in 43% of the 42 additional responses being positive. Responses included: “everything is good, perfect, good teachers, excellent job by administrators & teachers, students enjoy their school, parents are happy with the hard work being done, parents feel informed, & excellent attention is given to the child.” Of the 43%, only 2.4% were suggestions that sites need more shade areas, more math tutors, more after school programs, & bathrooms are poorly kept.”   2. Key findings from a parent survey that was administered resulted in 89.2% of the responses agreeing that the schools promote parental participation.   Of the 42 open-ended responses, 19% of the responding parents suggested that the schools need to send out more advanced notices of when their child is falling behind or when events are scheduled, they feel that homework needs more explanations, they feel that office staffs should be more respectful to students, & that lunch should be healthier by including more fresh fruit. Additional responses were that parents felt that their questions were handled in a timely manner by the office staff.   3. The reason for selecting the “local parent survey” is to collect anonymous data from the district’s families on the educational program that is provided. The district’s goal is to build a strong partnership by informing families of the district’s strengths, needs & the decision making process. The survey questions and open-ended responses were developed in a manner that provides valuable data on measuring what the district presently provides & what could be provided in the future. The district takes the information gathered from the survey & makes every effort in providing the students & their families with an educational experience that benefits everyone.   Annually, there are alterations to the questions because they are aligned to the LCFF & LCAP-Goal 4. This year’s questions included 2 questions on promoting positive school cultures and ensuring the safety of students, staff, parents, & others. The responses to both questions resulted in 91.7% of the responses stating that their children are provided with a school culture that promotes positive reinforcements, interventions, & behaviors. The same percentage, of the responses, stated that their child’s school facilities are properly managed & they are ensured that everyone is safe at school.||Met||2018
19647330100677|High Tech LA|3||"PROGRESS IN SEEKING INPUT In 2017-18 HTLA High School had a change in school leadership.  This meant that relationships between stakeholders had to be rebuilt.  In particular, parental input was sought.  Our primary method of gathering parental input was direct, one-to-one communication.  Parents/guardians regularly email our teachers and administration.  Generally these communications deal with individual student issues but they also serve to bring issues and ideas from the parents to the administration.  Last year, issues surrounding student safety, pick-up and drop off areas, and questions about SAT preparation were issues of concern brought about by parents/guardians.   The second method we sought parental input was through our Parent Association meetings.  We had four meetings last year.  As has been normal, these meetings were attended only by Parent Association officers and by the administration.  Our progress in this area was to increase the number of PA meetings to four trying different days of the week and different times to garner additional parental input.  Clearly, this will be an area of focus during the 2018-19 year.   PROGRESS IN PROMOTING PARENTAL PARTICIPATION   Our major area of success in promoting parental participation was in the area of college counseling and college preparation.  We expanded our parental meetings to include specific meetings for:  • Parents of underclassmen (45 families) • Parents of 11th grade students (2 meetings) (40 families) • Parents of 12th grade students • Application meeting and information, ""12th Grade College Night"" (40 families) • FAFSA completion (30 families) • ""Letting Go"" Night (50 families)  There was an increase in parent participation (attendance rate) for these meetings compared with the prior year.   For the 2018-19, our school will add a Community College night for families, that will provide information on the application process, resources, majors, and programs offered to name a few.  Preparing all students for post-secondary education, the College application process, college acceptance, and college attendance is a central focus and goal at HighTech LA.  Our students have access to and meet with our full-time college counselor to facilitate the college application process.  This goal is outlined throughout our school’s LCAP.   • LCAP GOAL #2: Provide all students with a rigorous and relevant college-preparatory curriculum, through Project-based Learning that engages students others as they positively impact their community instruction that engages all students in ‘real-world’ applications and experiential learning opportunities in preparation for College & Career to contribute to an educated citizenry.  • LCAP GOAL #3: Engage parents, families and community members as partners through education, communication and collaboration in order to provide all students with a safe, welcoming and inclusive, and positive learning environment."|Met|In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.|2018
33671990000000|Perris Elementary|3||The Perris Elementary School District chose to administer the LCAP Survey as it measured goals established in the Local Control Accountability Plan. Based on stakeholder feedback the LCAP Surveys were revised with the collaboration of stakeholders and expand the grades participating in the student survey.94.4% of parents felt encouraged to participate in their child's education. 82.2% of parents felt they are involved in the decision making for the district and their child's school.  78.9% felt their school offered programs and services for English Learners. 89.5% of parents felt their school prepared their students for college and career via AVID.  72.2% of parents felt their child had access to a school counselor.|Met||2018
37684113731304|MAAC Community Charter|3|PARTICIPATION RATE In order to gather input from parents/guardians in school decision-making MAAC administered the CA School Parent Survey.  Unfortunately, a total of 7 parents participated and completed the survey (approximately <1% participation rate), therefore interpret results with extreme caution.   SURVEY FINDINGS: The following are the parent survey findings: • 86% agree/strongly agree that the school allows input and welcomes parents’ contributions.  • 72% agree/strongly agree that the school encourages parents to be an active partner with the school in educating their child.  • 100% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 85% agree/strongly agree that parents feel welcome to participate at the school.  • 100% agree/strongly agree that school staff treat parents with respect.  • 86% agree/strongly agree the school staff take parent concerns seriously.  • 100% agree/strongly agree the school staff are helpful to parents.  • 57% of respondents have attended a school or class event.  • 71% of respondents have attended a general school meeting.  • 14% of respondents have attended a meeting of the parent-teacher organization or association.  • 14% of respondents have served on a school committee.  • 14% of respondents have met with a guidance counselor in person.  • 100% agree/strongly agree the school keeps parents well-informed about school activities.  • 86% agree/strongly agree the school promptly responds to their phone calls, messages, or emails.    In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the administrative team will work diligently and develop a plan to increase parent participation for the Spring 2018 parent survey.||Met||2018
19647330117614|New Los Angeles Charter|3|PARTICIPATION RATE: New Los Angeles Charter School administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 42 parents with children enrolled in grades 6-8 participated (approximately a 14% participation rate) representing students who are socio-economically disadvantaged, English Learners, Migrant, and Students with Special Needs.   SURVEY FINDINGS: The following are the parent survey findings: • 100% agree/strongly agree that the school allows input and welcomes parents’ contributions. • 98% agree/strongly agree that the school encourages me to be an active.  • 95% agree/strongly agree that the school seeks the input of parents before making important decisions.  • 100% agree/strongly agree that parents feel welcome to participate at the school. • 100% agree/strongly agree that school staff treat parents with respect.  • 100% agree/strongly agree that school staff take parent concerns seriously. • 100% agree/strongly agree that school staff are helpful to parents.  • 85% have attended a school event.  • 100% have attended a general school meeting. • 80% have attended a meeting of the parent-teacher organization. • 100% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 100% agree/strongly agree that the school has kept them well informed about school activities.  • 97% agree/strongly agree that teachers communicate with parents about what students are expected to learn in class.  • 95% agree/strongly agree that the school promptly responds to phone calls, messages or emails from parents.  • 100% agree/strongly agree that the school’s learning environment is supportive and inviting.  • 98% agree/strongly agree that the school provides a safe learning environment.    New Los Angeles Charter School selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.   For the Spring 2019 parent survey, the Principal and school staff will work towards increasing the parent survey participation rate.  Results from this survey have been presented to parents and the governing board.||Met||2018
15633390000000|Beardsley Elementary|3|Beardsley School District surveys parents, students, and staff in the spring of each school year. Results of the following surveys, administered in March 2018, were publicly shared during a regularly scheduled board meeting in April and May of 2018.  1. Parents/Guardian Decision Making • Parent response choices include: Strongly Agree, Agree, Disagree, or Strongly Disagree  - The District will review results of the survey and summarize key findings around the following statements: o  The District Values parents/guardians as important partners in their child's education.  I participate in decisions that improve student learning . I feel welcome when I visit my child's school.  2. Parents/Guardian Participation • Parent response choices include: Strongly Agree, Agree, Disagree, or Strongly Disagree - The District will review results of the survey and summarize key findings around the following statements:  Parents are provided resources and training needed to strengthen student learning at home.  I have participated in the decision making process by attending meetings at school.  I feel welcome when I visit my child's school.  3. The Beardsley School District chose to survey parents in one multiple mediums. All parents received information regarding our annual survey. Directions were provided to parents on how to access the survey online from a computer, via QR code for smartphone access, and an option to receive a hard copy survey was included with each parent packet. This survey also allowed parents to provide important feedback on our Local Control Accountability Plan. Results of all feedback are reviewed at the School Site(SSC/ELAC), Staff meetings, District Meetings(DAC/DELAC), Stakeholder meetings, Principal Partner Community Meetings, and LEA Board Meetings. Suggestions included the following. • Incentives for parents to get involved (food, prizes, daycare) • Cooking Classes-nutrition (food, recipes, prizes) • Parent Project-helping with behaviors (food, prizes, daycare) • Back to School/Open House/Books to Bedtime/Assemblies/Volunteers/Grade Level Performances • All Calls(Site/District) • Remind/Class Dojo (Classroom)||Met||2018
39103970127134|River Islands Technology Academy II|3||Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong, verified by Volunteer logs, attendance at school events and Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. There were over 200 fingerprinted, registered volunteers. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board, School Site Council, Parent Booster Club, 8th grade Promotion Committees, Middle School Activities committee, Chess and Lego clubs, Parent/Teacher conferences, Art docents, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, Science and Technology Night, Writing and Art Fair, and a Multi-Cultural Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions. River Islands Technology Academy is always looking for ways to encourage and increase parental involvement/participation, creating and modifying events to best meet the needs of our students and families.|Met||2018
04614400000000|Feather Falls Union Elementary|3||The District involves parents by holding school meetings at least three times a year.  At these meeting the Superintendent discusses concerns the parents have about the school climate and course of study.  The percentage of parents attending these meeting varies between 80% and 90%.  The District determined that meetings in conjunction with student presentations had the best results in getting parents involved.  The District also holds meetings to involve parents in the LCAP process.|Met||2018
04614400121509|Ipakanni Early College Charter|3||Ipakanni is committed to engaging parent in all aspects of the school. There has been an increase in communication between the school and parents this year but it is believed a more multi-dimensional long-term approach is needed to bring about significant change in parental involvement.  However, a tool such as the Remind me app has been and easy yet effective way to reach out to parents. School events such as open house and back-to-school-night has shown improved attendance.  There also was a great turnout in the parent club and site council meeting this year.  Last year parent surveys showed many parents are struggling to get their child to school and feel powerless. This year more parents are getting involved and providing transportation for students.  This year’s survey indicated parents overall are happy with communication.  Overall 70% of parents in the survey indicated they had excellent communication with the school.  Also 75% of the parents indicated they felt their child was satisfied with the school.  Only 3% of parents felt poorly about school communication and students satisfaction.   Remind App was used to help improve school communication and send out instant notification to parents. For the first time this year we had parents volunteer to help during picture day and Hoop for Heart.  This school year early intervention was done for students who were struggling.  Also positive contact was made for students doing well.  This year we started Student of the Month Awards Ceremony on Fridays and invited all of the award winners parents to attend.  The turnout for parents for these 6 students chosen as student of the month has been slightly over 90%.  There has also been a monthly drawing in which students get tickets for their parents participating in school events and function.  In addition to connecting with parents on behavioral or academic situations, IECCS has implemented several programs to foster more connection to our school. These programs and activities are being used to help parents understand their importance in their student’s educational journey and encourage continued parental involvement when possible.   Surveys School Site Council meetings Student of the Month assembly Back to school night Elementary level Halloween play Hoop for Heart -community service project Home basketball games Remind app School newspaper -Ipakanni News written and edited by students on upcoming events Open house Phone, email and text messaging with positive feedback for all students|Met||2018
10623720000000|Pine Ridge Elementary|3|Pine Ridge issued a Parent Survey to all families in the Spring of 2018. We had a 50% participation rate.   In response to Survey Question #5: (Pine Ridge keeps me informed about school activities), 93.9% AGREED. In response to Survey Question #8: (Pine Ridge allows input and welcomes parents/guardian contributions), 96.9% AGREED.  The Survey also collected data from parents about their preferred methods for receiving communication from the school.  We learned the 84.8% requested Pine Ridge use a phone App or texting to communicate with them.   In terms of parent participation in programs, we have two parents currently running for School Board Trustee positions. Additionally, 75% of students were represented by one or more parent/guardian at Back to School Night. This is up from 69% in 2017-18.  Pine Ridge chose to use a survey because it was a way to measure a wide range of parents - not just the ones we see on campus on a regular basis as classroom volunteers or members of our committees. The 15 question survey sought results related to the LCAP with an emphasis on student academic programs, extra-curricular and social/emotional programs, and campus safety and climate.||Met||2018
57727020000000|Winters Joint Unified|3||The Winters Joint Unified School District welcomes the involvement of families and community members in the education of our students. Winters parents have the opportunity to participate in numerous organizations and committees, including: All-Sport Boosters, Music Boosters, the Winters Combined Parent Teacher Association, site English Learner Advisory Committees, the District English Learner Advisory Committee, the Winters Parent Safety Committee, the District’s Wellness Committee, School Site Councils, Future Ready School Committee, and others. One of the cornerstones of our parent engagement strategy is parental input in our LCAP planning process. This includes participation at an annual Vision Workshop, inclusion on the District’s LCAP Task Force Council, and the creation of an LCAP Parent Advisory Council, in addition to regular School Board updates. In the 2017-2018 school year, for example, all parents in the District were invited to complete a survey (available in English and Spanish) with assistance provided at a Parent Information Night. Surveys were sent home and made available throughout the District from February 16 - 23, 2018; 706 Parent Surveys were returned. Parents were then invited to attend a series of Focus Groups from March 19 - 20, 2018 in order to share input and further inform the LCAP Planning Process. Data from these surveys and focus groups were collected and analyzed by an independent third party, and presented to the LCAP Advisory Committee as recommendations to be incorporated into the LCAP Annual Update. Recommendations included: increasing District-wide coordination of college and career readiness efforts; strengthening District-wide communication and consistency between sites; and providing additional resources to support the social-emotional needs of students. The District utilized these recommendations in drafting the Annual Update before presenting the LCAP to the School Board for consideration.|Met|Methodology: LCAP Parent Survey and Focus Group Results (presented to the Board of Trustees in April 2018) were reviewed.|2018
15633880000000|Caliente Union Elementary|3|Parental and community Involvement: Was encouraged throughout 2017-2018 via monthly newsletter, mounted posters strategically placed, school events, school committees, and monthly community newspaper. School Site Council met 4 times during the year, second Monday of every quarter. Parental input in making decisions for district increased this year. LCAP parental surveys, “Parents have enough opportunities to take part in decisions made within the district and are invited to help plan, implement and evaluate instructional materials, strategies and programs” felt 100% ‘Strongly Agreed and Agreed’. School events pulled in large parent and community participation. PBIS goals were set around Mindset verbiage. Suspension rate went down from the beginning of this year. A Restorative Practice went into practice. Staff participated in “Suicide Prevention/Intervention Training” Governing School Board attended mandated - Sexual Harassment Prevention and Response Training, 2 hours, February 26, 2018.||Met||2018
15637760000000|Southern Kern Unified|3|In May, 2018, the District administered an LCAP Parent Survey in English and Spanish, with 130 TK-12th grade parents responding. This survey measures parent input in school and district decision-making, and parental participation in programs. These areas are part of the District’s 2018-2019 LCAP, for which Goal 3 is: Engage families and community in effective educational partnerships. Question 8 of the survey is: My child's school welcomes my ideas about how to improve. The overall responses to the question are: 1. Strongly Agree 17.80% 2. Agree 19.49% 3. Neutral 44.07% 4. Disagree 11.02% 5. Strongly Disagree 7.63%  The median score is 3 (Neutral), and the mean score is 2.71, which is between Agree and Neutral. For grades K-5, the mean score is 2.53. For grades 6-8, the mean score is 3.26, which is between Neutral and Disagree. For grades 9-12, the mean score is 2.33, which is close to Agree. The survey revealed that parents at the middle school level feel less connected to their school than parents at the other grade bands.  Question 7 of the survey is: My child's school sees parents as important partners in my child's education. This indirectly measures parental participation in programs.  A summary of the results is: Strongly Agree (1) 27.59% Agree (2) 35.34% Neutral (3) 23.28% Disagree (4) 10.34% Strongly Disagree (5) 3.45%  The median score is 2 (Agree) and the mean score is 2.27. For grades K-5, the mean score is 2.02 (Agree). For grades 6-8, the mean score is 2.88, close to Neutral. For grades 9-12, the mean score is 2.33. The survey revealed that parents feel less welcome to participate in their children’s education at the middle school level. As the District continues to implement the current LCAP, district office and site leaders will maintain a focus on expanding parent engagement opportunities.||Met||2018
12626870000000|Northern Humboldt Union High|3|Over the years, the district has found more participation from the parent stakeholders via a survey.  In 2017-18, 119 parents completed the LCAP Parent Survey.  The majority of these participants agreed that they feel welcome to participate on campus and their concerns are taken seriously and are handled in a timely manner. Participants also feel that the staff is helpful and treat them with respect. The majority felt students are safe on campus and around the school grounds. All of the above provide areas of growth since in each area the majority of participants agreed, but did not strongly agree.  The one exception is the area of the staff treating them with respect where the majority strongly agreed. The survey was developed by looking at prior years' LCAP Parent Surveys to obtain a continuum of data.||Met|Six Rivers utilizes input from two parent groups that meet on a regular basis. The Parent Advisory Committee (PAC) meets monthly to review the progress of the school toward LCAP and WASC goals, provide input on school activities, and to provide oversight for student government accounts. A second group, The Pirate Parents, also meets monthly to provide support with school events, securing parent volunteers, and donations of items.  The input from parents is a regular part of staff decision making at Six Rivers. The key measure of this element are the minutes from the meetings.|2018
05100580000000|Calaveras County Office of Education|3||Calaveras River Academy staff administered the California Healthy Kids Survey (CHKS) for parents in the winter of 2017-18. Parents and guardians were invited to a Winter Luncheon free of charge to discuss LCAP goals and get parents to complete the survey. Incentives were offered to students to have their parents completed the survey. As a result, we had 100% participation in survey completion. This was increased participation from previous years. The decision was made to utilize the CHKS across stakeholder groups (including students and staff) to survey similar topics.  Calaveras River Academy maintains an open door policy for parents and encourages them to communicate over a variety of systems. Staff maintains a texting group classroom via the Remind system to communicate with both parents and staff on a secure and archived system. Phone calls home sharing both positive instances and concerns take place on a regular basis. Communication comes from both teaching staff and administration. Staff has received training on methods of communication with parents, such as when a text is acceptable and when an in-person conversation is the best way to communicate with families. Translation services are available upon request, in advance,  for meetings whether informal or formal. Staff regularly participate in trainings on social-emotional learning and Trauma Informed Practices. A variety of resources are shared with parents, countywide as they become available. Calaveras River works closely with First Five in Calaveras County and encourages parents to attend trainings they offer. The Community Advisory Committee through the Special Education Local Plan Area is active and every parent is advised of their meetings at student IEP meetings.|Met||2018
47764550000000|Scott Valley Unified|3|The selected survey utilized across each of our school sites is one designed to specifically poll parents on the key indicators of parental input at the school site, parent participation at the school stie, and parent input on LCAP goals and plan. It is modeled on the Healthy Kids survey that is given every other year.  Across parental input indicators, parents polled at each school site agree or strongly agree at 86% or greater that they felt welcome at their school and had input to their school site policies.   Further, parents report at 89% or greater at K-8 that they participate  in programs.  This decreases significantly at the high school to 79% for participation.   Further, the survey directly relates to the LCAP goals and plan, as it asks for input both on current as well as future goals.||Met||2018
34674470112169|California Montessori Project-San Juan Campus|3||1. The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization.  There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled, “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.  2. Parents play an active role in the California Montessori Project. All enrolled CMP families are encouraged to contribute at least 40 hours of service to the school (70 hours for two or more enrolled children) for the purpose of participating in their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with our Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of our students.  3. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities.  Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.  The CMP campuses have also piloted and implemented technology-based parent-school communication tools.  This relates to the Parent/Community Engagement goal of the LCAP.|Met||2018
42693360000000|Solvang Elementary|3||The Solvang School District partners with parents and guardians to provide a world-class education. Through the administrator-selection process, School Site Council, District and English Learner Advisory Committees, Parent Teacher Organization, Wellness Advisory, Solvang Arts and Music/Education Foundation, World Language Advisory Committee, and LCAP advisory, parents and staff seek to engage with one another to support student achievement. Teachers use ParentSquare and other means to actively engage parents. The Solvang School District has state-of-the-art translation technology that English and/or Spanish speaking stakeholders use to support effective communication. Parent engagement efforts are noted in the Local Control Accountability Plan in Goal 1, Action 4 and Goal 2, Action 3. Translation technology will help us to more effectively communicate with parents.  A Parent Center has been established to encourage greater parent and community participation in school-related activities.|Met||2018
57726780119578|Da Vinci Charter Academy|3||Da Vinci Charter Academy utilizes its Advisory Board and Booster Parent Organization. Da Vinci administration holds monthly Advisory Board meetings at the school site. The twelve-member Advisory Board is composed of administrators, staff, students, parents, and community members. Agendas and meeting minutes are posted to the school website each month. Advisory members engage in reviewing data related to school progress. The Advisory Board’s structure creates a reciprocal flow of information: members bring questions and concerns to staff for consideration, and staff brings issues for feedback to members.    The Da Vinci Booster Organization is the school’s parent-teacher support organization. Meetings are open and advertised using a Listserv, the school website, the school’s online calendar, and a monthly newsletter.  The Booster’s focus is providing support for school programs; however, meetings are also a venue for parents to provide input to staff.  Administration attends each meeting to provide updates and field questions and concerns from attendees.   For the second element of priority 3, promoting parental participation in programs, Da Vinci has increased opportunities for parent education of programs including use of the online learning management system (LMS) and participation in the Restorative Practices (RP) System. Each year, Da Vinci staff hosts an evening workshop for parents to learn about Echo, Da Vinci’s LMS.  Parents receive credentials that allow them to access agendas, assignments, and their student’s gradebook.  Da Vinci has added a second Echo Night in order to increase parent’s use resulting in over 25% of (both new and returning) parents attending Echo Nights.  In 2017-18, Da Vinci provided opportunities for parents to learn about the school’s approach to conflict resolution through a Restorative Practices Parent Night.   Da Vinci continues several other long-standing parent education opportunities. A Panelist Coordinator schedules parent panelists for culminating classroom projects. Over 150 parents participate in this program annually.  The Counseling Department and senior-level faculty conduct an annual Senior Information Night to support families in the college admissions processes.  The Counseling Department also conducts individual goal-setting conferences with each sophomore and their parent(s).  Finally, in 2017-18 the Counseling Department hosts The Compassion Project, a series of workshops conducted by a licensed MFT to educate parents on academic, and social and emotional needs of their high school-aged students.  The measures above align to LCAP goal 1, promoting family involvement through opportunities for collaboration.  These measures were selected to provide data showing parental involvement in school governance and parental participation in programs that are directly related to the school program’s instructional approach and conflict resolution philosophy.|Met||2018
57726780000000|Davis Joint Unified|3|DJUSD partnered with Beacon Results, consultants, as part of our continuous improvement process and stakeholder engagement process.  Their work, engaging on several sites with staff, parents, and students, informed our LCAP and district decision making.  Beacon Results created a survey for all parents grades K-12) asking questions about facilities, climate, engagement, relationships with staff, communication, and school activity and connections.  Key findings from parent surveys reflected a strong connection to child’s school; parents believe the school is effectively supporting their child’s learning.  Surveys also reflect strong use of technology and belief staff cares about their child.  In general, stakeholder focus groups and surveys reflected positive insight of the district and there was a high percentages in survey responses.  Key expectations from our parents are as follows:  Overarching Recommendation based on surveys: 1. Create a to promote college and career activities to include parent nights. 2. Communication—continue to use social media, parent networks, and predictable means of communication for parent involvement.  Beacon Results followed up surveys with focus groups at eight school sites, spanning all grade levels.  The feedback informed DJUSD LCAP goals of 21st Century Teaching and Learning, specifically monitoring course access for unduplicated students for college or career readiness (and awareness) as well as the development of CTE pathways and internships.||Met||2018
34673140111732|California Montessori Project - Elk Grove Campus|3||1. The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization.  There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled, “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.  2. Parents play an active role in the California Montessori Project. All enrolled CMP families are encouraged to contribute at least 40 hours of service to the school (70 hours for two or more enrolled children) for the purpose of participating in their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with our Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of our students.  3. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities.  Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.  The CMP campuses have also piloted and implemented a technology-based parent-school communication tool.  This relates to the Parent/Community Engagement goal of the LCAP.|Met||2018
34674390111757|California Montessori Project - Capitol Campus|3||1. The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization.  There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled, “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.  2. Parents play an active role in the California Montessori Project. All enrolled CMP families are encouraged to contribute at least 40 hours of service to the school (70 hours for two or more enrolled children) for the purpose of participating in their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with our Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of our students.  3. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities.  Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.  The CMP campuses have also piloted and implemented ParentSquare, a parent-school communication tool.  This relates to the Parent/Community Engagement goal of the LCAP.|Met||2018
04615150000000|Oroville Union High|3|OUHSD administered a survey to parents/guardians of all OUHSD students in September 2018.  The key findings from the survey are: The majority of parents access the AERIES Parent Portal occasionally to check their child's grades and attendance, the majority of parents rarely use the school or district website to get school information, the majority of parents rarely receive automatic phone call messages, the majority of parents said that email communications work best for them, the majority of parents agree the school is very good about staying in touch with parents, the majority of parents agree OUHSD schools are friendly environments for students, parents and families, and the majority of parents believe that OUHSD schools are safe places to learn.  OUHSD used the survey to get feedback from parents on this indicator.  Improving communication with families and improving parent engagement are goals in the OUHSD LCAP.||Met|OUHSD is making progress on meeting the requirements for implementation of state academic standards.  OUHSD has achieved full implementation of California Common Core Standards in English and Social Science.  OUHSD has fully implemented the California Common Core Standards in Math, and is providing professional development to teachers to ensure the standards are taught with fidelity.  During the 18-19 school year, OUHSD will formalize the implementation of the Next Generation Science Standards.|2018
37680230119594|Leonardo da Vinci Health Sciences Charter|3|Each California public school, grades kindergarten through 12, with 21 or more English learners must form an English Learner Advisory Committee (ELAC). ELAC is a meeting place that parents can use as a platform to express their concerns and ideas to the school, to inform the decisions of the Director and the teachers. The ELAC meets on the third Wednesday of every month at 8:15  am. Each meeting provides ample opportunity to discuss parent questions, concerns, and ideas. Many of the ideas generated from these meetings are incorporated by the staff to ensure parents comfort, security, and confidence.|Beyond participation in the governance structure of the Charter School, LdVCS engages parents, teachers, staff and community stakeholders during periodic meetings to advise on the operations of the Charter School program. The Charter School schedules a minimum of two Parent Information Evenings and two Parent Workshops annually, where parents learn strategies to support their child's success.  For example, LdVCS established the Parent Institute for Quality Education in 2017-18, which provided parent workshops over a 9-week period. Parent meetings took place to inform families about the Local Control Accountability Plan (LCAP), finance items in the budget, monthly business and school information disseminated during the Board of Trustees meetings, and three different discussions with the Principal where educational information was discussed.|Met|LdVCS has formed an English Learner Advisory Committee (ELAC). All families have the opportunity to participate on the school’s ELAC to advise the Director and staff on programs and services for English Learners; advise school leadership on the development of the Single Plan for Student Achievement (SPSA); develop the school’s needs assessment; implement the school’s annual language census; and help make parents aware of the importance of regular school attendance.  The program for EL students is continually assessed to ensure: • EL students are making strong academic progress as measured by school-based assessments. • EL students are classified as proficient in English in five to seven years, or less. • EL students are proficient in English Language Arts as evidenced by proficiency on state and other standardized exams. • EL students are meeting promotion standards to advance from grade level to grade level, evidencing mastery of foundational skills and core subjects on par with native English-speaking students.  If students are not making sufficient academic progress as indicated through ELPAC results and the above data, the ELAC will make recommendations as to how to modify the EL program as needed.|2018
12101240137364|Northern United - Humboldt Charter|3|Northern United - Humboldt Charter School distributed two local surveys to parents/guardians of all students that the school serves.  The first survey, a parent satisfaction survey had 31 parents respond.  Of those parents, 95.5% responded that they feel they are provided with ample opportunities to to be active participants in their child's education.  The second survey was a  parent input survey and it asked for parents to give input in school decision making regarding school priorities.  We had 15 parents help in decision making.  Northern United - Humboldt Charter School chose these surveys because they target parent input and parent satisfaction.  The findings of the parent satisfaction survey relate to Goal 3 within the LCAP.  This goal addresses parent participation, satisfaction and input.  The parent input survey findings guide the school priorities which help Northern United - Humboldt Charter School form all LCAP goals and actions.||Met||2018
11101160000000|Glenn County Office of Education|3||1. All of the students served through our regionalized programs have an identified disability and qualify for special education services. When creating the individual plan or IEP for students parents participate in a robust process to establish the program for that individual student. Part of this process contains a survey about facilitating the parents’ involvement in the process as well as attaining parent agreement to the program. 100% of our parents have responded to the survey question and more than 95% agreed that we involved them meaningfully in the process. As parent participation is a required component of drafting IEPs, parents have direct and explicit input in decision making around programming for their student. We chose this method because parents are familiar with the IEP process, we get one on one feedback from them, and each parent is given a voice in the process and programming for their child.|Met||2018
05615560000000|Bret Harte Union High|3|"The District conducts the ""Healthy Kids"" survey at 9th and 11th grades.  Results from the survey are shared with all stakeholders during School Site Council, Curriculum Committee, and Governing Board meetings.   Results from the Healthy Kids survey are used to assess current LCAP goals and guide future goals."|"Based on the Healthy Kids survey and information received from parents, the District has provided additional counseling support, implemented enhanced safety measurers including the hiring of a School Resource Officer and purchased an anit-bullying app, ""Stop It.""   The Stop-It app allows students the ability to report incidents/concerning situations anonymously.  It also allows the District to communicate with parents.  The District has scheduled additional training for staff and students on human trafficking."|Met||2018
10620260000000|Big Creek Elementary|3|The Big Creek School District administered the local survey to all parents/guardians of the district.  For key finding #1, 83% of respondents agreed that the district invites stakeholders to contribute to the group discussion and those respondents believe their voice matters.  Furthermore, 96% of respondents indicate the school/district does a good job staying in touch with families and 88% indicate there are varying options or ways to be involved with the school either at the school itself or home and the community.  For key indicator #2, 87% of respondents indicate they are invited to school meetings to learn what is going on a the school/district.  In addition, 100% of respondents indicate they receive information on what they can do at home to help their child improve or advance her/his learning in the classroom.  The LEA findings indicate the district/school does a good job informing stakeholders on the many ways to be involved in the school.  The one key finding that will take work on behalf of the school is to take down barriers that limit family involvement.  21% of respondents indicate while the school does a good job notifying parents/guardians of opportunities, not all meeting times/dates are conducive to parent work hours and schedules.  This is an area for continued focus.||Met||2018
49708050000000|Mark West Union Elementary|3|District and school staff determined that better local data could be obtained using locally developed surveys.  Therefore, each school staff, with support from the District office, developed and administered surveys specific to Mark West School District.  Information collected through the surveys will be used, as appropriate, to modify or change specific actions and or services provided by the District and individual schools. Many of the comments provided by the PAC, DELAC and students groups were reiterations of existing programs or current areas of focus for the District.  For example, the groups felt that in order to be prepared for the future, students needed access to well-rounded, quality educational experiences with a clear focus on the core curriculum and supplemented with the arts, the development of thinking skills, access to technology and the ability to use it appropriately.  It was also pointed out that students need to develop collaborative, social and communication skills, while developing empathy for others.  Also, increased counseling, math and reading support for all grades was seen as a need.  The groups felt that site level staffs were highly trained, qualified and supportive.  Parents appreciated the District’s efforts to maintain smaller class sizes and certain extracurricular programs, such as music.  Students stated that they would like lunches that offer healthier options with more freshly made choices leading to better nutrition.  School logs indicated that 80% of parents participated in at least one of the 3 major activities Back To School Night, Open House, and Science Fair during the 2017-18 school year. After school and evening parent training sessions will be conducted by the District staff and/or other qualified individuals in order to help parents better understand the educational needs of their children.||Met||2018
19647330101683|Renaissance Arts Academy|3||RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including:  * Individual parent/student conferences [Seeking Input Measure: 100% of faculty have participated in conferences collaboratively with parents] [Promoting Participation Measure: 100% of parents have translation needs met]  * Parent/Student Compact Meetings, Information Meetings, and symposia on curricula-related topics [Seeking Input Measure: 100% of faculty have participated in these meetings with families] [Promoting Participation Measure: 100% of parents have access and are invited to these meetings linked to student learning and social-emotional development and growth] * Annual Parent Survey [Seeking Input Measure: 100% of staff participated in professional development focused on parent input and survey results] [Promoting Participation Measure: 100% of parents responded to the survey] * Semi-annual Student-led conferences [Seeking Input Measure: 100% of faculty participated in student-let conferences to promote collaboration with parents] [Promoting Participation Measure: Parents, on average, attended 1.5 student-led conferences] * Grade-level appropriate college meetings for parents and students [Seeking Input Measure: 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance] [Promoting Participation Measure: 100% of 12th grader students had parental involvement in college preparation] * Frequent student performances including multiple individual and group recitals at school, performances at community activities, plus annual Winter and Year-End Shows. [Seeking Input Measure: 100% of faculty are involved in producing student performances for families] [Promoting Participation Measure: Parents, on average, attended 2.8 student-led shows throughout the year] RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation. Toward that end, RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement: * Title 1/LCAP Consolidated School Council [Seeking Input Measure: 100% of Council meetings include parental involvement] [Promoting Participation Measure: 100% of faculty participate in professional development focused on the priorities of the Title 1/LCAP council] * Parent Volunteer Committee [Seeking Input Measure: 100% of committee activities are collaborative with faculty] [Promoting Participation Measure: 100% of parents informed of volunteer opportunities]|Met||2018
04100410000000|Butte County Office of Education|3|N/A|Butte COE schools uses a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. All BCOE schools have two LCAP goals: 1) All student be college and career ready and 2) All schools will provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. Below are the strands and scores:   Welcoming All Families to School Community: 2 Communicating Effectively: 2 Supporting Student Success: 3 Speaking Up for Every Child (Advocacy): 2 Sharing Power (Leadership): 2 Collaborating with the Community: 3  Total Average: 2.33 All areas received a 2 or higher out of 5.  The lowest scoring areas are being addressed with site council training for all Butte COE Title I school leaders to support the concepts of sharing power and eliciting feedback, and family engagement training through the full rollout of an engagement curriculum in the community school program and a modified rollout of some of the same concepts in the juvenile court and special education programs.    In addition to the sites’ self-evaluation rubric each school utilizes a stakeholder survey to elicit input from students, staff, parents, and community members as part of LCAP development. Survey data indicated that just over 50% of parents felt that their input was actively sought and that the schools communicate regularly. Data showed that 72% of students and stakeholders responded that students feel supported in development of their learning plans and 80% of students and stakeholders felt that their input is valued.  This data supports the self-evaluation and improvement strategies.|Met||2018
04100410134213|Come Back Butte Charter|3|N/A|Come Back Butte Charter School uses a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. CBBC has two LCAP goals designed to have all student be college and career ready and provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. Below are the strands and scores:   Welcoming All Families to School Community: 3 Communicating Effectively: 3 Supporting Student Success: 3 Speaking Up for Every Child (Advocacy): 2 Sharing Power (Leadership): 2 Collaborating with the Community: 2 Total Average: 2.5  All areas of the Family and Community Engagement survey received a two or higher out of five.  Building positive relationships with students is seen as essential to student success at school.  The sections receiving a three are all relationship-based areas.    In addition to the sites’ self-evaluation rubric, each school utilizes a stakeholder survey to elicit input from students, staff, parents, and community members as part of LCAP development. The majority of students at Come Back Butte Charter are adults with homes and families of their own, therefore, parent involvement is essentially seen as student involvement.    Providing a safe and nurturing environment for CBBC students is very important to staff.  Students feel safe at CBBC, as seen in the results of the survey given to students is November and again in April.  In November when asked if CBBC is safe, clean and in good repair 85.7% responded with a 5 – the highest, while 7.1% responded with 4 and 7.1% responded with 3.  April results showed that 100% of the students who responded feel that CBBC is a safe school to attend.  When asked about CBBC providing a nurturing environment in November, 78% said all the time and 21.4% said most of the time.  This in comparison to the April responses where 100% responded with all the time.  This improvement show an increase in the positive relationships being built between teachers and students.  Staff will be trained in providing additional engagement strategies in October 2018 and will work throughout the year to better engage parents and adult students in Sharing Power and Advocacy for themselves and any children of their own.  Come Back Butte staff will also work to better develop collaborative partnerships within the community as part of their charter plan for engaging and retaining students.|Met||2018
48705240000000|Benicia Unified|3||The key findings from the survey related to seeking input from parents/guardians in school and district decision making: BUSD has several capacities for which parental input is solicited and this feedback is used to inform decision making. BUSD uses a District created parent survey tools that are sent to 100% of families. Questions on this survey tool probe areas such as instructional and extracurricular programs, communication, and health and safety. In addition, BUSD invites parents to participate on our District Curriculum Council four times per year. During these meetings, we review data, solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee.  At the site level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site level plans are in direct alignment with the District LCAP. In the spring of 2019, the community will have the opportunity to participate in an LCAP gallery walk. This will be hosted at the District Office. All staff and community members will be invited to participate in a gallery walk where they review local and state data as it relates to the LCAP goals, actions and services. They then prioritize these actions and services based on their learning and analysis of the data.   The key findings from the survey related to promoting parental participation in programs  Feedback from the surveys indicated a need for more communication at all levels of the organization. In addition, a need was identified to find additional ways to challenge students who are meeting standards already. Parents also expressed interest in seeing more extracurricular activities at some of our sites. BUSD solicited input from parents about parent participation opportunities and workshops. Parents identified types of learning  they would like and the District has offered parent workshops in these areas (college and career readiness was the primary response.) All of this information will inform our development of the District LCAP.   Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. The District sends at least one survey to parents each year. The questions are developed with teachers and parents and are based on the needs identified by the previous year’s survey. The results of these surveys (and other in-person parent participation opportunities) directly informs the LCAP.|Met||2018
49709610000000|Twin Hills Union Elementary|3|We chose to use a survey of parents because our experience is that we have participation of more parents. We use the data from the survey of the eight priority areas in development of the Local Control and Accountability Plan. Key findings from the survey show 86% of parents who completed the survey state; the district/school seeks input from parents/guardians in the school decision making. Key findings from the survey show that 70-80% of parents participate in school activities such as Open House, Back to School Night, carnivals, and parent conferences. 50% volunteer in classrooms and at events.||Met||2018
19647170000000|Little Lake City Elementary|3|Little Lake City School District administers the Parent Engagement Survey to parents of students in grades 5 and 8 in order to determine the parents’ level of engagement and compare it to parents’ level of priority. Our goal is to bridge the engagement level with the priority level for each of the four statements on the survey. The four statements and results are as follows:  1.Communication  with the teacher or other school personnel (e.g., email, conferences, phone calls, written communication, Parent Portal) regarding your child’s learning progress  (Level of Engagement = 92%, Level of Priority = 98%, Bridge/Gap = -6)  2. Attendance at school events (e.g., Back to School Night, Open House, Dads & Donuts, student performances or assemblies, fundraisers) (Level of Engagement = 91%, Level of Priority = 91%, Bridge/Gap = 0)  3.  Participation in parent education opportunities (e.g., parent workshops, curriculum nights, AVID orientation)   (Level of Engagement = 43%, Level of Priority = 74%, Bridge/Gap = -31)  4.  Awareness of opportunities for parent leadership/decision making role (e.g., SSC, ELAC, PTA/PTO) (Level of Engagement = 60%, Level of Priority = 73%, Bridge/Gap = -13)   Conclusions: 1. The data indicate that the highest priority for parents is attendance at large school events such as Back to School Night and student performances.  The data reflects that the level of priority is aligned to the level of engagement.  There is no gap between the two, indicating full parent engagement. 2. The data shows that parents’ second highest priority is communication with school personnel regarding their child’s progress. There is a gap of 6% of parents who indicated communication a priority, but do not feel they are engaged in this area. 3. The largest gap exists in between parents level of priority and level on engagement in the area of participation in parent education opportunities.  Although 74% of parents find it important, only 43% feel engaged in these opportunities.||Met||2018
12627940000000|Fieldbrook Elementary|3|1. The key findings in our parent survey showed 78% of participants agreed that they were actively sought to provide input to help make important decisions at the school.  2. 56% of families surveyed felt that they were comfortable coming to the school in the areas of volunteering, participating in family nights, and watching school assemblies.  3. Surveys were selected because it provided responses in the areas of after school programs, counseling, and homework club, which meet the needs of our unduplicated populations.||Met||2018
12629680000000|Orick Elementary|3|A climate survey was administered to parents in May of 2018. 80% of all parents responded they felt welcomed to participate in and provide input at 1) school meetings and stakeholder sessions and 2) school and community building events. A local survey was administered in place of the CHKS parent survey due to the small size of our student population.||Met||2018
37684030000000|Spencer Valley Elementary|3|By tabulating the number of comments submitted on the District's LCAP survey, 93% of parents gave written input – (two good things about the school and two things to fix) that were used to inform the plan for the next year and 82% of parents felt they had opportunity to have meaningful input into decision making.  Survey results and comments fell into 4 categories including Communication, Safety and Facilities, Teaching and Learning, and Enrichment and Community Partners.  Areas to work on from findings included: Calendaring of Events earlier, Parking Lot Improvement, and re-visiting student safety drill procedures.  Parents also had 15 additional opportunities to provide input during the decision-making process at the LCAP meetings and during regularly scheduled Board Meetings. 82% of parents also indicated their school offered options for parent engagement, and in fact there were over 30 events during the school year (separate from meetings) that encouraged parent involvement. 100% of parents indicated their school used multiple ways to communicate in an understandable format and language, and were given the opportunity to indicate their preferred method of communication. The district's LCAP and Site Advisory Committee members review the questions on the survey to better align and measure the effectiveness of LCAP actions established within the LCAP priorities. Parents were also invited to review Social Studies texts for next year's adoption.||Met||2018
19647336017016|Fenton Avenue Charter|3||A. Seeking Input in School/District Decision Making: Progress toward Priority 3 is addressed in the LCAP Goal #6.  Parents receive frequent and clear communications about school meetings and events through multiple modes of communication: flyers, website, teacher websites, Google email, newsletters, annual Handbook and an annual calendar of meetings and events. The LEA has a Family Center will continue to be staffed full-time during the school year and parents will be invited to parent events including an annual Open House, Parent Orientation Meetings, Student Awards Assemblies and class and school performances. Parents will be strongly encouraged to attend twice annual parent-teacher conferences. All parents will be encouraged to run for elected positions on the FCPS Board of Directors, the governance councils, and to attend meetings of these groups.  B. Promoting Participation in Programs: Progress toward Priority 3 is addressed in the LCAP Goal #14.  School will continue to engage parents and students as valued stakeholders in decision-making, and continue to provide programs and resources that support families and enhance the school community. Fenton has access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. Fenton has provided workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth (Ironbox Math Night, Nurtured Heart Training, etc.). Professional development on effective parent/guardian engagement occurs yearly.|Met||2018
33670586031959|George Washington Charter|3||Parents, community members and stakeholders of Washington Charter School are involved in many facets of the school. Parent engagement is one of the anchors of Washington Charter. Included are some of the ways in which parents are involved. Washington Charter School is governing by a 7 member Governing Board comprised of parents, staff members and community members. Board members serve a two year term except for the community member who has a one year appointment. The Governing Board is the policy setting arm of the school. When making decisions the board and school administration seek input from our stakeholders. Parents also serve on the site ELAC committee. In the spring of 2017 stakeholders received a survey from Panorama Educations. Questions were tailored to the perceived needs of the school and our two LCAP goals. Students in grades 3-5 also participated in the survey. The participation rate increased significantly in comparison to previous years. A forum soliciting feedback was also held.  The attendance was minimal in part because of the Panorama survey and what we believe is a overall satisfaction with the educational program that is offered at the school and the feeling that ones voice is heard. Each month the WCSPCF meets. This is another opportunity to interface with families. The Principal shares information for those who attend. The Principal also has an open door policy. This allows parents and others in the community an opportunity to share their thoughts and opinions. Examples of feedback that became an area of focus in the school's LCAP was the need for a bi-lingual staff member office  in the front office and funding to increase the after school plan. With regard to the sites second LCAP goal funding is in place to enhance school security. A few projects were completed prior to June 2017. Additional items were addressed in the summer of 2017. Our LCAP priorities align with many of areas of need in the school's LCAP|Met||2018
45104540000000|Shasta County Office of Education|3|Parents were asked about satisfaction regarding clarity of expectations for student outcomes and options for transitions post-high school. Meetings were held on weekends for parents on a drop-in basis. There was no participation at Juvenile Hall. We thought the weekend availability would draw parents in. It did not. It is a goal of our LCAP to promote college and career readiness, so it is important that parents/guardians are clear regarding expected student outcomes.||Met||2018
54105460125542|Sycamore Valley Academy|3|Sycamore Valley Academy uses an annual LCAP survey, offered to all families via a Google form through our regular school communication. This survey tool offers the most effective means to gather input and information from parents related to school site decision-making and goals. Typical parents taking the survey have participated in school activities and/or volunteered at the school for upwards of 30 hours. The questions are aligned to our LCAP goals and at least one question addresses each of the states identified priorities. Results indicate that the majority of stakeholders are satisfied with what SVA provides for their student, and feel that SVA is acting in alignment with the mission and vision outlined in our Charter. Stakeholders reported that they feel their students are safe, that staff at the school show care and concern for their student, and that staff and admin regularly communicate about ways to be involved with their student and activities at the school.||Met||2018
07100740731380|Clayton Valley Charter High|3||"The mission of CVCHS is to unite all our stakeholders in the common goal of preparing all students for success in college and for careers in the 21st Century.   The communication parents receive is through our student information system, Power School and School Messenger, which provide daily updates on grades and attendance to all parents via email, call and text. This allows parents to fully participate in their child's academic progress in ""real-time"" and helps us communicate to all families, including the parents of our most at risk students, about their academic progress. Additionally, we send home weekly parent bulletins that contain comprehensive information around school events and activities along with quarterly newsletters from the Guidance Department. The Guidance Department hosts 3 parent information nights for families to provide information to families relevant to the specific grade area that their students are in. The abundance of communication promotes a high level of engagement for all parents of CVCHS students. Finally, we have a designated Parent Volunteer Coordinator and have over 100 active parent volunteers."|Met||2018
23752180000000|Leggett Valley Unified|3||The survey we chose to use came from C.D.E. It was a short 8 question survey that we had our parents from both our Leggett Valley and Whale Gulch sites take. We chose this survey because it was a good starting point in surveying our parents. Over 45% of all of our parents took the survey. Our findings showed that between 85% and 90% of those who took the survey were happy with school communication, there ability to participate at school, their children being treated fairly and school safety for their students. The results of the survey were shared with the Board at the October 2017 Board meeting.  They will be reviewed at the November 2018 Board meeting.  The Leggett Valley Unified School District has entered into an MOU with WestEd to have their students take part in the Healthy Kids Survey this winter.  This survey should give us a more rounded snapshot at student perception of the environment at school.  The results will be shared with the Board at a subsequent meeting after the results have been dissaggregated and analyzed.  Administration is taking part in a chronic absenteeism professional development series through MCOE over the next three years.  Staff and administaration is also taking part in the SUMS initiatve through the Orange County Office of Education over the next year.  This will help us strengthen our MTSS district wide.  MTSS is Multiple Tiers of Student Support.|Met||2018
49708050105890|Mark West Charter|3|District and school staff determined that better local data could be obtained using locally developed surveys.  Therefore, each school staff, with support from the District office, developed and administered surveys specific to Mark West School District.  Information collected through the surveys will be used, as appropriate, to modify or change specific actions and or services provided by the District and individual schools. Many of the comments provided by the PAC, DELAC and students groups were reiterations of existing programs or current areas of focus for the District.  For example, the groups felt that in order to be prepared for the future, students needed access to well-rounded, quality educational experiences with a clear focus on the core curriculum and supplemented with the arts, the development of thinking skills, access to technology and the ability to use it appropriately.  It was also pointed out that students need to develop collaborative, social and communication skills, while developing empathy for others.  Also, increased counseling, math and reading support for all grades was seen as a need.  The groups felt that site level staffs were highly trained, qualified and supportive.  Parents appreciated the District’s efforts to maintain smaller class sizes and certain extracurricular programs, such as music.  Students stated that they would like lunches that offer healthier options with more freshly made choices leading to better nutrition.  School logs indicated that 80% of  parents participated in at least one of the 3 major activities  Back To School Night , Open House, and Science Fair during the 2017-18 school year. After school and evening parent training sessions will be conducted by the District staff and/or other qualified individuals in order to help parents better understand the educational needs of their children.||Met||2018
49708056111066|John B. Riebli Elementary|3|District and school staff determined that better local data could be obtained using locally developed surveys.  Therefore, each school staff, with support from the District office, developed and administered surveys specific to Mark West School District.  Information collected through the surveys will be used, as appropriate, to modify or change specific actions and or services provided by the District and individual schools. Many of the comments provided by the PAC, DELAC and students groups were reiterations of existing programs or current areas of focus for the District.  For example, the groups felt that in order to be prepared for the future, students needed access to well-rounded, quality educational experiences with a clear focus on the core curriculum and supplemented with the arts, the development of thinking skills, access to technology and the ability to use it appropriately.  It was also pointed out that students need to develop collaborative, social and communication skills, while developing empathy for others.  Also, increased counseling, math and reading support for all grades was seen as a need.  The groups felt that site level staffs were highly trained, qualified and supportive.  Parents appreciated the District’s efforts to maintain smaller class sizes and certain extracurricular programs, such as music.  Students stated that they would like lunches that offer healthier options with more freshly made choices leading to better nutrition.  School logs indicated that 80% of  parents participated in at least one of the 3 major activities  Back To School Night , Open House, and Science Fair during the 2017-18 school year. After school and evening parent training sessions will be conducted by the District staff and/or other qualified individuals in order to help parents better understand the educational needs of their children.||Met||2018
49708056051858|San Miguel Elementary|3|Therefore, each school staff, with support from the District office, developed and administered surveys specific to Mark West School District.  Information collected through the surveys will be used, as appropriate, to modify or change specific actions and or services provided by the District and individual schools. Many of the comments provided by the PAC, DELAC and students groups were reiterations of existing programs or current areas of focus for the District.  For example, the groups felt that in order to be prepared for the future, students needed access to well-rounded, quality educational experiences with a clear focus on the core curriculum and supplemented with the arts, the development of thinking skills, access to technology and the ability to use it appropriately.  It was also pointed out that students need to develop collaborative, social and communication skills, while developing empathy for others.  Also, increased counseling, math and reading support for all grades was seen as a need.  The groups felt that site level staffs were highly trained, qualified and supportive.  Parents appreciated the District’s efforts to maintain smaller class sizes and certain extracurricular programs, such as music.  Students stated that they would like lunches that offer healthier options with more freshly made choices leading to better nutrition.  School logs indicated that 80% of  parents participated in at least one of the 3 major activities  Back To School Night , Open House, and Science Fair during the 2017-18 school year. After school and evening parent training sessions will be conducted by the District staff and/or other qualified individuals in order to help parents better understand the educational needs of their children.||Met||2018
18641050000000|Janesville Union Elementary|3|Parents from all grades (TK-8) responded to a survey provided by the LEA. 89 responses were received which was a vast increase from the prior year in which only 26 surveys were returned. Based on local feedback, the distribution of the surveys were provided in multiple formats which directly affected the response rate. 100% of parents feel welcome to visit the school. 99% of parents feel welcome to contact their child’s teacher about questions or concerns. 93% report they receive adequate reports on their child’s progress. 96% feel that parent-teacher conferences help them be involved in their child’s education. 99% report that Janesville School is a supportive and inviting place to learn. 93% of parents report they receive adequate communications regarding discipline, activities and emergency events. 87% of parents feel their concerns are heard appreciated and acted upon. 91% of parents are aware of ways they can be involved in decision making such as PTO, Site Council and School Board Meetings.   Based on these results and findings, the following priorities are in the LCAP: 2.1 – Provide annual survey, 2.2 – Host a variety of family events, 2.8 Increase communication to families.||Met||2018
44104470000000|Santa Cruz County Office of Education|3|"The Santa Cruz County Office of Education surveys parents each year to gather input for our various planning and continuous improvement processes. Questions in the survey were written to address state Priority 3 - Parent Engagement. The survey was most recently administered in the Spring of 2018.   In order to measure parent engagement in decision making, we asked parents if they “have opportunities to participate in my students education."" Seventy-one (71) percent of parents responded that they did have such opportunities, and only six percent responded that they did not. 23% responded neutrally. Open-ended responses from parents on the topic included requests for: more frequent phone updates, parent nights, and opportunities to share expertise. As a result, all schools will hold open house this year, and teachers are reminded to make frequent home communication a priority.  In order to measure parent participation in their student’s educational program, we asked parents to what extent am I “informed about what my child needs to do to graduate or transfer from his/her current school?” Eighty-seven (87) percent of parents responded positively, and only four percent responded negatively.   The Santa Cruz County Office of Education chose to conduct annual local parent surveys in order to collect data from all grade levels each year in such a manner that all parents would have equity of input. The survey items were written to specifically address the LCFF/LCAP state priorities."||Met||2018
01611920119248|Golden Oak Montessori of Hayward|3|Annually stakeholders complete a Campus Climate survey focused on experiences as Golden Oak Montessori community members. Parents, staff/teachers, and students are surveyed. Based on the California Healthy Kids Survey, the goal is to assess the student academic experience, school experience, and overall “connectedness” of all constituent groups.    The survey indicated parents feel positively about Golden Oak Montessori with nearly 90% pleased with their child’s experience and nearly 95% indicating their student is happy and enjoys learning at school. The majority of parents indicated their child is academically challenged, has confidence in approaching new skills, and feels Golden Oak is an inviting place for their child to learn.    Responses indicated that parents feel continued attention is needed to ensure all students, including those ready for advanced instruction, are academically challenged. Parents also expressed the need for more tools to know how their student is doing academically and how to help them at home. Parents also cited the need to ensure there are student behavior supports including clear school rules and consequences, ensuring discipline is handled fairly, and continued work to prevent harassment and bullying.   This feedback enabled the school to identify overarching goals and action items which are outlined in detail in the LCAP. These broad goal areas include: 1. Academic Performance - improve student academic performance and challenge students ready to expand their knowledge base; 2. Basic Services - optimize Golden Oak’s facilities, services and conditions for student learning; and 3.Campus Climate - promote a positive campus climate with engaged parents and confident compassionate students.    The Campus Climate goal promoting parent engagement directly correlates to the need to ensure families feel connected to the Golden Oak community and are actively contributing to student success. Some of the actions taken to support this goal include: weekly parent email newsletter (English/Spanish); free workshops presented by information experts; school information events including family conferences, State of the School Address, and classroom Open House nights; monthly parent coffee meetings; committee membership extended to the entire parent community with opportunities to participate in the PTO, Educational Excellence Committee, Wellness Committee, Safety Committee, and if qualified, serve as a volunteer member of the Board of Directors; and community building events like the Acorn Festival, annual Auction, Familias Unidas, Story Book Halloween, Parent Work Days, and our holiday Festival of Lights – all of which bring families together in a fun collaborative atmosphere.||Met||2018
07616300000000|Acalanes Union High|3|AUHSD staff selected Option 1: Survey to review and reflect on progress made in promoting parental participation in programs. In 2016 all AUHSD schools administered a Parent Survey as part of the WASC Accreditation process. The survey was administered at all schools to all grade levels and the questions ranged from asking about input related to instructional practices, homework, school rigor to parent engagement and communication with parents. After reviewing the survey, key findings were:  1. There is strong parent engagement in the schools. While the percent of parents feeling highly involved and engaged in schools varied slightly from school to school (70% to 90% feeling highly involved), the average was very high.  2. Parents strongly felt communication is strong and that they receive adequate information about events, school involvement opportunities, and initiatives. 3. Parents of English Learners were significantly under-represented in the survey, on the committees and taking part in school-wide initiatives. Additional outreach is necessary to ensure sufficient parent participation from English Learner parents.   The WASC Parent Survey was selected as it was a comprehensive survey given to all parents in the AUHSD. The survey contained explicit questions asking about parent participation and engagement. The findings of the survey are similar to the findings in the LCAP. The LCAP goal focusing on increasing participation of English Learner parents in school-wide teams, committees and initiatives aligns with what was found in the WASC survey.   Since the administration of the survey, steps have been taken to improve participation of parents of English Learners at the site and district level with visible progress. Higher numbers of parents of English Learners are engaging at various meetings where they have an opportunity to engage and participate.||Met||2018
36678760117192|SOAR Charter Academy|3|SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent GUIDES, parent conferences, various on campus and off campus volunteer opportunities, school open house and back to school events, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parent involvement. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when attending parent meetings about the LCAP process, serving as a GUIDE, a Board member, and/or participating in the two surveys we give to gather feedback annually. These surveys and their findings do relate to the goals established in our LCAP and drive the development of new actions to address the findings.  SOAR takes the CAL-SCHLS California Healthy Kids Survey in 5th and 7th grade along with giving the Parent Survey and Staff Survey components. This survey gives a lot of information on many areas in the LCAP.  We also give a local Stakeholder Survey to parents to gain additional feedback related directly to the 8 priorities in our LCAP and charter. We choose to give these two surveys because they are comprehensive surveys that give us a lot of information across all state priorities and tie to our LCAP and planning process very well. 79% of parents agree that parent involvement is encouraged for decision making. We have very little turn out for general parent meetings relating to receiving feedback but we did get 40% participation rate from parents on CAL-SCHLS and 48% on our Stakeholder Survey. 98% of our parents agree SOAR promotes active parental involvement in all programs. 94% state we keep them well-informed about school activities and 88% feel they are well-informed of their child's progress. We received an overall grade of a 94% on our Stakeholder Survey.||Met|We will continue to use both surveys for consistency and comparison.|2018
10624140000000|Sanger Unified|3|As part of the process for developing the Local Control Accountability Plan (LCAP), Sanger Unified contracted with Hanover Research Center to survey parents, staff, students and community members in an effort to seek input for district decision making.  The analysis included 6,184 valid responses. The survey gathered feedback on key aspects of Sanger’s LCAP Goals, including District Priorities, Student Support Services, Multi-Tiered Systems of Support, College/Career Readiness, School Climate, Professional Development and Parent Engagement.   Top Recommendations based on the survey include the following: 1. SUSD should develop a system of resources and interventions for struggling students. Nearly half of the parents and staff mention this as a top priority. 2. SUSD should emphasize skills development as part of it College and Career Readiness efforts.  Less than two-thirds (59%) of staff members agree that students have the students have the skills to succeed in the college after graduation. 3. SUSD should explore options to provide social and emotional support for students.  Of the respondents, 31% qualify for reduced/ free meals, 10% were parents of English Language Learners and 1% were parents of Foster Youth, 53% were Hispanic, 13% Asian, 13% White and 4% other.  Survey results affirmed stakeholder support for the LCAP funded services currently being offered and reaffirmed the community priorities previously identified. According to stakeholder input from the LCAP Guidance Committee and stakeholder meetings, the top recommendations included the following: Academic Intervention and Support, College and Career Readiness and Social Emotional Support. In addition to the LCAP Survey, SUSD conducted an annual District Wide Survey regarding our overall effectiveness.  The following items were rated:  Overall quality of your child’s school, Academic Growth in ELA and Math, Communication, Safe School Environment, Harassment/Bullying, Positive Behavior and Character Development, Cleanliness of buildings, Parent Involvement, Transportation and Nutrition.  Responses ranged from 68% for Nutrition to 91% for Overall Quality of the School. In an effort to enhance parental participation, the PE-MTSS Leadership Team, and Sanger FRC staff, engaged a total of 242 parents to obtain their feedback on parent involvement with their child’s schools. A total of 179 parents attended parent forums, 20 participated in small focus groups, and 43 took part in individual telephone and in-person interviews. This information also helped us learn more about the possible barriers that parents experience for engagement with their child’s school, as well as what they believe Sanger Unified is doing well at and what might be improved upon from their perspectives. The findings of the LCAP Survey along with Community Stakeholder input, align with the 3 district goals which include, raise academic achievement of all students, close the achievement gap and a safe school environment.||Met||2018
26102640000000|Mono County Office of Education|3|Results from our survey are positive in Areas 1 and 2.  We had an 88% parent response rate.  The survey was sent home requesting parent completion, as well as introduced and requested at several parent/student events/meetings.  Area 1 results were that parents, on average indicate that in terms of importance, this ranks as a 4.7 on a scale of 1 to 5, and our progress in this area ranks at a 4.4 on the same scale.  In Area 2 results were that parents, on average indicate that in terms of importance, this ranks as a 4.8 on a scale of 1 to 5, and our progress in this area ranks at a 4.7 on the same scale.  These results express a significant improvement in participation rate on the survey as well as improvement in progress of both areas.    MCOE administers an annual local survey to all students, staff, parents and community members.  This survey requests information regarding MCOE's perceived progress on our LCAP goals and activities as well as our progress on promoting parental participation in programs and seeking input from parents/guardians in school and district decision making.  Our activities planned for this year will continue to increase parent participation opportunities as well as parent education, and we plan to continue to administer the survey in person several times throughout the year, with a goal of 100% participation in the survey as well as our many other events.||Met||2018
47703590000000|Hornbrook Elementary|3|HESD 2018-19 Parent Engagement Survey revealed: Participation rate: 17/29 families responded to the survey (59%) • 94% of our families reported that the school provides information that helps them support their child’s learning • 94% report that the school does a good job of getting important school and classroom information to parents • 93% report that they are provided opportunities to be involved in school decisions • 94% report they are provided opportunities to be involved in their child’s education Hornbrook Elementary School District (HESD) is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  Various events have been established to initiate outreach and make connections with parents, including Family Fun Night, back-to-school night, and assemblies. Establishing these connections and developing relationships leads to greater parent involvement.   In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council and School Wellness Committee.   HESD gathers information on the quantity and quality of parent participation in events and programs as well as established opportunities for parents to participate in the school decision-making process.  HESD will gather input from parents during events and activities to supplement feedback received on our parent engagement survey in order to more comprehensively assess parental perceptions of school participation.   This locally-authored survey was chosen because it gathers information directly from parents and creates opportunities to measure parent perception in addition to quantifiable measures.  This survey is aligned with our LCAP and is used to measure how well we meet our AMO 3.5.||Met||2018
10101080127514|Kepler Neighborhood|3|Kepler Neighborhood School was founded on the premise that the community is a part of the school and the school is a part of the community. Through that context, parents are very involved in the Kepler Neighborhood School program as evidenced by the fact that many teachers, staff, and Board members are parents and community members. This level of involvement allows for on-going engagement and input.  Kepler has many parent volunteers working in classrooms, the front office, on the playground, and in the cafeteria. Kepler utilizes a variety of channels to engage with parents/guardians and community stakeholders including the following: Social Media (Facebook and Parent Square), parent information sessions, and coffee talk events. The Parent Square tool is especially effective, reaching 86% of our families. Kepler holds trimester Neighborhood Night events and Parent/Student conferences, making the home school connection stronger. Translations of important documents and interpretation services are provided for parents as needed. In addition, a site-developed parent survey is administered annually focusing on Kepler’s five goals, one of which is that parents are valued, contributing members of our community.  Specific questions include effectiveness and frequency of communication, involvement, understanding of the curriculum and participating in setting goals for their students. Specific strengths included: a match between teaching styles of teachers and learning styles of students, feeling that Kepler is a safe school, sense of belonging at Kepler, the value placed on diversity. Areas identified for growth include: ensuring all children have access to adults when needed, getting the PTO back up and running, and better integration of our service learning program into the curriculum.   This information was presented at a public meeting of the Kepler Neighborhood School Board. A priority for the school is to identify valid and reliable tools for seeking parent input and engagement in an ongoing basis. The information collected in the annual survey is very beneficial, but ideally would be more frequent and include student’s academic program, school connectedness, and safety.|Parents were given a survey to seek their input on decision making.  A parent advisory committee has been formed to further implement and improve school and parent joint decision making and collaborative work.  Parents meet with staff during three times a year for conferences and student individual goal setting.|Met||2018
10621660127514|Kepler Neighborhood|3|Kepler Neighborhood School was founded on the premise that the community is a part of the school and the school is a part of the community. Through that context, parents are very involved in the Kepler Neighborhood School program as evidenced by the fact that many teachers, staff, and Board members are parents and community members. This level of involvement allows for on-going engagement and input.  Kepler has many parent volunteers working in classrooms, the front office, on the playground, and in the cafeteria. Kepler utilizes a variety of channels to engage with parents/guardians and community stakeholders including the following: Social Media (Facebook and Parent Square), parent information sessions, and coffee talk events. The Parent Square tool is especially effective, reaching 86% of our families. Kepler holds trimester Neighborhood Night events and Parent/Student conferences, making the home school connection stronger. Translations of important documents and interpretation services are provided for parents as needed. In addition, a site-developed parent survey is administered annually focusing on Kepler’s five goals, one of which is that parents are valued, contributing members of our community.  Specific questions include effectiveness and frequency of communication, involvement, understanding of the curriculum and participating in setting goals for their students. Specific strengths included: a match between teaching styles of teachers and learning styles of students, feeling that Kepler is a safe school, sense of belonging at Kepler, the value placed on diversity. Areas identified for growth include: ensuring all children have access to adults when needed, getting the PTO back up and running, and better integration of our service learning program into the curriculum.   This information was presented at a public meeting of the Kepler Neighborhood School Board. A priority for the school is to identify valid and reliable tools for seeking parent input and engagement in an ongoing basis. The information collected in the annual survey is very beneficial, but ideally would be more frequent and include student’s academic program, school connectedness, and safety.|Parents were given a survey to seek their input on decision making.  A parent advisory committee has been formed to further implement and improve school and parent joint decision making and collaborative work.  Parents meet with staff during three times a year for conferences and student individual goal setting.|Met||2018
49709380000000|Sebastopol Union Elementary|3|The District used a contractor to create a survey directly linked to the Reflection tool Parent Engagement. A summary of results is below: Parents view the schools as safe places for their children overall, but bullying is seen as the source of the most safety-related problems, characterized between a small and moderate problem. • Parents gave positive ratings to all aspects of school climate on average. One interesting finding is that despite an average rating that the quantity of homework, was “about right,” between two to three times the percentage of parents disagreed with the amount of homework than any other item in the section. It would be helpful to figure out what parents are concerned about here. Only one comment really included any substance about homework which is not helpful. • Parents agreed that their schools do a good job promoting children’s development in each component of academic programming, with the exception of the school lunch program, with was rated midway between “agree” and “disagree.” . Overall, parents report that their schools are welcoming, and encourage the participation and involvement of all families. • Parents believe the schools and district do a good job of communicating with families and that teachers respond to their concerns quickly. Brook Haven parents also find the Aeries Portal to be a helpful communication tool. • A strong majority (80%) of parents receive email communications from the school, and this is a method of communication that 90% prefer. In addition, there will always be people who have particular needs around communication, and making efforts to match preferences is always helpful, though labor intensive. • Parents made more comments about communication than other topic areas. It’s certainly true that specific situations leave a negative feeling for parents, reviewing these comments closely might provide some insights into further improving school protocol around communication. • Finally, it is very encouraging that the parent survey had the best response rate of any survey in recent years, with 136 parents participating. Even more surprising was the extent of comments made by parents. It indicates that parents are invested in the SUSD schools, want to be heard and to help improve their schools.||Met||2018
53716620000000|Burnt Ranch Elementary|3|Stakeholders were surveyed to gather input regarding decision making, school culture, course offerings and parental participation and were linked to both LCFF priorities and LCAP goals.  Results were used to guide the school forward. School events organized by students, staff or parents; committees with a variety of stakeholders as members (PTO, Site Council, Indian Education, Wellness/Nutrition, Gardening); courses and offerings in the regular day and the ASES program were all evaluated for relevancy and importance.||Met||2018
10622650000000|Kings Canyon Joint Unified|3|Parent participation in the annual parent school performance survey in 2017-2018 increased from previous year to an eighty three percent return rate.  Responses from the survey provide KCUSD with direction as to areas that are successful and areas that need to improve.  In “Overall Quality” of education, parent satisfaction (marked by ratings of “satisfactory,” “good,” and “excellent” increased by one percent to ninety eight percent.  Likewise, the “Quality with which you (parents) are treated on campus increased to ninety eight percent.  “School Communication with non-English speaking parents” increased slightly for schools with grades 9-12 and 6-8 to eighty one percent and eighty three percent respectively (marked by ratings of “satisfactory,” “good,” and “excellent”).  At K-8 schools, this percentage was lowest with sixty percent which will require a review of existing practices to better support parents.  Overall, parents rated “How well the teacher(s) meet students’ need (marked by ratings of “satisfactory,” “good,” and “excellent”) at ninety six percent.  This was slightly higher than previous year for schools with grades 9-12 and 6-8.   Parents also provide input in the areas of school to home communication, bullying, dress code, vacation schedule, post high school expectations, climate and culture and parent education opportunities which is used to guide district initiatives moving forward.  Based on responses regarding parent education opportunities, KCUSD will continue expand parent engagement.     This survey was selected as parents are familiar with the format and can provide an abundance of data from all grade spans.  The survey also provides parents with “write in” opportunities to provide suggestions for improvement that are compiled together with other LCFF input meetings to guide and direct changes made by KCUSD.||Met||2018
15636690000000|Midway Elementary|3|"1. The findings from our local survey came back as 90% ""Strongly Agree"" that parent participation in the decision making process is a part of Midway School.  2. We use our ""Schoolwise"" system to send out mass messages (text,voice,emails) to all families to promote upcoming LCAP/LCFF and parent volunteer meetings that encourage participation in the process of deciding on district programs and funding. 3. Local survey asks questions that are directly related to LCAP/LCFF Plan. Results allow district to properly adjust and seek more information from parents at annually scheduled LCAP meetings.  Results are shared with all stakeholders and necessary adjustments are documented ."||Met||2018
52105200000000|Tehama County Department of Education|3||"TCDE is using  qualitative data to measure progress on this priority. The two qualitative measures will be JJC School Site Councils (PAC) and students.   During 2017-2018, JJC School Site Council held four scheduled meetings. The council consisted of 3 probation staff (serving ""in loco parentis"") and 3 JJC instructional staff.  Although parent engagement is limited due to distance, safety and confidentiality concerns, parents are included in IEP meetings, many times by telephone.   Progress in promoting parental engagement includes the design of a parent engagement activity series that will allow for parents to have a better understanding of the JJC instructional program and the role probation plays in the educational program. This plan was an outcome of a JJC School Site Council meeting.   Finally, a JJC student focus group was held on March 12, 2018 to gain information regarding student input. The student feedback indicated a continued need for more arts options and career preparation activities. Students expressed a desire to have access to Odesseyware since many had experienced this on-line curriculum in their home schools.  TCDE IT staff is working on this access.  This measurement tool was chosen was due to the limited parent engagement in juvenile hall court school. The findings provided information on Priority 4, Priority 6 and Priority 7."|Met||2018
19101990132605|Valiente College Preparatory Charter|3|Parents and guardians ranked Valiente as being very supportive and offering numerous methods for parents to participate and make decisions towards the growth of the school.  Parents relayed that Valiente offered a warm and safe space for them to feel like they could stay engaged in their child's education.  Parents denoted that they felt like the school actually listened to them and both improved in academics and behavior management from continued parental outreach and involvement.  Valiente chose the selected survey to administer to families due to it's ease of completion (it was all electronic with ease of administration.  Most parents could access this from any device (including phone) so that it could be completed by all parents to increase survey completion rates.  The survey did denote that parents at Valiente are overall pleased at their child's progress and are excited to see the school continue to grow, particularly with newer facilities plans in the upcoming year.  This relates to the LCAP and LCFF steps/goals in working towards permanent, sustainable, and ideally, cutting-edge facilities.||Met||2018
19649070000000|Pomona Unified|3||We chose to compare the cumulative attendance over 2 years of the following parent committees that seek input in district decision-making.  In 2016-17 DELAC, PAC, and DAC had cumulative attendance of 765 and in 2017-18 cumulative attendance was 726. This resulted in a slight decrease of 39. Meeting our district goal of cumulative attendance of 500 in our various parent committees.    . We selected the measure of attendance to ensure we maintain or increase parent attendance and engagement in the 3 meetings described below:  • The District English Learner Advisory Committee (DELAC) is comprised from Site based ELACs to provide advice on programs for English Learners. The group meets regularly throughout the year to facilitate the coordination of the Districtwide program for English Learners and to serve as a two-way contact between District and site.  • The Parent Advisory Committee (PAC) is a group of parents who represent school sites at the district level to advise and monitor the LCAP. All school sites send representatives to the PAC meetings, but meetings are open to all parents who are interested in the LCAP development and monitoring process.  • The District Advisory Council (DAC) is comprised from Site Advisory Council (SAC) parent representatives at Title I-funded schools. SAC members advise the Principal and the School Site Council on the development and implementation of a plan to involve parents and close the academic achievement gap between high and low performing pupils.  Also, we chose to compare the cumulative attendance over 2 years parent meetings that are linked to student learning and/or social-emotional development and growth. In 2015-16 Parent Leads and School Smarts had a cumulative attendance of 998 and in 2016-17 cumulative attendance was 1191. In the school year 2017-18 attendance has grown significantly to 3, 117 resulting in an increase of 1926. This surpasses our goal of a 10% increase.  We selected the measure of attendance to ensure we maintain or increase parent attendance and engagement in the 2 trainings as described below: • Parent Leads is a monthly gathering of parent leaders from schools across the district. Parents receive training and updates in district policies and procedures, which they take back to the school site and share with stakeholder groups such as School Site Council and the English Learner Advisory Committee. Parents develop their skills as peer mentors and partners in their child’s education.• The School Smarts Parent Engagement Program is a model for creating meaningful and diverse parent involvement. It brings parents from all backgrounds together in support of their common interest: helping their children and schools succeed. Parents attend workshops and increase their knowledge of curriculum, instruction, assessment and governance.|Met||2018
39686350000000|Oak View Union Elementary|3|Every April, all parents are asked to fill out the Parent/Student School Survey in conjunction with their child. The School Site Council creates the survey based on the District's LCAP goals. (All reported percentages are based on combining scores 4 and 5 on a scale of 1 to 5 with 5 being the highest) In looking at this year's participation rate in the Annual Parent/Student survey it shows that parents are taking more of a vested interested in sharing their opinions and thoughts with the school. Overall, 72% of parents report that they regularly participate in activities/events on campus or in the classroom.  The District did very well in the area of soliciting parent input with 92% of parents reporting that they feel the staff members are willing to listen, 91% of parents feel the Vice Principal and Principal are accessible, and 91% say that their child's teacher informs them regularly on how their child is doing in school. The results from the Annual Parent/Student Survey will continue to be used to assist in creating and maintaining actions and services related to parent input and parent involvement in the LCAP to ensure that parents have many opportunities to participate in their child's education at school and are notified of the opportunities in a timely manner.||Met||2018
51713570000000|Brittan Elementary|3||The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with teacher websites, monthly newsletters, email and phone calls.  We have an open door policy and welcome parents on campus.  Brittan has an active Parent’s Club and Site Council. The results from the yearly survey were positive.|Met||2018
49708470000000|Old Adobe Union|3||The Old Adobe Union School District highly values parent participation in our schools. Our goal was to increase attendance at school functions both during the school day and after the school day. We implemented a clicker system to track attendance, and this showed an increase in parent attendance of 5% over all. Additionally, we sent out a parent survey seeking suggested improvements and feedback on school environment, academics and supports, diversity and inclusion of all students, and overall communication. We saw an increase in parent participation of 5% in this survey. We have also seen an increase in enrollment and an increase in the number of families from outside Petaluma and within County boundaries who wish to move their child to the Old Adobe Union School District, due to our advertisement efforts. All of our communication is sent to families in both Spanish and English and have increased translation services.|Met||2018
56724705630363|Golden Valley Charter|3|GVCS was developed in response to parent and teacher request. Our most significant collaboration, by the very nature of the school’s design, is with our parents. Parents partner with us to be fully involved in their children’s education. GVCS requires that the parents have a strong stake in the education of their children. GVCS offers parents the support and options necessary to teach their children in the ways their children learn best. GVCS offers parents and students the opportunity and flexibility to design a standards-based, individualized learning plan that:  -reflects the student's learning style;  -is appropriate to the student's developmental level;  -and allows flexibility for the student to progress at his/her own pace while facilitating the realization of his/her potential.  GVCS annually administers a Parent Satisfaction Survey to all families attending the school. Additionally, we administer a Staff Satisfaction Survey approximately once every three years. We utilize these surveys as they are written specific to the uniqueness of our school program, with goals that are aligned to our LCAP and WASC accreditation full self-study goals.  Some of the highlights from the most recent Parent Satisfaction survey include:  1. 99.48% of parents are satisfied with the overall service from their teacher (EF). We are proud of our entire staff, and thank our parents for recognizing their hard work and commitment!    2. 99.48% are satisfied with the location and frequency of meetings with their EF.  3. 99.48% are satisfied with the amount and timelines of school information received from the school.  4. 94.79% % are satisfied with our success in achieving the mission of the charter.  5. 93.75% are satisfied with the academic standards for students.  6. 91.67% are satisfied with the curriculum provided for their children.  7. 61.98% are satisfied with the mandated state test administration (31.25% marked N/A).||Met||2018
47704250000000|Mt. Shasta Union Elementary|3|1. 71% of parents responding to our survey agree or strongly agree that school management seeks their input regarding decisions that affect the schools.  55% of respondents agree or strongly agree that the superintendent and school board members seek their input regarding decisions that affect the district.   2. The survey indicated that the schools do a good job promoting parental participation in the classroom, on school site councils, and at athletic and fine arts events.   3. The site council surveys have been a central part of the culture of the district for many years, and parents have come to rely on the opportunity to share with the site council and staff members how they feel about the schools' programs and what changes they feel should be considered. The findings from the surveys relate directly to other LCFF priorities in the LCAP related to facilities, academic success, and school climate.||Met||2018
49708476051924|Old Adobe Elementary Charter|3||Old Adobe Elementary Charter set the following goals: maintaining or increasing student attendance at or above 98%; lowering the number of discipline issues referred to the office; increasing parent involvement in the school; keeping parents more informed as to how students are doing and of the activities the school is undertaking to benefit students. We were successful in all of these areas. 1-School attendance remained above 98%. 2-School discipline issues referred to the office decreased. 3-Parents showed a higher level of satisfaction with the school based on feedback in meetings and the parent survey results. 4-The school communicated more regularly and through more means than in the past. This included the school web site, email blasts from the principal, social media, emails from our media coordinator, and regular parent meetings|Met||2018
44698074430179|SLVUSD Charter|3||[LEA Submission] There were significantly more parents responding to our survey this year. 75 responded compared to 36 last year.   Our annual parent survey results from 2017-18 indicate the following information regarding parent involvement:  84% state that the Charter Administration communication has positive results, with 9% not having strong feelings one way or the other.  85% believe they have opportunities to provide input to programming with 11% not having strong feelings one way or the other. Our teachers discuss ways to bring in parent involvement and have monthly parent meetings and/or parent volunteer opportunities on a regular basis in the classrooms. Our parent survey state that: 60% participate in monthly parent meetings. 76% volunteer in their child's classroom 2% participate in the Parent Advisory Committee.  Pertaining to student learning results from the survey show the following:   95% believe that our programs support critical thinking.  90%  believe that our programs support life skills.  90%  believe that our programs increase students writing 70%  believe that our programs support their Math.    92% believe that our teachers provide their student's extra help when needed and 93% believe that they receive strong communication from their student's teachers. HOW FINDINGS RELATE TO LCAP GOALS: We have had a turnover in our math teachers at the middle school level which has impacted the student's math competency understanding.  We continue to review ways to build and sustain our math program.  We now have solid math teacher at the Middle School and have further developed more comprehensive levels of support for all grades level, K-12.|Met||2018
19647330131722|Fenton Charter Leadership Academy|3||As specified in the Fenton Charter Leadership Academy’s (FCLA) Local Control Accountability Plan (LCAP), the school will continue to provide multiple opportunities for parent involvement in school life and ease of home-school communication; and ensure continued parent representation in decision-making at all levels of school operations. Parents receive frequent and clear communications about school meetings and events through multiple modes of communication: website, teacher websites, Google email, newsletters, school flyers, and the Illuminate Parent Portal. Annual Handbook Parent information meetings (open to all parents), and monthly board meetings have been held throughout the year to inform and engage the parent community.   The school continues to implement its Mutt-i-grees curriculum and other enrichments to provide students with varied outlets for personal expression, achievement, and collaboration/cooperation with their peers. The school continues to also host community-building events and culminating celebrations.  The following is an example of some of the parent meetings that have been held at FCLA:  Parent Meetings: Parent Conference Week November 13-17, 2017 March 19-23, 2018  Informational Night Meeting (Parent Advocacy Committee) September 6, 2017 March 7, 2017  Family Math Night October 26, 2017  Leadership Summit May 31, 2018  Board Meetings: January 25, 2018 March 1, 2018 April 12, 2018 May 17, 2018  Instruction Committee Meetings April 12, 2018 June 1, 2018  Finance Committee Meetings April 12, 2018 June 1, 2018  Personnel Committee Meetings April 12, 2018 June 1, 2018|Met||2018
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|3||As specified in the Fenton STEM Academy’s (STEM) Local Control Accountability Plan (LCAP), the school will continue to provide multiple opportunities for parent involvement in school life and ease of home-school communication; and ensure continued parent representation in decision-making at all levels of school operations. Parents receive frequent and clear communications about school meetings and events through multiple modes of communication: website, teacher websites, Google email, newsletters, school flyers, and the Illuminate Parent Portal. Annual Handbook Parent information meetings (open to all parents), and monthly board meetings have been held throughout the year to inform and engage the parent community.   The school continues to implement its STEM supported curriculum and other enrichments to provide students with varied outlets for hands on STEM learning activities, and collaboration/cooperation with their peers. The school continues to also host community-building events and culminating celebrations.  The following is an example of some of the parent meetings that have been held at STEM:  Parent Meetings: Parent Conference Week November 13-17, 2017 March 19-23, 2018  Informational Night Meeting (Parent Advocacy Committee) September 6, 2017 March 7, 2017  Family Math Night October 26, 2017  STEM Expo May 4, 2018  Board Meetings: January 25, 2018 March 1, 2018 April 12, 2018 May 17, 2018  Instruction Committee Meetings April 12, 2018 June 1, 2018  Finance Committee Meetings April 12, 2018 June 1, 2018  Personnel Committee Meetings April 12, 2018 June 1, 2018|Met||2018
50711346113286|Keyes to Learning Charter|3|Keyes to Learning Charter School (KTL) administered its annual stakeholder survey during the 2017/18 school year, seeking input from its stakeholders that included parents/guardians, students and staff.  Of the responses collected, only 9% of the respondents were parents/guardians with 86% of the respondents being students.  This survey focused on the 8 state priorities.  KTL selected this survey to gauge our stakeholders perspective of how KTL is performing in meeting  the intent of the 8 state priorities.  Findings in the area of promoting parental participation pertained specifically to State Priority #3 Parent Involvement.  Findings showed 58% of the respondents believe KTL met State Priority #3 and 26% of the respondents believe that KTL has partially met State Priority #3 for a total of 84%.  Of those responding 7% had no opinion, 5% were not sure and 4% believe KTL did not meet State Priority #3.  Unfortunately, none of the respondents offered suggestions for improving Parent Involvement at KTL though a section in the survey was provided.    KTL's key finding from this survey was the low number of parent/guardians who responded.  This survey was sent to our parents/guardians electronically via ParentSquare communication system while our students were provided a hard copy of the survey to complete.   Our research determined that a majority of our parent/guardians electronically received and actually opened the survey but for unknown reasons chose not to complete it.  Responding to this finding, it was determined that a hard copy of future surveys will be provided in addition to sending out electronic reminders.  The findings from this survey were beneficial,  communicating to KTL how we are doing in relation to the 8 state priorities, our LCFF/LCAP priorities/goals and in developing new LCFF/ LCAP goals.||Met||2018
40104050000000|San Luis Obispo County Office of Education|3|The LEA, which spans grades 7-12, administered a local survey to all parents/guardians of all students. The key findings from our 2017-2018 Community School Family/Caregiver Survey related to seeking input from parents/guardians in decision-making resulted in parents wanting to be involved in providing input through conferences either in person and or by phone.  The key findings from the survey related to promoting family/caregiver participation in programs resulted in families wanting to be involved in the LEA through conferences, award ceremonies, and School Site Council. The LEA developed this particular survey to elicit responses in order to facilitate maximum family/caregiver involvement. When writing the LCAP, the findings were incorporated into Goal 4 which states that Administration and staff will increase caregiver/family involvement to support the success of students. We seek to do this by inviting 100% of families to monthly celebrations on campus, giving 100% of families/caregivers online access to student attendance and achievement data, and communicating 100% in the family’s home language.||Met||2018
04614570000000|Golden Feather Union Elementary|3|"The district administered the ""Family Involvement Survey"" to all parents/guardians during the 17/18 school year.  66% agree or strongly agree that the district seeks input from parents and guardians in school and district decisions.  66% agree or strongly agree that the district promotes parental participation in programs.  The district chose the ""Family Involvement Survey that was adapted from the ODE Framework for Building Partnerships Among Schools, Families and Communities as this relates to the Goals and Priorities in the district's LCAP."||Met||2018
15635290000000|Kern High|3||Parents/guardians are valued partners to the Kern High School District (KHSD). As such, the KHSD administers an annual online survey to obtain feedback from them as a way to improve school programs and services. Based on the 8 State Priorities of the LCAP, the survey seeks input on four areas: Curriculum and Instruction, College and Career, School Climate and Support Services, and Parent and Family Engagement. Key findings from the survey confirm that 90% of parents/guardians responded favorably that KHSD provides students a high quality education. The majority of respondents agree or strongly agree that their student is receiving preparation for a career path (72%) or college (83%). The survey also confirms that 85% of parents/guardians believe their student feels safe at school and 86% agree or strongly agree that the school values them as important partners in their students’ education. Nearly all parents/guardians respond favorably that parent involvement can increase student achievement. The survey is administered each January, with a three-week completion window. A paper and pencil version of the survey is also available in both English and Spanish. In 2017-2018, parent/guardian respondents tripled compared to the previous year’s survey parent/guardian respondents.   In addition to the survey, parents/guardians can offer input to the district’s programs and services through the 17 Parent and Family Centers, with another slated to open in spring 2019. Parent and Family Centers continue to provide meaningful information and resources to help parents/guardians support their students’ educational progress. From August 2017 to September 2018, approximately 12,869 parents/guardians visited the District’s Parent and Family Centers. 24.91% of parents received school forms/school information assistance, 14.91% were provided technology training, 11.82% were helped with student attendance needs, and 11.07% were supported with translation requests. Other services provided to parents were college/university information, community referrals, English as a Second Language, and health/nutrition workshops. The district also welcomes feedback through the many site and district meetings organized to promote parental interaction – e.g., district parent advisory committees; LCAP Advisory Council; School Site Councils; school open houses; booster clubs; English Learners, Migrant, and Title I parent advisory groups; and meetings with teachers, counselors, and administrators.|Met||2018
33671160109843|Santa Rosa Academy|3|1. Key Findings from Survey: Parents were surveyed on their level of satisfaction regarding their communication with teachers, office staff, administration and their usage of communication tools such as our school website, monthly email updates, social media, and text message notifications. 98% of respondents were satisfied or completely satisfied with their communication with the school, but 37-72% of respondents chose not applicable for social media usage. Parents were surveyed on their level of satisfaction with every aspect of the school’s offerings and results were consulted for the revision of the Local Control Accountability Plan (LCAP). Parents were asked to rate their overall satisfaction with their student’s experience at Santa Rosa Academy and 98% indicated that they were satisfied or completely satisfied.  2. Promoting Parental Participation in Programs: Parents were surveyed on the hindrances that prevented them from being more active participants with the school. 70% responded that their busy schedules were the biggest obstacle, 27% responded that their childcare needs were an obstacle, and 28% felt that the school provided insufficient information about opportunities. Survey Justification and Application to LCAP: Because we are a single site, independent charter school, we have the ability to survey every parent of students in every grade level. Survey questions are tailored to the programs and services that Santa Rosa Academy offers and the information gathered is utilized in annual goal setting. The overall satisfaction level was used as a metric in LCAP Goal 2: Address personalized learner needs to develop skills necessary to become college and career ready. Data from the survey was also utilized to create the metrics for LCAP Goal 3: Facilitate Stakeholder Involvement. With the actions planned for Goal 3, we hope to decrease the number of respondents that feel the school provides little information about involvement opportunities, increase the number of respondents using our text messaging system, and decrease the number of respondents that feel that our website is not beneficial.||Met|Results were presented to the School Board on October 18, 2018, Agenda item 10.1|2018
45699890000000|Fall River Joint Unified|3|According to the 2017-2018 FRJUSD K-12 Parent Survey, 70% of parents agree that the district has quality textbooks. 87% agree that teachers are easily accessible.  89% of parents agree that teaching staff have good knowledge of their specific subject area. 82% of parents surveyed feel there are opportunities for parents to become involved in school activities, and 90% of parents surveyed feel welcome at all school sites.  96% of parents feel they have quality access to their student's grades and are informed of their student's progress.  75% are satisfied with their student's academic growth. One of the goals in the LCAP was related to parental involvement.  Several of the questions in the Parent Survey addressed this subject.  There are ongoing efforts to increase parent involvement, and, based on recent activities, it appears there is more parental concern and involvement with the LEA than in the past.||Met||2018
44698230000000|Santa Cruz City High|3|Santa Cruz City Schools gathered input from a variety of stakeholders to inform the 2017-2020 Local Control Accountability Plan (LCAP). A series of meetings was held over eight months from September 2017 – May 2018. In fall, 2017, a survey was administered to parents, students and all staff for input to inform our LCAP. A second survey was administered to DELAC and ELAC in spring, 2018. SCCS community groups (Superintendent’s Parent Leader Advisory Group, District English Language Advisory Council (DELAC), Migrant Parent Advisory Council (PAC), District Advisory Committee (DAC), Board Community Meetings, and Budget Advisory Committee) provided input on the LCAP through regularly scheduled meetings.  Our stakeholder involvement process is part of our culture. The Board of Trustees is committed to engaging the community in many venues throughout the school year to inform all of our district planning.  Trends in the LCAP recommendations from DAC, DELAC, PAC, Community Meetings, Parent Leadership Committee, Student Focused Group meetings, and parent, staff, and student surveys included the following:  Supports already in place that should continue:  *After school homework supports *Advancement via Individual Determination (AVID) program to support first generation college bound students particularly Low Income, ELs and Foster Youth  *Instructional aides in classes and tutors *School activities (e.g., athletics, band, clubs, etc.) *Counseling social/emotional supports *Bilingual Community Coordinators  *Elementary SLT Program *Elementary Walk to Read Program *Social Workers (focused on building student connectedness) *Career Technical Education (CTE) classes  Desired Supports:  *A focus on teachers building relationships with students *Professional Development for teachers (with an emphasis on: supporting English Language Learners in the classroom, supporting struggling learners in the classroom, and supporting teachers with how to incorporate and support diversity) *Additional homework support (e.g., longer library hours with tutoring support, daily teacher office hours, time to begin homework in class and get help if needed, study hall, etc.) *Bilingual counselors *Additional social/emotional & academic/career counseling services *Additional social workers *Positive Behavioral Interventions and Support (PBIS) Coordinator *More communication with parents *Parent Education workshops focused on early childhood literacy *Elementary Math Intervention(s) *Summer Enrichment Program *Build on work with foster youth collaborative to ensure wrap around services for foster youth||Met||2018
50710430000000|Ceres Unified|3||Family engagement is a priority in Ceres schools.  Annual Safe and Civil School surveys are conducted with staff, students, and families at each school, each year.  A data point from the survey utilized as an LCAP metric is a response to the question “Parents/Families who visit the school are welcomed, treated with respect, and encouraged to come back.” Over 96% of respondents agreed with this statement. To further engage parents and families, Ceres provides a Volunteer Assistance Program (VAP) which actively involves parents in regular volunteer opportunities in their children's classrooms and schools.    Seeking input in school/district decision making is measured through family participation in site- and district-based professional learning and governance committees. All site teams participate in an annual School Site Council and English Learner Advisory Committee training.  In addition, family participation is prevalent and input is sought through quarterly district-based LCAP stakeholder meetings. To support family participation in programs, interpretation, translation and childcare services are provided. Sites also monitor and report attendance numbers for workshops designed to support families in student learning of academic standards as well as social and emotional development.  Data related to each of these metrics are reported in the Local Control Accountability Plan.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
09618380111724|California Montessori Project-Shingle Springs Campus|3||1. The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization.  There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled, “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.  2. Parents play an active role in the California Montessori Project. All enrolled CMP families are encouraged to contribute at least 40 hours of service to the school (70 hours for two or more enrolled children) for the purpose of participating in their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with our Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of our students.  3. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities.  Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.  The CMP campuses have also piloted and implemented ParentSquare, a parent-school communication tool.  This relates to the Parent/Community Engagement goal of the LCAP.|Met||2018
15633540000000|Blake Elementary|3||Two of the parents are members of the Board of Trustees, so they are able to bring any parental concerns straight to the board at any and every meeting. All monthly board meetings (except for any Closed Sessions) are open to the public. Any concerned parent that is not a member of the Board is more than welcome to attend and provide comments that are considered in all decision making. Since there is no bus, the teacher/principle and parents have daily contact when the students are dropped off and/or picked up. Some parents are also classroom volunteers. The parents are also consulted during parent/teacher conferences held at the end of every quarter. Blake School also utilizes an annual survey of parents, students, and community members to collect the ideas and priorities of those individuals.|Met|Our school is extremely small and only consists of 13 students for grades K-8th. Many of these students are siblings, so in all, we have only 6 sets of parents. Having 2 of these parents on the Board means that 1/3 of our parents are present at every Board meeting and help to make any and every decision. Since our community is so small, these parents also speak with the other parents that are not present at the meetings, so almost all parents' concerns are voiced through the 2 parents that are present during the meetings.|2018
35675610000000|Tres Pinos Union Elementary|3|Tres Pinos Union School has many groups and clubs that include parent involvement in the decision making of the school.  The Parent Teacher Organization has a monthly meeting the 2nd Monday of every month and the Principal attends each meeting to discuss the needs of the school and the areas of the LCAP that have been implemented.    The District Advisory Committee meets once a month and this group of parents work with the Principal/Superintendent on the LCAP needs.  Areas of concern are discussed, and parents have input in what they would like at Tres Pinos Union School.  A parent climate survey was given out in October 2018 and parents indicated that they feel their child is safe at the school and the staff treat their children fairly.  They also indicated that teachers care about their children and know their students well.   Areas of concern were the school did not provide challenging work and needs help on academic work and the school is not making improvement in achievement.  Tres Pinos School has parent/teacher conferences 4 weeks into the new school year and every parent is scheduled with an appointment.  Also, parents whose children are struggling meet in the spring for a conference with the teacher.  We also have our Parent math nights which help parents understand math concepts their child is working on in the classroom and where they can find resources to help support homework at home.||Met||2018
33103300000000|Riverside County Office of Education|3|Alternative Education used the LCAP parent survey to measure parent input on decision making and involvement in school activities. The percent of parents who agree on the Alt. Ed. Parent Survey on “The school seeks parent input on decisions regarding services or programs for students at their school” was 92.4% in 2017-2018. The percent of parents who agree on the Alt. Ed. Parent Survey on “The school promotes parent participation in school activities” was 84.8% in 2017-2018||Met||2018
33103300128397|Come Back Kids|3|Come Back Kids Charter uses a locally administered stakeholder survey that is inclusive of staff, community, student and parent feedback for the purpose of obtaining a spectrum of opinions to assist in the reflection process.  90 percent of parents agree or strongly agree that students are engaged as evidenced by attendance.  100 percent of parent respondents agree or strongly agree that Come Back Kids Charter encourages active parent and student participation.||Met||2018
09619600000000|Pollock Pines Elementary|3|The District surveyed the parents/guardians in the Spring of 2018.  The survey consisted of 23 questions and parents/guardians ranked their response as Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree.  The survey also consisted of four short answer questions.  The responses were disaggregated into themes and are reported below:  1.  What are the strengths of the Pollock Pines Districts? • Caring Teachers • Caring Principals and Superintendent • Very friendly staff and teachers • Teachers are approachable • Great after school programs and sports programs • Great communication between school, teachers and parents  2. What needs to be strengthened in our District? • More supervision during recesses • More counseling for students • More community building activities for the students • Additional supports for struggling students  3. Most students and staff use technology on a daily basis to support learning.  How can we help our students best utilize technology efficiently and balance its use with existing resources and programs?  What skills does your child need to be more proficient in using technology?  • More typing/keyboarding support • More research skills using technology • Social media and browser safety • Teaching kids to distinguish between reliable/factual information and information that is fake.  4. What types of programs/activities would you like to see our District put into place to support your children that will make the District better? • More after school clubs (Science, Astronomy, Sewing, Drama) • GATE and Avid • Art classes • Language classes||Met||2018
09619860000000|Silver Fork Elementary|3||Due to the small size of the school the staff is in regular contact with the parents and seeks their on a number of school related issues.  An example of this would be the planning and the installation of the greenhouse.  The staff met with a group of parents and established dates for installing the greenhouse and discussed appropriate use.  The district developed a parent survey that will be administered in the Spring.|Met||2018
42691460000000|Carpinteria Unified|3|The CHKS Parent Survey was administered to parents of students in grades 5, 7, 9 and 11. Findings indicate that 91% of parents surveyed feel welcome to participate at school. 88% feel school allows input and welcomes parent's contributions.  70% feel school actively seeks input from parents in decision making. These findings directly relate to the goals in the LCAP.||Met||2018
58727280000000|Camptonville Elementary|3|The LEA annually administers both a Needs Assessment Survey and a Stakeholder Engagement Survey to capture input from parents, guardians and community members regarding school and district decision making. The surveys are distributed to all parents of students in grades TK-8.  Whereas 40% of families responded to the Stakeholder Engagement Survey, only 20% of families responded to the Family Involvement (Needs Assessment) Survey in the 2017-18 school year.  Parents were asked about school-to-home communication regarding school policies, procedures, and programs, and dissemination of information regarding their children's development and progress at school. Over 90% of responding parents felt that the school is very good at staying in touch through letters, phone calls, and emails; that communication is clear and understandable; and that their concerns and questions are responded to promptly. Sixty-four percent of families responding felt that the school's policies, procedures, and programs were clear. Seventy-five percent of parents felt the they were offered invitations to meeting such as Site Council and School Board.  One hundred percent of respondents agreed that there were many different ways that they could be involved with the school either at the school itself, at home, or in the community. All responding families agreed that: they were aware that parents were welcome to observe in the classroom upon making prior arrangements with the teacher or Superintendent; the school helps their child feel comfortable as he/she moves from one grade to the next; their involvement in their child's education is valued; the school is a friendly environment for students, parents, and families; and their child's school is a safe place to learn. The questions on the Stakeholder Engagement Survey and the Family Involvement Survey (Needs Assessment) were developed and chosen by members of the School Site Council and are directly aligned to the goals and measurable outcomes identified in the Local Control and Accountability Plan (2017-20) and in the Single Plan for Student Achievement. They address achievement for all students, school climate, and parent engagement.||Met||2018
12755151230150|Pacific View Charter 2.0|3||LEA’s progress related to seeking input from parents/guardians in school and district decision making:  Pacific View Charter School 2.0 seeks input from parents/guardians in a number of ways.  Both schools have Parent Advisory Councils.  At both sites additional opportunities for input are available during intake meetings and family events.  Additional formal input meetings, including LCAP advisory meetings, will be scheduled during the 18-19 school year, and a non-profit Foundation for Pacific View Charter.  A school newsletter is sent home once a month to keep parents/guardians informed about school events and general information.  Our student data system has a school announcement system that calls all families with important school information.  All teachers send home a weekly assignment plan and a class newsletter once per week.  LEA’s progress related to promoting parental participation in programs:  Pacific View Charter School 2.0 will promote parental participation in a variety of ways.  The LEA will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc.  The LEA will also provide professional development for staff on how to promote parent participation. Being an independent study hybrid, teachers and parents meet a total of four times a year. Two Master agreement meetings, and two parent conference meetings after the quarter. This is in addition to regularly scheduled Back to School night, Open House, Community performance, and sporting events.    Though Pacific View Charter 2.0 has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  At the MARC, BBQ and Movie nights where initiated to promote parent participation to Back-To-School night, Friends of Pacific View Charter membership drives, and LCAP surveys. Why the LEA chose the selected measures:  Pacific View Charter School 2.0 LCAP and WASC includes the goal “Improving the school climate”.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.|Met||2018
07617470000000|Moraga Elementary|3||Parent Engagement is monitored by attendance at Coordinating Council/Parent Advisory Committee meeting and three other District committees.  Baseline attendance was 90% parents attending Coordinating Council/Parent Advisory Committee meetings in 2016-2017.  The goal in 2017-2018 was to increase attendance to 91%.  The benchmark was achieved.   Coordinating Council/Parent Advisory meetings are designed to train parents on LCAP programs and services resulting in increased decision-making participation. Interpretation and translation services are provided to parents so they may participate fully in Coordinating Council/Parent Advisory meetings, educational programs and individual meetings with school staff..  The District provided six parent education programs in 2017-2018. The District dedicated two days specifically arranged for EL parent-teacher conferences.  Translation services are available for conferences.|Met||2018
47104700117168|Golden Eagle Charter|3|GECS seeks parent/guardian input about school programs through the annual spring survey. In the spring 2018, 182/350 (52%) parents/guardians completed the survey. Parents gave input on services and support offered by GECS including support for working with their children on home assignments, classes offered at GECS learning centers, training and community events they would like to see offered, and volunteer activities they want to participate in.  In conjunction with the GECS LCAP goals, parents were asked to give input on academic support in math, reading and writing. 77% strongly agreed and 23% somewhat agreed that GECS provides effective academic support for struggling learners in reading, writing, and math. An online parent survey is an effective way to get parent input, as our student population is spread out over a large geographic area of Siskiyou County.||Met||2018
37679830000000|Borrego Springs Unified|3|The District, in addition to holding several public stakeholder meeting, conducted a survey through the District’s website, local newspaper, and advertisement at the board meetings. Data was collected from 4/18/18 to 5/21/18. The top themes from the surveys and stakeholder input sessions were:  Desire higher expectations of students Better communication between teachers and parents.  Better communication between parents and fundraisers, field trips, etc.||Met||2018
09619450000000|Pioneer Union Elementary|3|STEER Pioneer meetings were held regularly to provide opportunities for stakeholders to review and analyze the LCAP Goals, Actions and Metrics measuring the effectiveness of the actions and have input in the planning process for the 2018-19 LCAP.  School Site Council (SSC) members were updated on the LCAP activities during their regularly scheduled meetings throughout the year. Mountain Creek Middle School students participated in panel discussions in the spring to provide input on instructional goals and practices.  Student panel discussions indicate student desire to reduce the amount of technology used to access core content, especially ELA and to increase the opportunity for face-to-face discourse with their peers. Parent Surveys were conducted via California Healthy Kids Parent Survey during November and December. The link to the survey was placed on the district website and parents were notified of the opportunity to provide input via the survey at first trimester conferences in November. The Health and Safety Committee met to plan and provide an Annual Health Fair for South County included representatives from Fire Safe Councils of El Dorado County, the ED Community Health Centers, the EDC Emergency Medical Services, Pioneer Volunteer Fire Protection District, and PUSD. Information gathered continues to reinforce the need for greater outreach to the community.   Based on surveys student priorities are: 1. Increase school connectedness and caring adult relationships at MCM 2. Engage students in meaningful participation at MCM 3. Address harassment or bullying 4. More games, activities and fun Parent Priorities identified through the survey process are: 1. Promote academic success for all students at MCM 2. Increase parent engagement at MCM 3. Keep social media, homework hotline and website up to date 4. Involve students more at MCM 5. Teach about bullying and dangers of drugs and alcohol at MCM Staff Priorities this year are: 1. 1 to 1 computing 2. Up to date teaching materials 3. Increase aide time||Met||2018
45699710000000|Enterprise Elementary|3|All parents were provided the opportunity to submit surveys to provide valuable feedback. We use this feedback to help evaluate our Local Control Funding Formula priorities. Parents provided very positive feedback. Parents expressed a desire to have additional clubs, sports, and activities. Parents also wanted additional ways to meet the needs of high achieving students.|Parents were provided with a variety of methods to provide input on School/District decision making. Parents were surveyed at all of our sites. Parents also participated in School Site Council. All of our schools have active parent booster clubs. Parents were invited to participate in, and provide feedback, during our LCAP planning meetings. Each of our schools invited parents to participate in free parenting classes, math nights, reading nights, game nights, and parent conferences twice a year.|Met||2018
01611680000000|Emery Unified|3|Emery Unified School District uses California School Parents Survey (CSPS) to procure input from parents/guardians in school and district decision making. We chose this survey because it is a comprehensive data collection system that allows our district to  assess students, staff, and parents regularly at the local level and obtain key data on school climate and safety, learning supports and barriers, stakeholder engagement, and youth development, health, and well-being. The key findings from the CSPS  related to seeking input from parents/guardians in school and district decision and in promoting parental participation in programs are: • 75% of parents agree or strongly agree that the district encourages parent involvement. • 67 % of parents agree or strongly agree that the district encourages parental partnership in child’s education • 89% of parents feel welcome to participate at school • 97% of parents agree or strongly agree that school staff take parents' concerns seriously.||Met||2018
19648570125377|Palmdale Aerospace Academy|3||1. The Palmdale Aerospace Academy’s parents are encouraged to participate in school meetings such as ELAC, SSC, and Board Meetings. In an effort to capture more input from our families in the 17-18 year, a couple of surveys were administered to better gauge parent perception and gather feedback. One survey was done in-house and sent out via email and social media and the other was through CalSCHLS. The reason for this was two-fold. The California Healthy Kids Survey allows us to survey parents without the concern of survey bias. The in-house survey was done primarily to give the newly hired Accountability Program Coordinator a better sense of families’ perceptions. As a direct result of the latter, parent input was actively sought out at ELAC, SSC, and BTSN. Results from the CAHKS concluded that a majority (68%) of the parents surveyed felt that their input was encouraged and sought out. This year, as with the last, TPAA continues to provide regular updates on the LCAP and progress towards meeting goals throughout the year.  2. The Palmdale Aerospace Academy’s parents are regularly invited to a variety of campus events including but not limited to Back to School Night, ELAC, SSC, Board Meetings, PIQE, Parent University, Parent Portal workshops, and various counseling workshops.   One of the strengths of TPAA continues to be the network of communication with which the school communicates with its families. This is done through all-calls, emails, updates on social media, the school’s website, and most recently- the addition of the use of PeachJar which allows parents to access campus event flyers in one succinct place.   Additional endeavors have been made in the strengthening of PTSO, and departments such as counseling and EL/bi-lingual coordinators. As a result of directly working with our families in Parent University and PIQE, we continue to strengthen and build the capacity of our parents with the hope that our parents will take on more leadership roles in various arenas of the school in the future.  3. As a result of programs such as PIQE and Parent University, actions/services in the LCAP have been added, expanded, or continued such as line items for an EL Parent Support Program, parent liaisons, and an EL Manager position.|Met||2018
04615070000000|Oroville City Elementary|3|"The survey indicated our schools’ activity options were viewed as “Rather Valuable - Very Valuable”. According to survey results, our attempts to share information related to content taught, CCSS, CAASPP, how to keep track of student progress, promotion criteria, and how parents can work with teachers at school is very helpful. Classroom and school related activities are not well attended, and parents indicate they would like more notice, evening meetings, and transportation assistance. The survey we use has numerous measures and helps the district respond to parent interest and/or concerns. It also addresses our LCAP goal, “The District will improve student engagement, parental involvement, and school climate."""||Met||2018
12629500000000|McKinleyville Union Elementary|3||All parents in the district had the opportunity and were encouraged to complete the LCAP survey to provide parent voice into the development of the goals for the 2018-19 LCAP. The District recorded that an 8% survey completion rate which was increase of 2% from the prior year. Additionally, all parents were invited to three well advertised LCAP Stakeholder meetings to participate in the district decision making process. We continually promote parent participation by creating opportunities for parents to participate in the educational program including our student-led conference model at the middle school and traditional parent-teacher conferences for all students in TK - 5th grade.  When asked the following question:  I have participated in decision-making at the school regarding school programs, services, and events, such as: committee work, attending stakeholder meetings or completing surveys, 55% agreed or strongly agreed, 20% disagreed, and 25% replied not applicable. I am informed about school/district events, 93% agreed or strongly agreed and 7% disagreed.  There are opportunities for me to be involved in my child's classroom such as a parent volunteer or as a chaperone on a field trip, 91% agreed or strongly agreed, 5% disagreed and 4% replied not applicable.  I have participated in decision-making at the school regarding school programs, services, and events, such as: committee work, attending stakeholder meetings or completing surveys, 54% agreed or strongly agreed, 21% disagreed, and 25% replied not applicable.|Met||2018
17640480000000|Lucerne Elementary|3|The key findings from the parent survey were that parents feel that our school is a safe, welcoming, and a positive place for students and parents.  Parents also felt that Lucerne Elementary sets high academic standards for all students.  The feedback that we received from parents that influenced our district’s decision making was that parents indicated that they would like to see additional resources be made available for students who need emotional and behavioral support.  The district addressed this by creating actions in the LCAP that work to better support students needing support with their Socio-Emotional Development.  Parents also indicated that they would like to see additional after-school enrichment opportunities for students.  The parents felt that after-school enrichment opportunities would improve student attendance and school connectedness. The district addressed this by writing actions in the LCAP that provide students with additional opportunities for after-school enrichment.    The survey results from the survey indicated that parents would like the school to use social media to keep them informed of school events and opportunities for parent involvement.  The parents expressed that using social media would improve parent participation in school programs.  Based on this feedback the district has developed a Facebook page to keep parents informed of school events and opportunities for involvement.   The LEA choose this survey because it related to their specific site needs and initiatives.  The survey questions were aligned with the goals in the LEA’s LCAP.  The input received from the parents allowed the district to fine tune the actions in the LCAP to better meet the needs of the students.||Met||2018
19648810000000|Pasadena Unified|3|Pasadena Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. The data reported here is from the 2016-17 administration California Healthy Kids Survey. Parents and guardians of PUSD students in all grades were invited to participate in the survey. 1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making: 80% of respondents agreed or strongly agreed that schools allow input and welcome parents’ contributions. 84% respondents agreed or strongly agreed that school encourages parents to be an active partner with the school in educating their child. 59% of respondents agreed or strongly agreed that schools actively seek the input of parents before making important decisions. 79% of respondents agreed or strongly agreed that school staff takes parent concerns seriously. 2. The key findings from the survey related to promoting parental participation in programs: 87% of respondents agreed or strongly agreed that parents feel welcome to participate in their schools. 77% of respondents agreed or strongly agreed that schools promptly respond to phone calls, messages, or emails. 88% of respondents agreed or strongly agreed that schools keep them well-informed about school activities. 78% of respondents agreed or strongly agreed that schools keep them well-informed about their child’s progress in school. 3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: The California Healthy Kids Survey is a well-established, state-recommended tool supported by a significant research base. It is administered at the same time of year at all schools, which provides consistent data. Pasadena Unified staff make an effort to get a representative sample of respondents. In 2016-17, parents of PUSD students in all grades were invited to participate in the survey. The survey findings relate to LCAP Goal 4: Parents and guardians feel welcomed at their school, have sufficient two-way communication with their school and are provided with knowledge and skills to successfully support and advocate for their child.||Met||2018
19647330115048|Fenton Primary Center|3|Parents receive a climate survey once a year to help determine the needs of families and to measure the success of programs. In 2017-2018 42% of parents completed the survey. 90% of families are very satisfied with the school operations and implementation. 95% of families feel the school is supportive in addressing social emotional issues and implementation of Positive Behavior Intervention Supports. Parents continue to request parent classes specific to learning English and help in tutoring at home. The school uses Survey Monkey to deliver the surveys and use laptops and iPads during parent evening meetings to get as many responses as possible.|Fenton Primary Center rigorously seeks parent input through various means. The school's LCAP addresses the following: the school will continue to provide multiple opportunities for parent involvement in school life and ease of home-school communication; and ensure continued parent representation in decision-making at all levels of school operations. The school continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication; and ensure continued parent representation in decision-making at all levels of school operations. Parent receive more frequent and clear communications about school meetings and events through multiple modes of communication: website, teacher websites, Google, newsletters, Illuminate Parent Portal, annual Handbook and an annual calendar of meetings and events. The Family Center continues to be staffed full-time during the school year and parents participate in monthly parent events including an annual Open House, Parent Orientation Meetings, Student Awards Assemblies and class and school performances. Parents are encouraged to attend twice annual parent-teacher conferences. All parents are encouraged to run for elected positions on the FCPS Board of Directors, the governance committees (ELAC, SSC, and Parent VOICE) and the Parent Advisory Committees. The school will continue to engage parents and students as valued stakeholders in decision-making, and continue to provide programs and resources that support families and enhance the school community.|Met||2018
43696330000000|Orchard Elementary|3|Orchard School District annually provides a survey to parents/guardians during the spring of an academic school year. Key findings from parent/guardians in regards to district decision making is that 60% of parents agree that they are aware of how the district utilizes funds for student learning. 82% of parents surveyed reported feeling that their concerns were taken  seriously by the district with 80% reporting that they feel valued by the Orchard School District.   Orchard School District has chosen the selected survey because the content of the questions relate to parent engagement. Parent Engagement has been a goal for Orchard School District's Local Control and Accountability Plan (LCAP) for the past few years. The 2018-2019 LCAP goals included additional components for parent engagement.||Met||2018
29102980000000|Nevada County Office of Education|3|1.  100% of students' parents were contacted consistently at least once a week to encourage attendance and keep parents informed of student progress. 2.  100% of parents were invited to participate in the annual survey, school site council and board meetings. 3.  57% of parents agree they have input in the decision making processes and 43% say they are unsure. 4.  Seeking parental participation for our court and community school is often a challenge.  Historically many parents have not been open to participation.  The survey the school selected seeks to address the effectiveness of the academic and social-emotional goals for our students.  The parents surveyed this year relate positive feedback in regard to school climate and relationships between students and staff, which is a major focus in our LCAP goals, actions and services.||Met||2018
18641880000000|Shaffer Union Elementary|3|3.1.  Based upon the Healthy Kids Survey provided to parents 86 % of parents agreed that the school actively seeks the input of parents before making important decisions.    3.2.  Based upon the Healthy Kids Survey 100% of parents felt the school allows input and welcomes parent’s contributions.  100% of parents felt encouraged to be an active partner with the school in educating their child and 88% of parents felt welcome to participate at the school.  3.3 The Healthy Kids survey was utilized to provide parents web based survey access and the questions targeted our districts LCFF funding priorities Goal 3:  Shaffer School will maintain a school climate that encourages higher school attendance rates by providing opportunities for students and parents to be engaged on campus.||Met||2018
37683380121681|SD Global Vision Academy|3|PARTICIPATION RATE: SD Global Vision Academy administered a parent survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 62 parents participated, approximately a 17% participation rate.   SURVEY FINDINGS: The following are the findings from a series of questions on the parent survey:  Question: Since the beginning of the school year, has any adult attended any of the following at SDGVA? • 42% attended Family Dinner Night • 29% attended STEAM Night • 73% attended Open House • 66% attended the Awards Ceremony • 89% attended Parent-Teacher Conference • 19% attended Coffee with Kane • 11% attended Parent University • 3% attended a Board of Directors Meeting • 7% attended School Site Council  Question: How can SDGVA encourage parents to be involved at the school? • 42% - Continue to provide Parent University on Social-emotional Behavior, Common Core and Technology • 42% - Streamlined use of social/technology programs (Facebook, Website, etc.) • 8% Increase participation in informal meetings onsite such as STEAM Night • 8% Increase participation in informal meetings off-side such as Family Dinner Night  Question: What’s the best way you would like to receive communication from the school? • 73% Class Dojo & backpack slips/paper handouts  • 13% Text Message • 11% Backpack slips/paper handouts  Question: Which student safety program is most important for SDGVA to focus efforts in 2018-19? • 67% Anti-bullying • 23% Internet Safety • 5% Restorative Justice • 3% Cyber-bullying  Question: Which Parent University topic would you be most interested in being addressed by our school counselor in 2018-19? • 26% Anxiety • 24% Organizational Skills • 18% Friendship Boundaries • 18% Anger-Management • 11% Depression • 2% Peer-to-Peer Conflict Resolution  In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the School’s Director at SD Global Vision Academy will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3. In addition, the Principal and school staff will work diligently to increase parent participation in the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
12630240000000|Scotia Union Elementary|3||"The Scotia Union School District seeks input from parents/guardians in a number of ways. Our school has an active Parent/Teacher Organizations (PTO) that meets monthly and provides yearly LCAP input. The PTO offers suggestions for and assistance with a variety of school activities. Additional opportunities for input are sought during back to school night, open house, biannual parent/teacher conferences, concerts, formal meetings, informal meetings, sporting events, school wide family events and informal and formal meetings.  Formal input meetings, including LCAP advisory meetings, were held during the 17-18 school year, and will be held during the 2018-2019 school year.  The Scotia Union School District will promote parental/guardian participation in a variety of ways. The District continues to encourage parent classroom volunteers, parent participation at school wide events, and strives for 100% parent attendance at parent teacher conferences. Scotia prides itself on its offering of high quality co-curricular activities such as sporting events and student performances and concerts. Family attendance at these events is very high and we often receive a tremendous amount of volunteer assistance.  Notice of these events is included in the school's monthly newsletter, on the school's social media page and marquee, as well as through the school's ""all call"" automated phone call/email system.  Individual teachers also use texting apps as a way of communicating about upcoming school events.  Some of these annual events include Science Night, Back to School barbeque, ""Donuts with Dads"" breakfast, ""Muffins with Moms"" breakfast, fall carnival, as well as monthly student recognition events.  Each year our 8th Grade parents volunteer hundreds of hours to make their child’s year a successful one. They volunteer for events such as the Steak Dinner, Spaghetti Feed and the 8th Grade Trip, all of which rely on parental involvement.  Though Scotia Union School District has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The Scotia Union School District’s LCAP includes goal number 2: Increase Parent Participation. In order to accomplish this goal, several actions/services related to increased opportunities for parents/guardians and other stakeholders to participate in school activities have been set. By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community for all parents and families."|Met||2018
30665140000000|Fullerton Joint Union High|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making:      a.  1,259 parent responses to the LCAP survey (offered in English, Spanish, and Korean).      b.  7 Focus Group meetings (one for each district school) averaging 10 per meeting (70 total)      c.  District Advisory Committee included parent representatives from each District school (four meetings averaging 14 parents per meeting)      e.  District English Learner Advisory Committee representing parents of English Learners (four meetings averaging seven parents per meeting).      f.  Annual presentation of the LCAP goals, actions, services, and expenditures to the District PTA representatives (approximately 50 parents).  2.  The key findings from the survey related to promoting parental participation in programs       a.  Survey question summary responses are listed according to the following scale:           Agree           Neither           Disagree  I have adequate opportunities to voice opinions/ask questions of leadership. 63.8% 23.8% 11.4% Parents and students receive timely communications from the school. 57.6% 23.7% 17.1% I have convenient access to information from the school (via website, or other sources). 86.2% 8.4% 5.0% School/site documentation for families is readily available in their preferred languages. 87.1% 7.2% 2.1% The school provides adequate information for students and families during the transition from Junior high to High school. 67.1% 19.5% 12.8% I am confident that I can openly talk with school staff 71.6% 14.8% 12.9% Parents and students receive timely communications from the teachers. 57.6% 23.7% 17.1%       b.  Programs in which parents who took the LCAP survey indicated they participate, listed by percent and raw count: District English Learner Advisory Committee (DELAC)  0% 7 English Learner Advisory Committee (ELAC)  4% 51 Booster clubs  26% 321 Volunteer  34% 421 School Site Council (SSC)  1% 15 Parent Teacher Association (PTA)  26% 322 Other - “Other” included things like attending counselor meetings, attending back to school night and open house, etc. 12% 149  3.  Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan:      a.  The LCAP survey was chosen primarily because of the large number of parent/guardian participants.        b.  Secondly, because the questions and responses were directly related to the LCAP goals and State priorities||Met||2018
35674700000000|Hollister|3|We administered the California Healthy Kids Survey and received information from the Parent Survey.  Key findings were first that we did not have high participation in the survey despite several attempts to get parents to complete the survey.  Three key areas with percentages of parents who agree that the statement was representative of their school experience were: 1) Parents feel welcome to participate (40%); 2) Parents feel that the school promotes academic success for students (39%); and 3) Parents feel the school is a safe place (17%).  We chose the survey because it is an anonymous survey and we believe that it is an accurate measure of parent satisfaction. It is in our LCAP to continue to administer the survey and try to encourage more participation to see how it affects the results. It is also in our LCAP to improve our parent connectedness and involvement in schools through several parent involvement activities such as Los Dichos which is a parent education and literacy program.  We are also seeking to improve the identity of our schools through improving school culture, Capturing Kids Hearts, principal leadership and instructional leadership teams so that we can increase positive communication about and confidence in our schools.|Parents are encouraged to participate in many ways at the school and district level. However, our California Healthy Kids survey participation and data indicate that we need to seek additional parent input and find new ways to help our parents build meaningful connections with our schools.   Ongoing efforts to improve and maintain Parent Participation include thriving parent groups at our sites and at the district level. Our school sites have School Site Councils (SSC), English Learner Advisory Councils (ELAC), our district has a DELAC ,(District English Learner Advisory Council) and Migrant PAC (Parent Advisory Council) that meets regularly to discuss items related to school success for their children and to advise our LCAP and district plan. Spanish speaking parents have access to all of our district and board meetings using a two-way Spanish translator. Spanish-speaking parents participate in public comment at board meetings and are given access to translators at school meetings, including parent conferences. We also have a unique parent participation literacy program called Los Dichos at several of our schools. The district has four Parent Liaisons who work to support Migrant and Title 1 students and parents. We selected these measures as they directly relate to LCAP Goal #1.|Met|The district and schools will continue to improve how we engage parents as partners in advancing student achievement.|2018
19647336019079|Santa Monica Boulevard Community Charter|3||Goal 2 in Santa Monica's Local Control Accountability Plan - Increasing meaningful and purposeful student, teacher, and parent engagement - describes the school's efforts in providing opportunities related to engaging parents/guardians in decision making. The LCAP specifically states the school will continue to provide multiple opportunities for parent involvement in school life and ease of home-school communication to engage parents and students as valued stakeholders in decision- making, and provide programs and resources that support families and enhance the school community.    Events, Activities, and Meetings focused on this mission included: - Parent Orientation Weeks - Parent Advocacy Committee - Parent Conference Week  - Open House - Information accessible on the school's website - smbccs.fentoncharter.net  Leadership Meetings: - Board Meetings - Instruction Committee Meetings - Finance Committee Meetings - Personnel Meetings  The school continues to promote participation in programs through the school's continued operation of the Parent Center with full-time staffing and multiple parent communications and meetings to ensure a strong home-school connection. There are continued parent workshops, and robotics instruction, P.E. and other enrichment opportunities to provide students with varied outlets for personal expression, achievement, and collaboration/cooperation with their peers. The school continued to host community-building events and culminating celebrations.|Met||2018
47736840000000|Butte Valley Unified|3|Our survey results show that 83% of our parents feel that their input/ideas are honored at the school.  90% of the parent feel they are provided opportunities to be involved in school decisions.  We found that 69% of our parents are on our campus at least once  week, and 53% of parents volunteer in their child's classroom or at school activities.  100% of our parents surveyed believe it is important to participate in their child's education.  This is noted by the large attendance at school functions like our Christmas program, Cinco De Mayo dinner/student dance performance, sporting events, and the school carnival.  The survey looked at the areas addressed in our Local Control and Accountability Plan (LCAP):  Safety, school climate, academics/expectations, community and parent involvement.  The survey gives us feedback on how parents are feeling in regards to our LCAP goals and guides us in making decisions for this year.||Met||2018
10624146117865|Quail Lake Environmental Charter|3|As part of the process for developing the Local Control Accountability Plan (LCAP), Sanger Unified contracted with Hanover Research Center to survey parents, staff, students and community members in an effort to seek input for district decision making.  The analysis included 6,184 valid responses. The survey gathered feedback on key aspects of Sanger’s LCAP Goals, including District Priorities, Student Support Services, Multi-Tiered Systems of Support, College/Career Readiness, School Climate, Professional Development and Parent Engagement.   Top Recommendations based on the survey include the following: 1. SUSD should develop a system of resources and interventions for struggling students. Nearly half of the parents and staff mention this as a top priority. 2. SUSD should emphasize skills development as part of it College and Career Readiness efforts.  Less than two-thirds (59%) of staff members agree that students have the students have the skills to succeed in the college after graduation. 3. SUSD should explore options to provide social and emotional support for students.  Of the respondents, 31% qualify for reduced/ free meals, 10% were parents of English Language Learners and 1% were parents of Foster Youth, 53% were Hispanic, 13% Asian, 13% White and 4% other.  Survey results affirmed stakeholder support for the LCAP funded services currently being offered and reaffirmed the community priorities previously identified. According to stakeholder input from the LCAP Guidance Committee and stakeholder meetings, the top recommendations included the following: Academic Intervention and Support, College and Career Readiness and Social Emotional Support. In addition to the LCAP Survey, SUSD conducted an annual District Wide Survey regarding our overall effectiveness.  The following items were rated:  Overall quality of your child’s school, Academic Growth in ELA and Math, Communication, Safe School Environment, Harassment/Bullying, Positive Behavior and Character Development, Cleanliness of buildings, Parent Involvement, Transportation and Nutrition.  Responses ranged from 68% for Nutrition to 91% for Overall Quality of the School. In an effort to enhance parental participation, the PE-MTSS Leadership Team, and Sanger FRC staff, engaged a total of 242 parents to obtain their feedback on parent involvement with their child’s schools. A total of 179 parents attended parent forums, 20 participated in small focus groups, and 43 took part in individual telephone and in-person interviews. This information also helped us learn more about the possible barriers that parents experience for engagement with their child’s school, as well as what they believe Sanger Unified is doing well at and what might be improved upon from their perspectives. The findings of the LCAP Survey along with Community Stakeholder input, align with the 3 district goals which include, raise academic achievement of all students, close the achievement gap and a safe school environment.||Met||2018
19647331933746|Granada Hills Charter High|3|Key Findings from Stakeholder Survey conducted by Columbia College:  School Culture and Academics: Over the course of the year, the relative proportions of student responses concerning their experience of the culture at Granada Hills remained constant. Given that the interventions enacted in response to the fall survey were not focused on academics, this result is understandable. Overall, staff, parents, and students felt very positively about Granada Hills. Staff and parents both emphasized the school’s focus on academic rigor and high expectations for students made the school successful and a good place for students to attend school. Students also discussed that their classes were challenging, but were happy to have the chance to bolster their skills in a rigorous environment. On the other hand, however, many students discussed feeling burned out and stressed because of the intensity of the school’s academic program. There was a feeling that school staff did not understand the many types of pressures they were under. In response to this stress, students requested that more forms of support be available on campus, such as counseling and support groups which would promote social-emotional wellness among the student body. Many students also requested more differentiation and personalization in instruction to ensure that more students can reach the school’s high academic standards.  GHC chose Columbia College for the opportunity to implement two surveys within one school year in order to compare the findings and truly identify areas of improvement with the same stakeholder group.  Identifying trends and solidifying steps to address climate, differentiation and intervention are all aligned with identified areas of need in the Local Control Accountability Plan.|The key features of this year's LCAP include increased and targeted parent workshops series around student success/academics and social/emotional support (offered translation services for each meeting), piloting a writing workshop for targeted populations including EL, continued subsidization of student reduced meal expenses, continued home internet access, 24/7 available online tutoring for all students, and targeted support services for our unduplicated population of English Learners, Foster Youth and low income students. Continued implementation of Common Core State Standards and the Next Generation Science Standards provide consistency and additional support of EL students through Professional Development and ELD differentiated instruction. Professional Development around Standards Based Grading and targeted differentiated instructional approaches began in 2017-18 and will continue along with focused professional development on differentiated instructional strategies as well as assessment throughout the GHCHS plan for professional growth. Parent Outreach and additional efforts with targeted parent workshops continue to be a key focus areas to engage low income, EL, RFEP, Foster Youth and Homeless families.  Student Achievement and parent outreach will continue to be supported by an EL Coordinator, EL Counselor, and EL Language Assistants, a Foster Youth Counselor and Classified Assistant, and Core English, math and science adult Instructional Aides continue to serve our unduplicated population of students.|Met||2018
34674390135343|Growth Public|3|"In the 2017-2018 school year, Growth Public provided a parent climate and culture survey. Survey questions sought information about satisfaction with the academic program, the school environment, and the effectiveness of the school's teachers and administrators. The parent survey had 35 survey items. Some of the highlights were: 95% of parents agree or strongly agreed that ""my child's school meets his or her academic needs""; 95% agreed or strongly agreed that ""overall, I would rate the academic program at my child's school as very effective""; 96% agreed or strongly agreed that ""Administrators are respectful and professional""; 97% agreed or strongly agreed that ""My child is deeply known at his/her school""; 93% agreed or strongly agreed that ""My child's school values the diversity of the student's backgrounds""; 97% agreed or strongly agreed that ""My student's teachers seems organized and knowledgeable about his/her subject area""; 96% agreed or strongly agreed that ""My student's teachers communicates with me about my child's academic progress"", and finally 94% agreed or strongly that ""My student's teachers meet his/her individual needs"". The survey results provide alignment with our LCAP goals."||Met||2018
15633470000000|Belridge Elementary|3||Our goal is to have well informed Stakeholders in continuing to advance our students in an ever evolving world.  We desire to keep the lines of communication open through quarterly Parent/Student/Staff/Community Surveys, Daily messages  using Class DoJo and Remind, Weekly Phone Calls, Monthly Newsletters, Home Visits, Parent/Teacher Conferences, Monthly After School Community Activities, Weekly Staff Stakeholder Meetings, and Monthly Student/Board/Parent/Community Stakeholder Meetings.  We welcome any and all suggestions, comments, or questions from these dedicated stakeholder groups.  Our work together requires teamwork, collaboration, and dedication.  Our community of learners have learned to problem solve together.  Our Vision is to provide a dedicated team working in partnerships to strengthen educational excellence for all Belridge Students.|Met|Our local and state assessment scores during the past five years reflect the great strides we have made during that time.  We are extremely proud we continue to work towards meeting all academic goals from the district, state, and federal government.|2018
10624146117873|Sanger Academy Charter|3|As part of the process for developing the Local Control Accountability Plan (LCAP), Sanger Unified contracted with Hanover Research Center to survey parents, staff, students and community members in an effort to seek input for district decision making.  The analysis included 6,184 valid responses. The survey gathered feedback on key aspects of Sanger’s LCAP Goals, including District Priorities, Student Support Services, Multi-Tiered Systems of Support, College/Career Readiness, School Climate, Professional Development and Parent Engagement.   Top Recommendations based on the survey include the following: 1. SUSD should develop a system of resources and interventions for struggling students. Nearly half of the parents and staff mention this as a top priority. 2. SUSD should emphasize skills development as part of it College and Career Readiness efforts.  Less than two-thirds (59%) of staff members agree that students have the students have the skills to succeed in the college after graduation. 3. SUSD should explore options to provide social and emotional support for students.  Of the respondents, 31% qualify for reduced/ free meals, 10% were parents of English Language Learners and 1% were parents of Foster Youth, 53% were Hispanic, 13% Asian, 13% White and 4% other.  Survey results affirmed stakeholder support for the LCAP funded services currently being offered and reaffirmed the community priorities previously identified. According to stakeholder input from the LCAP Guidance Committee and stakeholder meetings, the top recommendations included the following: Academic Intervention and Support, College and Career Readiness and Social Emotional Support. In addition to the LCAP Survey, SUSD conducted an annual District Wide Survey regarding our overall effectiveness.  The following items were rated:  Overall quality of your child’s school, Academic Growth in ELA and Math, Communication, Safe School Environment, Harassment/Bullying, Positive Behavior and Character Development, Cleanliness of buildings, Parent Involvement, Transportation and Nutrition.  Responses ranged from 68% for Nutrition to 91% for Overall Quality of the School. In an effort to enhance parental participation, the PE-MTSS Leadership Team, and Sanger FRC staff, engaged a total of 242 parents to obtain their feedback on parent involvement with their child’s schools. A total of 179 parents attended parent forums, 20 participated in small focus groups, and 43 took part in individual telephone and in-person interviews. This information also helped us learn more about the possible barriers that parents experience for engagement with their child’s school, as well as what they believe Sanger Unified is doing well at and what might be improved upon from their perspectives. The findings of the LCAP Survey along with Community Stakeholder input, align with the 3 district goals which include, raise academic achievement of all students, close the achievement gap and a safe school environment.||Met||2018
10624141030766|Hallmark Charter|3|As part of the process for developing the Local Control Accountability Plan (LCAP), Sanger Unified contracted with Hanover Research Center to survey parents, staff, students and community members in an effort to seek input for district decision making.  The analysis included 6,184 valid responses. The survey gathered feedback on key aspects of Sanger’s LCAP Goals, including District Priorities, Student Support Services, Multi-Tiered Systems of Support, College/Career Readiness, School Climate, Professional Development and Parent Engagement.   Top Recommendations based on the survey include the following: 1. SUSD should develop a system of resources and interventions for struggling students. Nearly half of the parents and staff mention this as a top priority. 2. SUSD should emphasize skills development as part of it College and Career Readiness efforts.  Less than two-thirds (59%) of staff members agree that students have the students have the skills to succeed in the college after graduation. 3. SUSD should explore options to provide social and emotional support for students.  Of the respondents, 31% qualify for reduced/ free meals, 10% were parents of English Language Learners and 1% were parents of Foster Youth, 53% were Hispanic, 13% Asian, 13% White and 4% other.  Survey results affirmed stakeholder support for the LCAP funded services currently being offered and reaffirmed the community priorities previously identified. According to stakeholder input from the LCAP Guidance Committee and stakeholder meetings, the top recommendations included the following: Academic Intervention and Support, College and Career Readiness and Social Emotional Support. In addition to the LCAP Survey, SUSD conducted an annual District Wide Survey regarding our overall effectiveness.  The following items were rated:  Overall quality of your child’s school, Academic Growth in ELA and Math, Communication, Safe School Environment, Harassment/Bullying, Positive Behavior and Character Development, Cleanliness of buildings, Parent Involvement, Transportation and Nutrition.  Responses ranged from 68% for Nutrition to 91% for Overall Quality of the School. In an effort to enhance parental participation, the PE-MTSS Leadership Team, and Sanger FRC staff, engaged a total of 242 parents to obtain their feedback on parent involvement with their child’s schools. A total of 179 parents attended parent forums, 20 participated in small focus groups, and 43 took part in individual telephone and in-person interviews. This information also helped us learn more about the possible barriers that parents experience for engagement with their child’s school, as well as what they believe Sanger Unified is doing well at and what might be improved upon from their perspectives. The findings of the LCAP Survey along with Community Stakeholder input, align with the 3 district goals which include, raise academic achievement of all students, close the achievement gap and a safe school environment.||Met||2018
44697994430245|Diamond Technology Institute|3|1. Key Findings of Parent Input: 35/35 parents agree that Diamond Tech has a clear vision 34/35 parents agree that school rules and discipline is enforced by teachers, staff and the principal. 32/35 parents agree that classes are challenging and aligned with CCSS 35/35 parents agree that CTE prepares students for college and career 32/35 parents agree that teachers are well trained to teach their student 33/35 parents agree that Diamond Tech communicates school-wide learning outcomes clearly and effectively 30/35 parents agree that school leadership regularly reviews the existing processes to determine which actions the school will take for student learning 35/35 parents agree that the funds spent within the school are dedicated to student learning   2. Key Findings related to promoting parental participation: 27/35 parents agree that they participate or volunteer to help Diamond Tech 22/35 parents agree that they involve themselves as a partner in educating their student 30/35 parents agree that they use School Loop to check student grades and progress 30/35 parents agree that they know how to access student class assignments 34/35 parents agree that they feel valued, supported and part of the educational process at Diamond Tech  3. This information is taken from an ongoing annual Parent Input Survey aligned to both WASC and LCAP goals/priorities.||Met||2018
54105460135459|Blue Oak Academy|3|Last year, Blue Oak Academy used a self-created  LCAP parent input survey and qualitative interviews with randomly selected students. The LCAP parent survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to our LCAP goals and at least one question addresses each of the states identified priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning. Results showed a confidence that they had a voice with both the PTO and Principal who listened to their ideas. Suggestions were made that we could encourage more parental participation through a parent education program, changing of locations and times, and include a translator.||Met||2018
56739400000000|Moorpark Unified|3||The following information was shared at a regularly scheduled meeting of the Moorpark USD Board of Education on October 9, 2018.  The California School Parent Survey (CSPS) is opened every other year to parents of students in grades 5, 7, 9, and 11. The data reported below is taken from the two most recent administrations during the 2015-16 and 2017-18 school years. The respondents agree or strongly agree: • School allows input and welcomes parents’ contributions, increased from 84% to 85%. • School actively seeks the input of parents before making important decisions, decreased from 66% to 58%. • Parents feel welcome to participate at this school, increased from 88% to 90%.  In addition to the CSPS, local measures to gauge parent input in school/district decision making and parent participation in programs were implemented during the 2017-18 school year as part of the MUSD LCAP, Goal 2, “Engage parents, families, and key stakeholders to support student success in school.”  Parent participation was measured by attendance at various district and school site meetings. The findings from 2017-18, as reported in the LCAP Annual Update, show: • Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation. • Attendance at ELAC/DELAC meetings and LCAP Parent Advisory Group meetings remained the same from 2016-17 to 2017-18. An average of 35 parents attended per DELAC meeting. Training on the responsibilities of committee/group members was provided. • Participation of parents of English Learners in Bilingual Coffee remained steady. • PIQE was offered at three schools; 49 parents graduated. • Attendance at Title I parent meetings decreased from an average of 16 to 12 per meeting. • Each school conducted a school safety information meeting for parents.  Parent input into decision-making was measured by survey participation and attendance at various district and school meetings. The findings from 2016-17, as reported in the LCAP Annual Update, show: • Participation in the LCAP Parent Advisory Group of parents of English Learners increased from 2016-17 to 2017-18. • Parent participation in the online LCAP survey to provide input on LCAP goals increased by more than 22%.|Met|This information was shared at a regularly scheduled meeting of the Moorpark USD Board of Education on October 9, 2018.|2018
19647336015986|Beckford Charter for Enriched Studies|3|In order to determine whether Beckford Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question.  1. I am a partner with this school in decisions made about my child’s education.  93%  2. I feel welcome to participate in this school.  98% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  96% 4. This school provides me with information (verbal and written) I can understand. 100% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% 6. This school informs parents about school activities in a timely fashion.  97% 7. This school informs me about volunteer opportunities.  98%||Met||2018
01100170000000|Alameda County Office of Education|3||The LCAP Engagement process in 2017-18 included a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback. A total of 6 engagement events have taken place to date (March 2018) to review and gather feedback on student achievement data, program information, and the implementation of LCAP strategies, actions, and investments and 4 additional engagement events are planned for the school year. The September 27, 2017 Community Schools School Site Council meeting and the Court Schools School Site Council meeting on January 22, 2018 provided attendees an opportunity to understand the functions of School Site Council and encouraged community participation by allowing for a collaborated effort on the design and implementation of our community engagement process with members of Community Based Organizations, staff, and students.) The November 29, 2017 Community Schools School Site Council meeting and the Court Schools School Site Council meeting on February 22, 2018 reviewed our Title I funding (Site Plan for Student Achievement-SPSA) from the LCAP and provided an opportunity to review the district’s expenditure plan, and allowed for questions and input from the community. Community Schools also were able hear about the California Department of Education’s new English Learner assessment the ELPAC and participated in a discussion of CELDT data from the Fall 2017 administration The Community schools Site Council meeting on January 24, 2018 and the Court Schools staff meeting March 7, 2018 provided an opportunity to review/provide input on the actions and services narratives for 2017-18 LCAP Goals 1-3 and review of the annual measurable outcomes. Both groups had the chance to review the current site attendance rates, the allocation of attendance incentives. Participants provided input on site level actions and make suggestions for changes to the use of funding in an effort to improve current data. Educational stakeholder had the opportunity to provide attendance incentive suggestions for the 2018-19 school year during the Community School Site Council meeting on March 28, 2018. The School Site Council meetings for Community Schools on May 23, 2018; as well as Court Schools on March 29, April 26, and May 24, 2018 will be additional opportunities for members of our bargaining units, ACTA, CSEA, and the community to review the data outcomes for our measurable indicators and provide possible suggestions for the 2019-2021 LCAP actions/services to address gaps and needs our data indicates. The LCAP Survey was posted at the ACOE website in April 2018 to garner input from the community which will inform the crafting of the upcoming year’s LCAP. We have distributed a parent “Climate Survey” for upcoming site level events in order to gather more parent input in our LCAP process.|Met|The survey from 2017-18 LCAP did not garner the level of responses we would have liked, and believe that lack of technology access could play a part for our students and families. Therefore we plan to provide paper copies to our sites for student and parent feedback for the 2019-20 school year.|2018
45701100000000|Redding Elementary|3|90% of parents had a positive response in regard to the annual Parent Survey. In addition, parent participation increased from 11% to 19%. This survey was developed to specifically to measure the LCAP in regard to parent involvement. This survey was reviewed by the Parent Advisory Committee for Redding School District in 17/18.||Met||2018
47104700000000|Siskiyou County Office of Education|3|"2/4 parents agreed they are provided opportunities to be involved in school decisions.  2/4 parents agreed they were provided information and training that supports their child's learning. 2/4 parents agree the school does a good job of getting important school and classroom information to parents. 2/4 parents agreed they are provided opportunities to be involved in their child's education. 1/4 parents responded ""not applicable"" to the questions. 1/4 parents responded they do not agree with the questions."||Met||2018
54720410000000|Pixley Union Elementary|3||"Pixley USD has a Family Resource Center (FRC) located at the elementary school that is led by a Community Liaison and Intake Secretary. Various parent education opportunities are provided throughout the year at the FRC. The events not only showcase adult learning but ways to engage in learning activities with their children at home. During the 17/18 school year, the goal was to increase the amount of new parents attending the events. It was noticeable in years past that the same parents were regularly attending and that we needed to expand out to solicit more, new parents to attend. At every event provided to parents, a survey was given in order to determine if they were a new parent or an existing ""regular"" parent that has attended in the past. The survey results described that there were a total of 455 total parents that participated in 68 events and of those parents, 215 were new to the event."|Met||2018
24658700000000|Winton|3||The Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They are encouraged and have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) stakeholder’s engagement process. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to five minutes each with no more than twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. The WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school.  The principal goes over the criteria for a Title I school and all requirements and benefits.  As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone messages in both English and Spanish. These two findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe and welcoming learning environment for students, parents, and staff that will foster and strengthen academic and behavioral excellence at home and at school”.|Met||2018
16639740000000|Lemoore Union Elementary|3|"1. A parent survey was conducted in January-February of 2018 that received 1,257 responses out of 2,130 households (59% response rate). The parent survey indicates that over 65% of parents believe that their child's school provides opportunities for consultation before making important decisions.  These opportunities include advisory meetings open to all stakeholders such as School Site Council (SSC), English Learner Advisory Committee (ELAC) and parent club meetings.  Parents also provide input for their child's learning at parent-teacher conferences, student study team (SST) and Individualized Education Program (IEP) meetings. The District English Learner Advisory Committee and Parent Advisory Council (PAC) also allow for shared decision-making at the district-level.  At the SSC meetings, parents review and approve the Single Plan for Student Achievement (SPSA) and School Safety Plans. Input on updating school facilities and the LCAP is provided at the Parent Advisory Council (PAC) meetings.  Furthermore, over 80% of parents feel empowered to advocate for children and their education in the formal opportunities the school provides as well as outside of those times.  2. In addition to the methods above, parental participation is also promoted through Back to School Night, Open House, literacy nights, Latino Literacy Project and multiple school events including music performances and assemblies. Gifted and Talented Education (GATE) parent nights and ""Coffee with the Superintendent"" events also promote parent participation at the district-level. Over 80% of respondents have attached parent-teacher conferences within the last year while most (over 60%) have attended Back to School Night and/or Open House events.  The majority (54%) of our respondents are not interested in additional opportunities for volunteering at the school, although for those who are, volunteering on school field trips (33%) or additional parents nights for math (19%), science (17%) or literacy (10%) would be welcomed.  3. Parent participation is a priority in the district.  The selected survey was chosen to gather information about how to best communicate with parents and learn how to increase parent participation throughout the district.  Building partnerships with parents and family are crucial in assisting with other key priorities in the LCAP including improving student attendance, utilizing counseling services, increasing participation in sports and music and supporting students academically."||Met||2018
50712660120063|Independence Charter|3||All charter administered parent surveys in English/Spanish.  When surveyed, 91.89% of parents agreed that the charter adequately seeks input from parents/guardians in decision making committees.   Parents were asked to prioritize areas of district focus. Priorities were ranked as follows:  #1 - TK – 3 grade student teacher ratio below 25:1; #2 - Social emotional learning programs; #3-Increase hours of STEAM; #4 - Modernization and improvement to school buildings and grounds.    Parents were asked which communication methods used by the charter were most useful to them.  Parents prioritized from highest to lowest:  automated phone calls, text messaging, flyers sent home, email, principal newsletter, website, marquee, Facebook, Instagram, and Twitter.    Current charter Grade Span Average is:  Independence Charter School – 22.38  The information collected from these surveys aided in the charter to continue to keep class sizes in TK – 3 below 25:1, continue social emotional learning programs for students and moving forward to launch a new website & mobile app with mass notification to parents which uses automated phone calls, text messaging and email to communicate in the way families prefer.|Met|This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting at the May 15, 2018 board meeting.|2018
45700290000000|Igo, Ono, Platina Union Elementary|3|83% of parents had a positive response in regard to the annual Parent Survey. In addition, the parent participation rate was 28%. This survey was developed to specifically to measure the LCAP in regard to parent involvement. This survey was reviewed by the Parent Advisory Committee for Redding School District in 17/18.||Met||2018
13630810000000|Brawley Union High|3|BUHSD has created a parent survey that is emailed to all parents and available to fill out during all school events and parent meetings.  In regards to parents feeling involved in the decision making process at their child’s school, almost 60% of parents felt involved in the decision making process.  Over 80% of parents surveyed felt comfortable participating in school events and programs.  This parent survey encompasses several aspects of the California State Priorities and LCAP.  Other State Priorities that are addressed in the parent survey, are Priority 2: Implementation of State Standards, Priority 3: Parent Involvement, Priority 4: Pupil Achievement, Priority 6: School Climate, and Priority 7: Course Access.  The survey consists of ten questions that address professional development, course access, school climate and pupil achievement.||Met||2018
45701280000000|Shasta Union Elementary|3|96% of parents had a positive response in regard to the annual Parent Survey. In addition, parent participation increased from 35% to 48%. This survey was developed to specifically to measure the LCAP in regard to parent involvement. This survey was reviewed by the Parent Advisory Committee for Redding School District in 17/18.||Met||2018
36679590114256|Inland Leaders Charter|3|Inland Leaders Charter School (ILCS) has involved parents and the stakeholders of the school in its budgetary and decision-making processes since its inception in 2007. As a small school program, we have the advantage of being able to engage most, if not all, stakeholders in the LCAP process. The only stakeholders that we may need to engage more consistently are local industry and business groups. The management team administered surveys in February of 2018 around our four LCAP goals to all stakeholders including students, parents, certificated, and classified staff. The leadership team also held parent meetings in February including all stakeholders (Special education, English Language Learners, Socially Economically Disadvantaged, Independent Study, & general education) to ensure all voices were included in our planning & decision making. The LCAP plan has also been extensively discussed via the finance committee and through teacher Professional Learning Communities. Key findings included the overall satisfaction of the school program at very high rates with over 90% of parents, staff and students satisfied on our LCAP spring survey.   Extremely positive comments and survey ratings were provided and helped to affirm that our goals and objectives are currently meeting the needs of our students and are aligned with stakeholder priorities.  The results of the survey also indicate several actions & services that can be improved upon. Through analysis of the 1st – 8th-grade student surveys, we recognize the need to teach and instil kindness and respect for peer to peer interactions.   It has improved from 2016-2017 to 2017-2018, but there is a continued need in this area in all grades, however, in particularly in middle school.  Ultimately, students feel cared for, safe and challenged in their classes and the school is clearly supporting their social-emotional needs.  ILCS continues to instill leadership in our students and parents.  This last year, parents were engaged in providing books for our sister school in Ghana, Africa by operating a publishing center and raising funds for the project.  High volunteer rates continue for our parents and extended families at the school and family functions are well attended.  In fact, 95% of all families indicated they attended report card meetings held for their students.  Parents also regularly attend ILCS Board meetings and finance committee meetings.  Parents of students who are struggling academically in school participate in the Student Success Team process and parents of students who need motivation and encouragement to improve attendance and behavioural patterns work with the Student Contract Accountability Team on an on-going basis.  Parent workshops to support student personality and learning styles were held during the school year by site administration at the K-2 campus.  In addition, teachers throughout the program held specific training nights for parents on instructional strategies.||Met||2018
50711000000000|Hickman Community Charter|3|In the Spring of every year, the Hickman Community Charter District conducts an online survey to gather parent input. The survey was chosen and adapted in order to gather input on the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. In the Spring of 2018 the district received 191 responses from parents/guardians of roughly 1050 students. 96% of HCCD parents agreed or strongly agreed that HCCD encouraged parental involvement and participation.||Met|Parents are engaged in LCAP development through online survey, LCAP Advisory Committee, and the District Language Acquisition Committee.  Local Indicators were presented to the Board on November 13, 2018.|2018
37681303732732|Helix High|3||Helix Charter High School provides many opportunities for parents to participate and to provide input towards creating school policies. Ongoing committees include: Charter Board, Restructuring Committee, WASC, PTSA, School Site Councils, English Learner Advisory Committee (ELAC).   Every other year, we administer the California School Parent Survey. This survey was selected given its alignment with the California Healthy Kids Survey and California School Staff Survey.  This survey also aligns with Goal 6 in the LCAP: Parent and Community Integration: Developing Parent and Community Partnerships that Establish Helix as a Community Center.   We chose to include the following measures, because they represent our best efforts in engaging parents. The feedback we gather at these events, illuminates our goals, actions and services: Family First monthly-- a Thursday evening informational, which are educational and college designed family based presentations; Summer Registration-- requires parents to attend  educational counseling meetings annually; Helix Community Forums-- community circle/forums, held twice annually, to discuss educational programs and school safety and climate.  We have made a commitment to improve communications with all Helix families via our monthly newsletters. Informing parents of the various opportunities available to participate in our programs. Additionally, publishing and promoting Charter Board Agendas and Meeting Schedules on the Helix Charter  website.|Met||2018
51105120000000|Sutter County Office of Education|3||Teacher and parent input is gathered in a variety of ways including but not limited to back to school night, parent and student surveys, open house, initial orientation meetings and quarterly learning plan updates.  Additionally, parents are encouraged to connect with staff as needed and staff does the same with parents.  Parents are encouraged to participate in Site Council and in any other way they feel comfortable.|Met||2018
44697650100388|Tierra Pacifica Charter|3|"Rather than survey parents on paper, each classroom at TPCS has a classroom representative who contacts every parent to document their feedback, and to thoughtfully facilitate their involvement at school. This way we discover each parent’s unique talents and interests, as well as concerns and constraints, allowing us to collaboratively identify opportunities to engage in school operations and activities. Involvement is always voluntary, never required, and is not limited to parents. It often includes grandparents, family friends and student alumni. As a result, 94% of families volunteer regularly, and span every level of school operations.  Other ways that parents have input into school decisions is through frequent meetings and work on teams. The school holds three ""all school"" meetings per year where input is collected from the entire school community, and each classroom holds at least two meetings per year to collect information specific to those classes. Several parent teams are in place to help identify school needs in specific areas; such as, the Facilities, Technology, Diversity and Finance teams. The school's Governing Board, constituted by parents and community members, steers policy and decision-making based on these many sources of input.  A school-generated survey was disseminated to all parents at the school, grades K-8, in the spring of 2017-18. Key findings include that 98% of respondents agreed or strongly agreed that parent input on spending priorities is valued. In addition, 98% of respondents agreed or strongly agreed that the school facilitates opportunities to connect with other members of the community. Lastly, 98% of respondents agreed or strongly agreed that the school is a place where differences are valued and appreciated.  These findings underscore our efforts build and maintain a collaborative school environment where all voices are heard, while moving us toward reaching our LCAP goals which are: to continually improve support for English Language Learners, provide high-quality instruction and maintain student achievement, keep school facilities in good repair, maintain and upgrade technology as needed, increase diversity awareness on and off campus, and continue our outreach efforts to all members of the local community."||Met||2018
10623310137661|California Virtual Academy at Fresno|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
04615070129577|STREAM Charter|3|At STREAM Charter School, 100% of parents who responded to our survey said that they are contacted about school information and activities on a regular basis. 99% of parents indicated that they feel the communication from the office and classroom is excellent or good. 97% of parents indicated that they agree or strongly agree that they are engaged and participating in school decision making. 98% of parents indicated that they agree or strongly agree that the school budget dollars are used wisely. The STREAM Governing Board chose this survey to gather information from the STREAM community as an opportunity to gather unfiltered feedback to determine our success on a number of local indicators.||Met||2018
43695830000000|Morgan Hill Unified|3|The Morgan Hill Unified School district values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active ELAC and School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently 67% up from 47% last year); rates of successful mass messaging through both email (currently 92 % up from 90%), and phone (currently 87, down from 92%) ; numbers of parent volunteers (currently 1964 up from 1544); and numbers of parents who annually complete the parent education class Project to Inspire (currently 16 down from 60 although with a new program and developing parent leaders). Additionally, parents are surveyed regarding a number of topics including these key questions which parents rank high to low on a five point scale. The questions include: our school seeks input and encourages parental participation in decision making (3.87 up from 3.71); our school promotes parental participation in programs (4.0 up from 3.8); and as parents we feel like valued partners in our child’s education (3.83 up from 3.74).   These metrics help to inform the actions in our Local Control Accountability Plan which now includes an updated Family Engagement Plan.  All metrics are monitored in our LCAP as can be seen in the annual report under goal area 2  http://mhusd.org/wp-content/uploads/2018/03/LCAP-Annual-Report-2017-18-English-for-Website.pdf||Met||2018
07100740114470|Making Waves Academy|3|Please see Local Measures under Option 2.|Making Waves Academy seeks input from parents through multiple platforms, including participation in School Site Council, English Learner Advisory Committee and through discussions with the Parent/Guardian Engagement Coordinator.   Parental participation is promoted through multiple platforms, including parent-student-teacher meetings which occur once each semester, parent meetings which occurred monthly last year and will occur quarterly this year, as well as through monthly School Site Council meetings, Monthly English Learner Advisory Committee meetings and through “Chat & Chew” and “Coffee Talks” facilitated by our Parent Guardian Engagement Coordinator once per month.  As a Title I school, parents were enlisted to create the Parent Involvement Policy, which has a direct impact on student learning and parental participation throughout the school year. In addition to, as a part of our WASC accreditation goals, the SSC has been the primary vehicle for providing stakeholder engagement and feedback on both the SPSA and LCAP.  We chose these measures because they are reflective of the school-wide systems and policies that are in place to encourage parental involvement and parental input in decision making.  Parental Involvement Data  School-Wide Parent Meeting participation:  - Six family meetings occurred during the 2017-18 academic year. 31.7% of upper school students were represented and 26.8% of middle school students were represented by at least one parent.  - An average of 111 upper school families attended each parent meeting, and 118 middle school families attended each parent meeting.  - At every meeting translation services for Spanish speakers was provided and was made available for smaller parent meetings upon request.  - Document translation has also been made available, which was either translated by a member of the MWA operations team or outsourced.  Chat & Chew and Coffee Talk participation:  - Opportunities for parents to meet with the Parent/Guardian Engagement Coordinator to give feedback during the morning and evening were held three times throughout the year. An average of 18 parents attended evening “Chat and Chew” sessions.  - Professional development resources on effective Parent and Guardian Engagement was offered.   Completely Voluntary Parent Hours: - During the 2017-18 Academic Year, parents volunteered 2,600 of completely voluntary hours  - Parents are encouraged but not obligated to, volunteer on campus at least 20 hours of voluntary parent hours each year.   ELAC participation:  - Parents attend monthly ELAC meetings facilitated by our English Language Development Coordinator and contribute to making decisions regarding their students’ academic preparation. The ELAC committee also reports to parents during school-wide monthly meetings and their progress is reported to the MWA Board in board reports and meetings.  - SSC reports are given to parents during our monthly parent meetings by SSC members who are parents.|Met||2018
19648730000000|Paramount Unified|3|Seeking Input  All parents were surveyed to get input on school and district decision-making. Surveys were provided in English and Spanish and distributed in print form to provide access to all, regardless of language or access to technology.  Survey questions were related to the services and activities supported by the LCAP. Data from parent surveys was used, along with other academic and behavioral data, for identifying programs and services that are working and what needs to be adjusted. Parents' responses were analyzed by the LCAP Committee as one source of data to make decisions about services to continue, revise or add. Survey results showed that 91% of parents feel that the school actively seeks input from parents before making important decisions and 94% of parents reported that the school administrator is responsive to parent concerns. In addition to survey participation, parents were also active members of the three district-level stakeholder groups. Each group (LCAP Committee, Parent Advisory Committee, and English Learner Parent Advisory Committee) met regularly, reviewed program implementation and academic data to provide input in the development of the updated LCAP.    Promoting Parental Participation  Survey results showed that 97% of parents feel welcome at their school which is supported by parents’ attendance in parent education programs. In 2017-2018, parent education shifted from the district to the school sites, in order to provide targeted opportunities based on parent interest and need. PUSD set a target that each site would provide 1 parent educational training. An average of 8 events took place per site. PUSD understands that effective parent outreach provides information for families—many of whose children will be the first in their family to attend college-- that support access to college. Parent educational sessions included classes promoting literacy, college-readiness, transition from middle school to high school and how to effectively participate in the education system. Child-care was provided and classes were taught in English and Spanish to create an inviting and inclusive environment.    Why the Survey was Selected and Connection to LCAP Goals  The survey was created with the expertise of PUSD’s Research and Evaluation Office to elicit feedback on specific services implemented that support priorities in the LCAP; it included questions on parents' participation and perception of schools. The local target for survey completion by parents was 65%; 63% of all parents --over 9500—completed and returned surveys.  Survey feedback was useful for the LCAP Committee, which analyzed the results as part of the LCAP’s goals and activities to include in the updated LCAP. As an example, parents placed high value on college field trips, college and career centers and AP classes; these services continue to be funded under the LCAP’s goal to increase college readiness.  Presented at Board meeting on November 14, 2018.||Met||2018
44697990000000|Pajaro Valley Unified|3||A. Seeking input from parents/guardians in school and district decision making:LEA’s progress on measure of parent/guardian participation in meetings of the local governing board and/or advisory committees.   PVUSD understands the significance and importance of parents involved with decision-making .  Avenues for input provided by School Site Councils and site ELACs and DELAC at the district level are encouraged, but parent participation has been less than desired. The LCAP has provided for a team of parent education specialists and a parent education trainer to increase participation at these events.  Between 2016-17 and 2017-18, number of parents in attendance was as follows--with 16-17 and 17-18 numbers list respectfully:  ELAC 1967 to 1254  Site Council 1494 to 1168 --More sites Delegated ELAC tasks to SSC in 17-18 DELAC     174 to 177   PVUSD continues to offer Member trainings for SSC and ELAC in the fall of each year as well as CA PTA School Smarts Parent Academy, a seven-session series where parents learn about the school system in California, how to participate meaningfully, and how to strengthen their advocacy skills. This year, the course is being offered at six schools.  B. Promoting Participation in Programs Measure of whether school sites provide trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth.   PVUSD understands the importance of providing parents with educational supports to help them become effective partners in advocacy and with supporting their students to succeed. District parent education specialists play an important role in encouraging parents to participate in district and school events. Many parent events were created in response to request for information on immigration and immigrant rights.  Parent trainings or workshops offered: focused on to student learning and/or socio-emotional growth: School Smarts Parent Academy – elementary and middle school but open to all parents (seven-part workshop), Cyberbullying and Internet Safety – open to all parents (two-part workshop), Special Education Parent Conference, Family Science Nights, Our Indigenous Culture for Mixtec families, Family Math Night,  Annual Parent Conference, Migrant Parent Institute: Youth Mental Health Part II Migrant Parent Institute: What is in Your Future?, GATE and STEAM nights|Met||2018
19650940112706|California Virtual Academy @ Los Angeles|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
16638750112698|California Virtual Academy at Kings|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
15636280137687|California Virtual Academy at Maricopa|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
37684036120893|California Virtual Academy @ San Diego|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
39686270127191|California Virtual Academy @ San Joaquin|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
41689160112284|California Virtual Academy San Mateo|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
49707970107284|California Virtual Academy @ Sonoma|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
51714150129007|California Virtual Academy at Sutter|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation  Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 17-18 survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. In 17-18, survey results indicated: • 69% of families were satisfied with their school choice after 2 weeks of enrollment. • 63% of families felt highly prepared for the school year. • More than half of families cited both the connection with their teacher and flexibility as their primary reason for remaining enrolled.  Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families.  Parents and students are invited to provide input on the LCAP on a quarterly basis.||Met|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions.|2018
30103060132613|Vista Heritage Global Academy|3|LCAP Parent Survey - Quarter 1 Goal 1: All students have access to an instructional program that promotes engagement through rigor and relevance. (51.6% Strongly Agree, 48.4% Agree) Goal 2: Vista provides a learning environment and resources that are equitable for all subgroups we serve. (61.3% Strongly Agree, 38.7% Agree) Goal 3: Vista staff is supported in an equitable way to grow in their development. (64.5% Strongly Agree, 29% Agree, 6.5% Disagree) Goal 4: Vista students receive social-emotional supports that allow them to feel safe and successful at school. (64.5% Strongly Agree, 32.3% Agree, 3.2% Disagree) Goal 5: Parents are actively engaged as partners. (48.4% Strongly Agree, 41.9% Agree, 6.5% Disagree, 3.2% Strongly Disagree)||Met|We pride ourselves on actively engaging and involving parents in many school-based decisions, discussions, and programs, including our various school committees, monthly meetings with the Principal, as school volunteers, quarterly parent nights, and this year we introduced a brand new messaging app, called Talking Points with embedded translation, if needed.|2018
19101990121772|Environmental Charter Middle|3|ECMS-G began implementing the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey and the California School Parent Survey, in the 15-16 school year, and we administer the survey annually.   We selected the survey because of its customizability, and because its wide use across the state allows us to compare our results to similar schools.   The results of our latest annual parent survey (Spring 2018) indicate that the overwhelming majority of parents feel welcome to participate at our school, and that the school actively seeks and welcomes their contributions.  Additionally, over 70% of parents participated in Parent Conferences and other schoolwide events in 17-18.||Met||2018
45700940000000|Pacheco Union Elementary|3|1.  Information from parent surveys indicated that 93% of parents surveyed feel that their child is receiving an education that will prepare them for success at the next grade level.  90% of parents surveyed feel that the schools are maintained adequately for optimal learning to occur.  78% feel that there are an adequate amount of extra curricular activities available for their student.  93% feel that their child is safe at school.  93% feel there is an adequate emphasis on technology within the district.   2.  91% of parents surveyed feel that there are sufficient opportunities for parent involvement and input with programs. 3.  Pacheco Union School District utilized this parent survey because it was aligned with district LCAP goals and we were able to receive feedback from all stakeholders in regard to these goals.||Met||2018
30666700106567|Nova Academy|3||Parent engagement at NOVA Academy Early College High School occurs through the input, feedback, and participation at numerous events designed to support students.  This year, NOVA Academy will involve parents in the following activities: School Site Council, Coffee with the Counselor, Coffee with the Principal, Training on how to use Aeries to access student information, Parent University nights on a variety of topics, FAFSA Night, Annual Counseling Meetings, Back to School Night, Open House, Grade level meetings, Campus Preview Nights, Talent Show, Visual and Performing Arts Showcase, and Parent Advisory Council.  Parents have served on the school wellness committee and helped provide feedback regarding the school nutrition program.  At NOVA Academy, parents support a number of school activities, including school dances, providing incentives to students, and addressing community concerns, such as a planned street car.  Further, parents were actively involved and participated in the charter renewal process during the 2017-18 school year.  Parents were surveyed twice during the 2017-18 school year to determine how school staff can best reach out to them and how effectively the school serves both students and parents.  Feedback from these surveys have helped inform practices at NOVA.  Additionally, Aeries LOOP parent outreach service, started in 2017-18, will continue this school year to allow NOVA to better communicate with parents via phone, text, and email in the appropriate home language.|Met||2018
19101990127498|Environmental Charter Middle - Inglewood|3|ECMS-I began implementing the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey and the California School Parent Survey, in the 15-16 school year, and we administer the survey annually.   We selected the survey because of its customizability, and because its wide use across the state allows us to compare our results to similar schools.   The results of our latest annual parent survey (Spring 2018) indicate that the overwhelming majority of parents feel welcome to participate at our school, and that the school actively seeks and welcomes their contributions.  Additionally, over 95% of parents participated in Parent Conferences and other schoolwide events in 17-18.||Met||2018
19646911996438|Environmental Charter High|3|ECHS began implementing the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey and the California School Parent Survey, in the 15-16 school year, and we administer the survey annually.   We selected the survey because of its customizability, and because its wide use across the state allows us to compare our results to similar schools.   The results of our latest annual parent survey (Spring 2018) indicate that the overwhelming majority of parents feel welcome to participate at our school, and that the school actively seeks and welcomes their contributions.  Additionally, 78.7% of parents participated in Parent Conferences in 17-18, and 75.8% participated in other schoolwide events, giving us a total parent engagement rate of 91.9%||Met||2018
45701100135889|Stellar Charter|3|Stellar provided a Parent Enrichment Series, collaborated with PAC and utilized surveys and parent meetings to get feedback and input from parents.  Stellar is primarily a home school program. 100% of unduplicated pupil logs showed evidence of parent participation. Stellar is primarily a home school program. 100% of Individuals With Exceptional Need's logs showed evidence of parent participation.Parent Survey: 98% of parents believe Stellar is a safe place for their child; 95% of parents feel that Stellar welcomes parent contributions||Met||2018
56725460115105|Camarillo Academy of Progressive Education|3||"The CAPE governing board consists of two parents, two teachers and one community member.  Each seat is held for two years.  The entire CAPE Community elects the two parents they would like to represent them on the governing board, and the entire CAPE staff elects the two teachers they would like to represent them on the governing board.    CAPE offers at least 2 parent educational nights each year on topics related to: Social Emotional Growth, Parenting in a Digital Age, Time Management, Anxiety in Teens, Common Core, Ways to help your child be academically successful.  In addition, CAPE administration holds ""Chatter time"" each month which allows parents to give suggestions and ask questions in a non-formal setting.  Administration also is available during all Governing Board Meetings and PTSO meetings.  Administration conducts current student surveys and small round table discussions and also meets with CAPE alumni to hear suggestions and ways to improve.  CAPE holds official conferences with parents twice per year, but regular communication with parents is a key to the success of CAPE.  Teachers are in constant communication with parents regarding academic and behavioral concerns.  CAPE Teachers and Administration believe that a partnership between home and school is imperative to student success."|Met|CAPE asserts that parents/guardians play a vital role is their children’s education and need to be partners in the process.  Parents and other concerned family members shall have frequent opportunities to interact with CAPE’s Director(s) through monthly “chatter time” meetings and shall be encouraged to attend, and speak at, Governing Board meetings.  CAPE’s Director(s) and Governing Board members will welcome ideas from parents/guardians and view families as team members in carrying out the mission and philosophy of the Charter School.   Each family will also be encouraged to contribute a minimum of 40 hours of volunteer work per academic year to CAPE. Parents working side by side with students, teachers, staff and administration makes a positive academic impact on student achievement.  It is this partnership that helps to make CAPE a success.  The Director(s) shall maintain a comprehensive list of volunteer opportunities, including, but not limited to, the following: volunteering in the classroom/school; completing activities that can be done at home; tutoring; attending parent-teacher conferences; attending CAPE’s Board meetings; participating in planning, or attending, fundraising and/or academic/arts events; and participating in other activities. No child will be excluded from CAPE or from school activities due to the failure of his or her parent or legal guardian to fulfill the encouraged 40 hours of participation.|2018
54720580000000|Pleasant View Elementary|3|Those of us in the education community know that family engagement is one of the single most important factors in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. Pleasant View Elementary School District has chosen the following as our local measures from our annual parent survey. In addition, the district chose metrics that represented direct services to parents. These measures will be looked at annually and included in our local LCAP metrics or used in the needs assessment of the district when it comes to planning. Parent/Guardian Input Measure: • 98% of parents reported being satisfied with educational programs at our school. That compares to 94% from last year. Our target is 94% or greater. • 42% of parents reported being asked to help in their child’s classroom. That compares to 41% from last year. Our target was 44% and we are examining ways to make sure we are reaching out to parents to invite them into our classrooms. • 49% of parents had reported helping out at their child’s school. That compares to 46% from last year. Our target was 49% and we are examining ways to connect parents with opportunities to participate at school. • 89% of parents reported being involved in making decisions that affect their child’s education. That compares to 92% from last year. Our target is 90% or greater. • 90% of parents reported being informed of the goals and objectives of the instructional programs. That compares to 91% from last year. Our target is 90% or greater. • 90% of of parents had direct contact with the community liaison. That compares with 54% from the year before. The target was 50% • 87% of of parents participated in their student’s conferences. That compares with 88% from the year before. The target was 85% or greater. • 100% of parents of children with special needs reported being satisfied with educational programs at our school. Our target is 90% or greater. • 37% of parents of children with special needs reported being asked to help in their child’s classroom. The target was 50%. 98% of parents reported feeling welcome at school. The target was 95% The implementation of the Local Control Funding Formula (LCFF) has placed a renewed emphasis on families and educators working together as partners. The measures have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View chose these measures because we felt it best represented the perceptions parents have about the school and their child’s education. In addition, we felt that our measures also best represent the opportunities parents have had to participate in their child’s education and to build relationships with parents. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we engage parents in the education of their students.||Met||2018
50711670138057|Connecting Waters Charter School - Central Valley|3|Parent involvement at Connecting Waters Charter School, Central Valley is vital since we are an Independent Study Charter specializing in Personalized Learning, whereas parents assume some of the day to day responsibility to educate their students.  Parents have choice in curriculum and methodology that is personalized to their student’s learning style.  For this indicator, Connecting Waters Charter School, Central Valley chose to use Option 1 Survey that was developed to meet the needs of our stakeholders.  All parents were given the survey. We received parent responses, ranging in all grade level spans (39% TK-5; 30% 6-8; 30% 9-12th grade).  92% of the parents reported they are satisfied or very satisfied with being able to choose their curriculum. 94% of the parents reported they are satisfied or very satisfied with the Parent Workshops offered throughout the year with topics based on their requests. The majority of parents reported they enrolled their student in Connecting Waters Charter School, Central Valley for the personalized learning and parental involvement in their child’s educational decision making.||Met||2018
50755725030317|Connecting Waters Charter|3|Parent involvement at Connecting Waters is vital since we are an Independent Study Charter specializing in Personalized Learning, whereas parents assume some of the day to day responsibility to educate their students.  Parents have choice in curriculum and methodology that is personalized to their student’s learning style.  For this indicator, Connecting Waters Charter School chose to use Option 1 Survey that was developed to meet the needs of our stakeholders.  All parents were given the survey. We received over 480 parent responses, ranging in all grade level spans (39% TK-5; 30% 6-8; 30% 9-12th grade).  92% of the parents reported they are satisfied or very satisfied with being able to choose their curriculum. 94% of the parents reported they are satisfied or very satisfied with the Parent Workshops offered throughout the year with topics based on their requests. The majority of parents reported they enrolled their student in Connecting Waters for the personalized learning and parental involvement in their child’s educational decision making.||Met||2018
37682050000000|Lemon Grove|3|Parental involvement in school is one of the key factors of a positive school climate.  Positive relationships between parents, students, and staff are critical to student success.  The Lemon Grove School District Local Control Accountability Plan (LCAP) was written with these beliefs in mind and the California School Parent Survey (CSPS) was chosen as a tool for us to measure our success with parent engagement goals, actions, and services included in the plan. In conjunction with the California Healthy Kids Survey (CHKS), parents were asked to complete the CSPS.  The key findings from Section 12 of the survey: Parental Involvement demonstrate the majority of parents (88% of respondents) feel the schools welcome parent input in decision-making and encourage parents to take an active role in their child’s education.  In addition, 90% of respondents feel welcome at their child’s school and believe the staff members are helpful and treat parents with respect. Specifically the results of the survey inform us that 88% of parents (up from 67% last year) who responded either agreed or strongly agreed with the statement, “School allows input and welcomes parents’ contributions”.     When asked about school sites seeking parental input, 79% (up from 54% last year) of the parents who responded either agreed or strongly agreed with the statement, “School actively seeks the input of parents before making important decisions”, and when asked if, “The school encourages me to be an active partner with the school in educating my child”, 90% of parents agreed or strongly agreed. The CSPS is designed to provide data to inform and assist districts in encouraging parental involvement, one of the required priorities of the LCAP, and to bring parent voice into the school decision-making process. It also provides data to help meet three other LCAP priorities:  enhancing academic achievement, school climate, and parent-school involvement and relationships.  The CSPS is a means to confidentially and anonymously receive parental thoughts and perceptions about the District, school sites, teaching and learning, and school climate. The District’s ongoing efforts to improve parent participation in the survey will provide a more comprehensive view over time. More information about the survey is available on its website:  csps.wested.org||Met||2018
05615800000000|Vallecito Union|3|"The California School Parent Survey was administered, with local results revealing that at all schools, over 50% of the respondents selected ""agree"" or ""strongly agree""  that the schools motivate students to learn through high quality instruction and activities for all students, including students with special needs or exceptional abilities.  Other feedback included that school-to-parent communication and sense of involvement in decisions could improve.  This survey was selected as it was designed to  facilitate an informed focus on the district's facility needs while engaging the community stakeholders' input.  Parent surveys about school programs, staff, climate have also provided insight into their perception of the schools and has informed school leaders of areas of need or focus, including parent participation, cultural awareness, continued outreach and language education for families of English Language Learners. Consequently, the measurability and metrics of LCAP Goal 3 have changed for the next LCAP to be more meaningful and useful in addressing the goal of parent and community involvement and engagement."|The district has made gains in fostering progress among its English Language Learner student and parent population.  On the Spring 2017 California School Dashboard, an increase of 4.8% was noted in ELL progress, and these gains were maintained through Fall 2017.  A bilingual (Spanish) support teacher based at Michelson Elementary School is available to provide ELL testing and services such as translation and family resources throughout the district.  In 2017, adult English/Spanish classes were offered and attended.  The principals at Hazel Fischer Elementary and Avery Middle School also speak Spanish, and are thus able to foster relationships, communication, and rapport with ELL families to promote school success.|Met||2018
10625130000000|Washington Colony Elementary|3||Washington Colony has established local measures to promote parental involvement participation in programs.  These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education.  Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education.  In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth. Washington Colony Provides the following parent engagement opportunities: o Interpreter/translator are provided for district: wide activities, newsletters, parent teacher conferences/LCAP input meetings, online surveys, Back to school and Open House events. o Phone calls, Blackboard Connect, monthly newsletter, marquee,  o  Updated website, Aeries, planners o Parenting Partners Training Workshops, FCOE Parent Involvement Tenents, FCOE Parent Teacher Conferences, FCOE Helping Your Child with Homework, FCOE Computer Literacy, FCOE Family Literacy, childcare provided to all workshops o English Classes RosettaStone, Back to School Night Survey, Eighth Grade Parent Meetings, CABE Conference o School Committees: SSC, D/ELAC, and DAC o Family Literacy Night o Family Arts Night o Aeries Parent Portal|Met||2018
36675950000000|Alta Loma Elementary|3|Parent input is gathered during the ALSD annual parent/community survey, District advisory meetings, school visits, parent organization meetings and community forums.  The District survey incorporates LCAP goals to assist in developing actions and budgetary considerations. The survey is updated annually to reflect community initiatives. The District uses a self-written survey aligned to the eight state priorities and data based District initiatives that reflect  parent priorities. The information gathered is specific to the parent recommendations or concerns, and also verifies current District decisions and/or directions. The Parent and Community survey is sent directly to parents via global emails and District website. The survey is anonymous but includes ethnicity and program affiliation for disagregated results. A paper survey is also available during parent conferences.  Results indicate that 93% of parents believe students receive a quality education and 88% are satisfied with the instruction they receive. 97.5% of parents report access to standards aligned instructional resources including technology, and 88.5% believe that students are taught academic standards. Parents indicated the importance of professional development (77%) and suggested increasing academic learning for all students by offering enrichment opportunities, on-line learning programs, additional time and support and designated time for language instruction. Priorities for learning supports included small group intervention during and before/after school, and behavioral supports. Parents advocated for instruction in writing, asking/answering evidence based questions, and problem-based learning projects. Parents encouraged behavioral supports through PBIS and additional counseling. Parents reported that schools support them during parent conferences, parent portal use, email/text communication, and allowing students to improve grades by giving them the ability to make corrections for credit. Parents reported the best communication tool included email, smartphone apps, and the parent portal. 78% of parents reported that teachers actively seek parent input in decision making. Only 48% of parents said that they received messages from school when students were struggling academically, behaviorally, or emotionally (24% sometimes). 45% of parents agreed (29%-maybe) that the school site provides training/workshops around learning, or social/emotional growth. Parents reported greatest learning opportunities take place during Back to School Night (80%), Parent Orientations (42%), Parent Information Nights (28%), Gifted and Talented Parent Information (23%), and Parent University (23%). Parents stay connected to school via Back to School Night (90%), Open House (82%), PTA/PTSA activity nights (42%), choral/band performances (33%), school parties (45%), volunteering (45%), and parent meetings (28%). Parent learning priorities include math, PBIS, social/emotion, and digital supports.||Met||2018
54105460119602|University Preparatory High|3|1.  93% of parents surveyed feel their input is sought regarding school decision making. 2.  65% of parents surveyed participate in some way in their child's academics at UPHS.  In past surveys, many parents were unable to participate in school events and functions due to their work schedules.  UPHS makes every effort to schedule events at times that allow a majority of parents the opportunity to attend and participate. 3.  UPHS chose to use the California Healthy Kids Survey due to the survey's depth of questions.  It was also chosen for the quality of questions asked of parents and students.  The data reported is accurate based on previous school built surveys.||Met||2018
56724540000000|Fillmore Unified|3||Fillmore Unified School District annually measures the progress in seeking input from parents in decision making, promoting involvement in programs, and reporting results to the governing board as related to LCAP Goal 2 Family and Community Engagement.   District provides translation and interpretation for communication with families to allow parents/guardians to participate fully in educational programs and individual meetings. All sites have bilingual office staff members available to support the interpretation needs of families.   The District offers parent, guardian and family trainings through the Fillmore Adult School.  These trainings are directly related to supporting students in school, social-emotional development of students, as well as offering opportunities for family members to gain computer literacies, take citizenship classes, and complete their courses towards a high school diploma or equivalency.   The District provides bilingual counselors through the LCAP at all sites with the specific task of facilitating parent and family involvement through communicating, trainings, providing resources for social-emotional support, as well as accessing faculty, administration, and staff.|Met||2018
52714720000000|Antelope Elementary|3|1. Parent input has increased through the efforts of the leadership team that provides community based meetings to identify issues and create planning committees around parent/guardian concerns. When surveyed by parents at all schools in the district, the indicator increased by 10% from the second year to the third year.  2. In terms of parent participation in programs, survey results indicate an 8% increase in overall parent participation in programs district wide, including Site Council, Board Meetings, Parent Club, and Student Activities Support.  3. The tool selected was recommended by our County Office of Education to give us input from our stakeholders. The findings relate to both state wide priorities and local priorities in the LCFF including academics, college and career readiness, basic conditions, and implementations of academic standards.||Met||2018
30103060000000|Orange County Department of Education|3|There were 529 surveys completed by parents/guardians.  The parents were provided copies of the survey, they were distributed electronically, and some parents were called to ensure greater participation.  There were also parent information nights, DELAC and ELAC meetings, and Parent Advisory meetings scheduled throughout the year to engage parents in the LCAP process.  The survey targeted three main areas:  Use of Technology, Parent Involvement, and School Climate.  The areas coincide with the three targeted goals in the LCAP.  • 81% of ACCESS parents/guardians and 97% of Special Schools parents/guarding responded to as being informed and          involved in their child’s education. • 83.6% of ACCESS and 95.4% of Special School parents/guardians answered that school is a safe place for my child.  • 80.3% of ACCESS and 87.7% of Special Schools parents/guardians responded that the educational needs of their child          were being met. • Over 92% of ACCESS and Special School parents/guardians use a technological device at home and over 87% have          internet access at home. • 84.4% of parents/guardians stated their approval of the LCAP goals and actions and services that meet the educational          needs of their child.   Key comments from the survey: 1. Parents feel that ACCESS is a great program for both students and families. 2. More substance abuse assistance requested. 3. Parents request access to a parent portal for transcripts, class information and student progress. Key findings from the survey related to promoting parental participation: • 79% of ACCESS and 91% of Special Schools' parents/guardians have met with the teacher to discuss their child’s          educational progress and needs. • 60.2% of ACCESS and 98% of Special Schools parents/guardians responded that they had been invited to attend in events,          trainings, and meetings. This survey tool for parents/guardians has been used for the past five years.  The survey is aligned to the goals in the LCAP and has been a useful instrument to gather input and monitor parent/guardian satisfaction, giving them a voice.  A similar tool is utilized for students and staff to collect input from these stakeholders as well.  The survey is reviewed each year based upon the input received to determine if follow-up questions need to be added.  Survey questions address the following topics:  • School safety • Student progress • School climate • School communication • Parent involvement • LCAP goals • College and career readiness • Parent participation in school events • Use of technology • Internet access • Child’s use of technology at school • Classroom expectations/support • Student behavior||Met||2018
21654740000000|Sausalito Marin City|3|Bayside MLK surveyed parents using a survey provided to us by Seneca Family of Agencies.  The survey results indicated that our parents are generally very satisfied with the school, its programs, its cleanliness, general safety on campus, and how welcome they feel on campus.  The survey indicated that parents were satisfied with the school's outreach to parents and that they feel like they are treated as partners in their childrens' education.  We chose the Seneca survey because we are working with Seneca this year in order to address our overall school culture and climate and they provide a all inclusive survey for parents and students alike.|Bayside MLK welcomes meaningful and authentic parent involvement.  We offer translators for all parents in need to translation services and these services are available at advisory committee meetings and all IEP/504 meetings.  We also include parents on all advisory committee meetings including our Transformation Team, Community Advisory Committee, School Site Council and ELAC committee.|Met|Parent engagement is a top priority for Bayside MLK staff and we continue to look for ways to connect with our parents in a meaningful and authentic manner.|2018
37681140000000|Fallbrook Union Elementary|3|FUESD annually surveys all TK-8th Grade parents. The survey assesses seven criteria and includes an open-ended comment section. Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety. Parents from both the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) analyze the data and comments resulting in recommendations to the Governing Board that promote parent participation. Parents from both the DAC and DELAC committee initially developed the survey and annually revise the survey to meet the current goals of the district. This survey is aligned to all four goals of the LCAP and our District Blueprint for Student Success.||Met||2018
13631640000000|Imperial Unified|3|Imperial Unified School District conducted a general District-wide parent survey in March 2018. The District received a significant increase in the number of responses.   1. Over 62.4% of parents reported that schools had increased communication with parents. However, 10.6% reported that schools do not encourage parent involvement and participation. (On the positive side, this is a decrease from the 17-18 Survey of 20%) Parents selected “Academic Content and Performance Standards” and Maintaining Clean, Safe and Functional facilities as top priorities.   2. IUSD continuously seeks methods to increase parent participation. In a previous survey, seventy percent of the participants stated the “5:00 pm to 7:00 pm” time slot as the block of time that they would most likely attend offered workshops or trainings. IUSD has targeted that time slot for various programs including Parent Nights (elementary schools by grade level), College and Career Readiness, and College/ University information (A-G), and Imperial High School Tiger Talks. Participation has been sporadic. Issues that were anticipated to create excitement and increase participation, including change in school boundaries, did not produce expected participation.     3. The District selected the survey as a result of information gathered from previous surveys. Data obtained from the surveys is used to adjust LCAP goal objectives and targets. For example, the first LCAP parent surveys reported that a significant number of parents believed that our schools were not welcoming and information was not easily available. The District has made improving customer services and parent communication top priorities. In the 17-18 survey. 71.1% of the parents Agreed or Strongly Agreed that IUSD schools are welcoming. This is a significant increase from the first LCAP survey.||Met||2018
47704820000000|Weed Union Elementary|3|According to our spring 2018 parent surveys: 87% of our parents feel they were informed about school and the changes in programs.  96.7% of our parents feel their input is valued and heard.   99% of our parents feel administration is responsive to parent input. From these surveys and stakeholder meetings actions were built into the LCAP to support community outreach, the hiring of a School Resource Officer to help increase attendance, the hiring of a school emotional/social counselor and to promote more parent and community involvement. Overall, it seems like our parents feel heard and are informed.||Met||2018
37681710000000|Julian Union High|3|In Parent Surveys, 83% indicated that “the school encourages parental involvement and participation.” Parents report that their opinions and input are valued. A clear indicator of parent connectedness to the school is the number of generations of families who have graduated or currently send their children to JUHS. These invested parents see a positive change in the new superintendent/principal, and have expressed that they now will keep their children in Julian for high school rather than send to Ramona High School, a larger comprehensive high school. Parents and community members report many ways to be involved at JUHS, including cheer, fundraising, booster clubs, scholarships, and supporting class field trips. However, parents and teachers report that the relationship with the feeder school is challenging, and that, along with the Cedar Fire of 2003, has affected the school’s enrollment, which has remained small and is expected to drop for 2018-19. The School Site Council is vital and necessary in the development and approval of the Local Control Accountability Plan and Annual Update. The administration and counselor meet regularly with parents, to review college and career information and answer any questions about below “C” notices or Drug Education, attends 504’s and IEP meetings, and they have a drop-in open-door policy. Parents are also provided a FAFSA Parent Information and Assistance Night. In addition, teachers encourage parents to contact them with questions and concerns about their student(s). The JUHSD LCAP is a plan that is strengthened by the input of all stakeholders, most importantly, students. The LCAP helps concentrate everyone's attention to the achievement and well¬being of all students. It also helps provide a target for improvement. The parents attending the meeting suggested that more parents need to get involved in the LCAP process. (Goal 3, Outcome 1, Outcome 2, Action 2).||Met||2018
49710350000000|Wright Elementary|3|"In the past, schools in the district sent out a ""Parent Satisfaction Survey"" at the end of each school year to all families, and results were collated and used in various reports. The questions on the survey related to 1) school/home communication, 2) knowledge of and satisfaction with the instructional program, 3) level of, and opportunities for, parent and community involvement, and 4) perceptions about the culture and earning environment at the school. Last Spring the district developed a new ""District Parent Feedback Survey"" that was given to parents of all third graders at each school. Questions were added that focused more on parent and community Involvement as they more directly relate to our LCAP Goal 3: ""Active parent involvement, participation and engagement in school functions and students' education will increase, and more parents will volunteer in classrooms and participate on district and site-level committees. "" Questions on the new survey specifically ask whether or not parents are encouraged to be involved in their children's education and to participate in school activities and events, and also whether they are provided with opportunities to learn about and participate in school and district meetings. Additionally, a narrative space was added for parents to comment on any challenges or impediments they face in attending school and district meetings or events, so that the potential barriers that inhibit parent involvement could be evaluated and hopefully reduced. Results from the district's ""Parent Feedback Survey"", sent home to parents of all 3rd graders last Spring, showed that 86% of those who responded feel that their involvement in their child's education is valued, and 90% of the parents responding said they are invited to meetings so that they can both learn about participating in what is going on in the school and district. Parents continue to cite work conflicts and home/parenting responsibilities as the main barrier to attending more meetings at school.   Many parents attend their children's school events, activities and parent conferences, and the schools generally have very good attendance at ELAC meetings, but getting parents to participate on School Site Councils and district committee meetings has been more difficult. The average number of parent volunteers for the year was 60 volunteers per week, which is almost twice as many as last year, at 32. We also saw a significant increase in the number of EL parents attending both the ELAC and DELAC meetings at all school sites."||Met||2018
56105616055974|Meadows Arts and Technology Elementary|3||The Parent Participation goal on the MATES 2017-18 LCAP was to Increase parent participation in student academic achievement. The expected outcomes were to Increase parent engagement through education.  Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home.  MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps the parents connected to the happenings on campus and in the classroom.  MATES teachers provide a great amount of communication to the parents via personal emails, conferences, classroom newsletters and websites.  Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan.  At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school.  These effective communication methods have helped keep parents engaged in their students’ academic achievement.|Met||2018
12101240000000|Humboldt County Office of Education|3|Court/Community Schools seeks input from parents/guardians in a number of ways. The district has a School Site Council. The School Site Council reviews and approves Title 1 money.  At all sites additional opportunities for input are available during intake meetings and family nights, and the Annual Title 1 Meeting. Additional formal meetings include LCAP Stakeholder meetings held in numerous locations and multiple times throughout the year. Formal meetings to seek input will be scheduled during the 18-19 school year. LEA’s progress related to promoting parental participation in programs: Court/Community Schools promotes parental participation in a variety of ways. The district encourages parent participation at regularly scheduled family nights. Family nights are scheduled four times throughout the year at multiple sites. At these family nights parents are surveyed with selected specific questions from the CHKS. Many of our families do not have internet access, so staff provide anonymous paper surveys during family nights. During family nights staff promotes the Parent Project and other resources to support their families. Teachers meet with parents/guardians in formal meetings to address students who are not completing required courses or who may be experiencing difficulty completing school requirements. Court/Community Schools has only a small number of English Learners; we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.   The HCOE CCS LCAP includes the goal: All students will be engaged in 21st century learning in order to prepare for college and careers. In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. Regularly scheduled family nights and stakeholder meetings allow families to be engaged and obtain information about their students. Monthly PLC meetings are scheduled for all CCS staff and teachers. The topics vary from trauma informed practices, PBIS implementation, parent engagement practices, and professional development for implementation of standards. By focusing on professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.||Met||2018
11101160130724|Success One!|3|"Success One! is a 9-12 WIOA charter school. All students are 18 years or older and many are parents themselves.  1) Success One! surveys all students twice a year. All survey results are presented to the Success One! Advisory Board which meets on a quarterly basis and to the GCBE which meets monthly. Our latest survey (9/18) results showed 92% of S1 students ""agreed"" that they had input into school governance, program planning and events. Students also ""agreed"" that they and their family members had access to school activities, events, planning and governance meetings. The survey indicates that Success One! students and family members are aware that they are included as representatives on the Success One! Advisory Board and are encouraged to take part in the ELAC, graduation and other school activity planning teams.  Success One! chose a paper survey for its simplicity and its ability to be able to reach students on and off site. The survey results indicate that S1 is making progress toward its goals  to receive regular input and participation from students and family members regarding school planning and governance."||Met|"Success One! is a 9-12 WIOA charter school that admits students 18 years and older. We do not have ""parent"" engagement per se, however we highly encourage the students to bring children , spouses and other family members to school activities and events. To allow students and other family to attend meetings and activities we provide no cost child care for children 0-5 years old."|2018
36678190000000|Ontario-Montclair|3|"In 2017-2018, the District contracted with the company “Thoughtexchange” which allows for all stakeholders to participate online in providing input and collaboration. Two open-ended questions were asked of our stakeholders: ""How can we improve the experience at schools for our students?"" and ""What do you appreciate about our school or District?"". Two phases of the process are: ""Sharing thoughts"" and ""Discovery of important thoughts"". A total of 3370 people participated in the Thoughtexchange process, and 6,799 Thoughts were contributed around the two open-ended questions. Finally, 81,085 ratings were assigned to the thoughts which illuminated for the District important themes to consider in the LCAP development. Five main themes emerged from this online, collaborative process: Technology, Academic Standards, Student Engagement, Safety and Security, Academic Support & Intervention, Food & Nutrition, and Student Wellness. The demographics of those that participated in the online survey included: 1299 staff, 931 parents, 74 middle school students, 108 community members and 700 others. A presentation was provided at the April 19th, 2018 Board of Trustees meeting on our 2017-2018 stakeholder LCAP input process and results. Overall, last year we had 3,370 stakeholders engage both through face-to-face meetings and online. This year, that number nearly doubled with 5827 stakeholders engaged! In addition, paper survey responses and written comments for the Superintendent totaled 380 additional forms of input.  All district- (District Parent Advisory Committee, District English Learner Parent Advisory Group, District Special Education Parent Advisory Committee, District English Learner Advisory Committee, District Gifted And Talented Education Parent Advisory Committee) and site-level (School Site Councils, Coffee with the Principals, Site English Learner Parent Advisory Committee, site Gifted And Talented Education Parent Advisory Committee and site Special Education Parent Advisory Committee) parent groups were actively involved in the LCAP development process.  Please see the 2017-2020 plan for further details. Presented to Board of Trustees on June 21, 2018."||Met||2018
58727286115935|CORE Charter|3||"CORE Charter School seeks input from parents/guardians in the school's decision making processes through a variety of opportunities. For example currently 2 parents, 1 grandparent (community member) and 1 former parent serve on the school’s governing board. These parents both represent and reflect the expectations of CORE's body of parents and guardians. Parents also participate by serving on the advisory charter council and attending Local Control Annual Plan (LCAP) public meetings. Our staff and parents work closely in collaboration with one another offering support in areas of expertise for student success. We take pride in our ""Open Door"" philosophy, which encourages ideas and involvement. CORE strives to promote parent participation in school programs and activities. For example our Parent Club hosts a variety of events, at least one per month, which contributes to our family oriented school culture. These events require both parent and student involvement in planning and operation, which the school fully supports by providing access to its calendar, resources, and staff oversight and attendance. The “Curriculum Preview Week” encourages parents to take the lead as they familiarize themselves with the newly adopted curriculum, display it in a common lobby area, and assist fellow parents through texts. In this way they determine best curriculum choices for their children. The Parent Club also joined the staff in hosting SBAC preview and practice days. Students who attended became familiar and more prepared to address the State Standards as presented on the state assessment. Last year, CORE hosted its 2nd annual “Parent Appreciation Day.” This event honors its parents and provides them new information for best practices through break-out sessions specific to their needs as well as connects them with each other. Social/emotional development and growth is a priority at CORE.  In that vein we have provided our staff with specific trainings and practical information to be used with both parents and students as needed for the safeguard of their health.  We have also added support staff to sustain this effort.  CORE continually seeks stakeholder involvement through these and other measures."|Met||2018
21750020000000|Ross Valley Elementary|3|The California Healthy Kids Survey was used (CHKS) to gather information based on the ease of administration and gathering data.  In addition, each school surveyed parents and the District also provided a survey mid year. Parents overall felt that they are encouraged to be active participants in the education of their students and 85% overall felt that they had input in the decision making process. Data from the survey: • 93% of the parents feel welcome on the school campus • 87% were involved in their child’s education  • 88% of the parents stated that they reviewed their child’s homework • 69% of the parents responded that they attended parent conferences. This data is consistent with the percentage of parents that replied that had TK-5th grade students. • 61% of the parents indicated that they volunteered in the classroom/school. • 50% of the parents stated they attended at least one parent training/family night.  78% of the parents would attend more events if they were in the evening. • Parents responded they would primarily be interested in learning more about cyber-safety and learning how to support their child’s needs academically, socially and behaviorally.    There were 3 additional questions in which parents could respond to which were: 1. What are you the most pleased about in RVSD? 2. How can we improve the district and school programs? 3. Additional suggestions and comments  Overwhelming parents responded they were most pleased with the teaching and administrative staff.  They were pleased with the quality of education including the academic core curriculum and the performing and the visual arts. They wanted to see more rigor in science and more frequent STEAM projects in the elementary schools. They wanted to have more differentiation for their children that are accelerated.  Also, parents responded that they would like to see foreign language taught in more than 7th and 8th grade. The parents indicated that they were pleased with the school climate and commented positively about programs that provide positive behavior interventions and restorative justice.  They are pleased that the dress code policy has been revised. They want a better understanding of how discipline works in the schools and other policies and procedures.  Although, many parents felt that the schools had supports to work with students that have emotional and social issues they felt that it continues to be a need and more work needs to be done to support||Met||2018
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|3|The results of our School Experience Survey, administered in 2017-2018, indicate that Woodland Hills Charter Elementary for Enriched Studies has met the performance standard for parent engagement. I am a partner with this school in decisions made about my child’s education.  98%  I feel welcome to participate in this school.  97% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  96% This school provides me with information (verbal and written) I can understand. 98% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% This school informs parents about school activities in a timely fashion.  97% This school provides opportunities to help me support my child’s learning. 91%||Met||2018
21654820000000|Tamalpais Union High|3|In the spring of 2018, the Tamalpais Union High School District conducted the California School Parent Survey, developed by the California Department of Education and the Health and Human Development Program of WestEd.  The District chose this instrument as it is research based and we have administered it in the past, which provides us the longitudinal data for comparison.  The key findings from the survey are as follows: 1. 75% of parent respondents agreed or strongly agreed that the school/district allows and welcomes parent input and contributions.  2. 78% of parent respondents agreed or strongly agreed  that the school/district encourages parents to be an active partners with the school regarding their child(ren)'s education.  3. 73% of parent respondents agreed or strongly agreed that they feel welcome by the school/district.  4. 90% of parent respondents agreed or strongly agreed that they were treated respectfully by staff.  5. 65% of parent respondents agreed or strongly agreed that the school/district actively seeks input of parents before making important decisions.   The District feels these responses are indicative of efforts to be more inclusive and collaborative with our parent population. The District also currently has 2 parent committees that are engaged in collaboratively problem solving with the District. The Fiscal Advisory Committee is examining budgetary priorities and the LCAP Committee is reviewing LCAP goals and action steps for inclusivity and effectiveness.||Met||2018
45698560000000|Anderson Union High|3|Overall parents indicated  a high level of satisfaction with their child's school. The were positive about the academic program and level of support. An area of concern is bullying, primarily internet bullying.||Met||2018
10752340000000|Golden Plains Unified|3|"""The first WE SUPPORT survey was created in 2009 to help schools efficiently measure community perceptions of the rigor, relevance, and relationships in their school.  Schools across the country have used the data to set goals, measure community perceptions, and monitor progress over time.  The data is one piece of a much larder picture school leaders use to understand their school's performance.""  Golden Plains Unified chose this qualitative measure to measure input from parents and the community.  Building relationships with our parents and community is key the the success of our students.  The data supports Local State Indicator Parent Engagement (Priority 3).  In addition, we collect data from our parent Project 2 Inspire program that develops our parents as leaders in the district and the community.  Many of the Project 2 Inspire parents have gone on to become valuable members of a variety of school committees.  Please contact out district office for copies of the full survey report.  This school/district encourages community involvement.  (Snapshot of survey) National Results-69%, Your Result 67%.  The WE SURVEY was administered in 2016 and will be administered again this school year."||Met||2018
19647330133710|Girls Athletic Leadership School Los Angeles|3|See Option 2.|GALS seeks input form parents and guardians on a regular and ongoing basis.  GALS has a large % of parents who attend a wide variety of events that are set up to solicit parent feedback and input in decision making including monthly Coffee with the Principal Meetings (25% participation), Back to School Nigh (>60% participation), Student Led Conferences (>60% participation), Family Dances (>60% participation).    On top of these opportunity to give input in school decision making, GALS has an active School Site Committee that meets at a minimum 5 times per year, a School Accountability Committee, and a School Wellness Committee.  These committee gives valuable input on the LCAP, the School Wellness Plan and the academic program overall.    The principal's door is always open and one-on-one parents meetings take place frequently throughout the school week.    GALS also has created space for a parent center where parents can drop in at any time to support with upcoming events such as Family Dances and Student led Conferences.  The parents of GALS are critical to the success of GALS and as an organization we are so honored and excited that they are so engaged in our school community.|Met|See above.|2018
54721810000000|Sunnyside Union Elementary|3||Sunnyside Union Elementary provides ample opportunities for parents to be involved and to help collaborate with decision making. Sunnyside holds monthly board meetings in which parents are always welcome to share in the public input period. There is an active School Site Council and ELAC committee in which parents actively participate and must be present in order for the meeting to meet its quorum.  Sunnyside partners with Save the Children and the State Preschool to hold collaborative meetings for our younger age students. The majority of preschool and Save the Children parents are well attended with approximately 80% parents actively engaged.  Save the Children also holds collaborative community meetings with hopes to help with proficiency of reading levels by the 3rd grade by actively engaging parents as partners in education. There are approximately 5 parents who are active in this group. Sunnyside holds multiple LCAP planning meetings with parents and asks for suggestions on how to improve the schools. Unfortunately, these meetings are often poorly attended. Sunnyside holds parent conferences three times per year, many fun activities such as the Carnivals, Grandparents Day, Lunch on the Lawn, Pancakes for Parents, Volleyball/Softball games all in hopes to make parents feel comfortable at the school. Parent Conferences reach approximately 50% of our parents and other fun activities usually reach up to 60% of our parents.  Our Parent Involvement nights held monthly are opportunities for parents to give suggestions and also a learning opportunities with outstanding guest speakers (Dr. Resa, Sheriff Department, Tulare County Hispanic Cultural Committee, District Attorneys office, English learner speakers). We try to gather ideas from parents on what guest speakers and ideas they would like to learn about in our parent involvement nights. These parent nights usually have 5-10% of our parents attending. All parent engagements are translated, food provided and a trip incentives is given to increase participate in the parent involvement nights.|Met||2018
16639820000000|Lemoore Union High|3|Lemoore Union High School District (LUHSD) collects parent data through the LCAP survey. Demographically, the parent response is representative of the current student body. Of the total respondents about 31% were parents of 9th grade students, 23% of 10th grade students, 26% of 11th grade students and 21% of 12th grade students. 7% of the parents responding had students that were in Special Education, and 27% received free and reduced lunches. Ethnically, the respondents were as follows: 32% White or Caucasian, 32% Hispanic, 7% Asian, 4% African-American, 3% Native American, 15% Multi-racial and 7% declined to answer.  Parents that responded to the LCAP survey generally gave positive responses to the survey questions and seemed pleased with the education their student is receiving at LUHSD Schools. Response to the survey questions are as follows (percentage = Strongly Agree & Agree): • Students enrolled in challenging courses – 76% • Students create a plan of study connected to career goals – 75% • This school prepares students for a career after graduation – 67% • This school emphasizes problem solving & thinking skills – 69% • This school is an inviting place for students to learn – 80% • This school provides challenging curriculum – 81% • Technology is available for any student – 68% • Students are told in advance what happens if they break rules – 88% • Parents are well informed about school activities – 73% • School web site is easy to navigate – 68% • Parents have access to a counselor or help with social/emotional needs – 66% • Registration is welcoming and convenient – 82% • This school has quality programs for student’s talents & special needs – 69% • This school has a good reputation in the community – 72% • This school communicates the importance of respecting all cultural beliefs/practices – 70% • Instructional materials reflect my student’s culture, ethnicity, and identity – 48% • School rules are enforced fairly – 71% • School activities are provided to meet my student’s needs & interests – 85% • Teachers do not tolerate inappropriate behavior – 61% • This school keeps me well-informed about my student’s progress – 77% • This school responds promptly to my phone calls, messages and emails – 61% • This school actively seeks the input from parents – 62% • This school makes parents feel acknowledged and respected by staff – 62% • This school encourages students to participate in school affairs and policies – 68% • Facilities are clean and well-maintained – 75% • Textbooks, resources and materials for classes are adequate – 60% • Teachers are knowledgeable in their subject area – 73% The final question of the survey asks parents what they feel is a problem at the school. 41% of the respondents stated bullying, 37% stated drug and alcohol use, 39% said students don’t respect staff, 8% stated weapon possession, 24% identified racial/ethnic conflict among students. Our survey questions align with the state priority areas.||Met||2018
08100820830059|Castle Rock|3|Our school annually conducts an LCAP survey.  The survey results were used to guide our program choices and what the focus of our LCAP will be prioritizing.  Additionally, we conducted WASC surveys that focused on state priorities.||Met||2018
50712900000000|Sylvan Union Elementary|3|Family engagement is a priority in Sylvan District. The Marzano Family Survey was administered during the month of October 2018 with 450 responses. The student and staff Marzano surveys were also administered. The advantage of using Marzano for all three groups is that we are able to see the same themes across all three groups for data analysis purposes.  Parents answered questions on a scale of 1 at Strongly Disagree to 5 at Strongly Agree. The survey was provided in both English and Spanish. Our highest score at 3.95 (October 2017 was 3.81) was question 1.2f asking if our school’s engage the community and parents regarding school safety issues. Our lowest score was 2.94 (October 2017 was 2.85) on questions 1.6a - The leaders in my child’s school ask for my opinion about how the school should function. Question 1.6e had a score of 3.56 (October 2017 was 3.40) that asked parents if the leaders of their child's school conduct focus group meetings with students, parents, and the community.  Seeking input in school and/or district decision making is measured through family participation on School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees at all sites as well as district committees - LCAP Steering Committee, Parent Advisory Committee and District English Learner Advisory Committee. School sites have opportunities for parents to engage in their children’s schools through Math and Literacy Nights as well as Fairs, Socials and Carnivals that are organized by parents for families. To further engage families we provide Volunteer Training at all thirteen school sites. To support family participation in programs, interpretation, translation and childcare services are provided. The findings relate to our LCAP Goal B and the actions/services under that goal regarding involving parents in decision making and school and district participation opportunities.|See Option 1|Met|This information was presented to the Board of Trustees at a regularly scheduled board meeting of the Sylvan Union Elementary District governing board on October 30, 2018.|2018
49707970000000|Liberty Elementary|3|The District annually surveys all parents/guardians on issues related to school climate and engagement. Survey results demonstrated that over 90% of parents/guardians feel they can communicate with school/district administration and other staff in issues related to school/district issues. Results also demonstrated that over 95% of parents/guardians are participating in school related activities.||Met||2018
21102150000000|Marin County Office of Education|3||We measure parent participation and engagement in many different ways. We tally the numbers of students involved at each event. With fewer than 40 families to count, we do this without a formal measure other than sign in sheets. We have uneven participation, but have overall had a steady increase. Once we have the parents here, we know we can engage them to give us information about how to best serve their students as well as how we can help them support their students at home. We send 100% of our information in both English and Spanish, and have translation to Spanish at every parent event. We have contracted with the Canal Welcome Center, a local agency, to provide bilingual support in parent and family outreach, and that can be found in our LCAP goals and LCFF Priorities.|Met||2018
43693936046510|Blackford Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
23739160000000|Laytonville Unified|3|All school sites in Laytonville Unified School District distributed surveys to parents in spring of 2018 in order to gain input regarding how the school district/site is doing with parent relations in terms of the following:  1. Welcoming all Families into the School Community; 2. Communicating Effectively; 3.  Supporting Student Success; 4. Speaking up for Every Child (Advocacy); 5.  Sharing Power (Leadership) and 6.  Collaborating with the community. The survey used is a tool that was adopted from the PTA National Standards for Family School Partnerships.  Parents indicated how they felt the school was performing by using a scale of 1-4 1=Emerging 2= Progressing  3=Excelling and 4= Building Capacity    LUSD Surveys indicated the following:   • Welcoming families-3.46 Excelling, an increase from 2017 of 1.13 • Communicating effectively-3.16 Excelling, an increase of .66 from 2017 • Supporting student success-3.44 Excelling, an increase of .74 from 2017 • Advocacy for students-3.08 Excelling, an increase of .08 from 2017 • Sharing Power (Leadership)-3.15 Excelling,  an increase of .35 from 2017 • Collaborating with the community- 3.35 Excelling, an increase of .45 from 2017  The particular survey was selected because it was recommended as a positive tool for being able to measures Parent Engagement.  Our LCAP goal #3 Parent Engagement.  Provide a variety of venues to build strong connections between parents and their child's educational experience is central to our school accountability plan and the tool provides a good way to  measure progress. The district anticipated seeing an increase in the scaled score when given in spring of 2018 as a result of specific actions the school is taking related to goal 3.  This increase was actualized. Other data collected regarding parent involvement reflected that the schools  experienced a slight increase in parent volunteers between Spring of 2017 and Spring of 2018.   LES is missing one parent member for the 2017 18 school year.  Efforts to recruit an additional parent have been ongoing.  LHS has full parent site council membership though more regular participation in meetings is needed.||Met||2018
49707976051833|Liberty Elementary|3|The District annually surveys all parents/guardians on issues related to school climate and engagement. Survey results demonstrated that over 90% of parents/guardians feel they can communicate with school/district administration and other staff in issues related to school/district issues. Results also demonstrated that over 95% of parents/guardians are participating in school related activities.||Met||2018
16639820110205|Lemoore Middle College High|3|Lemoore Union High School District (LUHSD) and Lemoore Middle College High School (LMCHS) collect parent data through the LCAP survey. Demographically, the parent response is representative of the current student body. Of the total respondents about 28% were parents of 9th grade students, 26% of 10th grade students, 28% of 11th grade students and 17% of 12th grade students. 3% of the parents responding had students that were in Special Education, and 18% received free and reduced lunches. Ethnically, the respondents were as follows: 57% White or Caucasian, 17% Hispanic, 9% Asian, 3% African-American, 9% Multi-racial and 6% declined to answer. Parents that responded to the LCAP survey generally gave positive responses to the survey questions and seemed pleased with the education their student is receiving at LMCHS.    Response to the survey questions are as follows (percentage = Strongly Agree & Agree):  • Students enrolled in challenging courses – 91.1%  • Student create a plan of study connected to career goals – 79.4%  • This school prepares students for a career after graduation – 85.3% • This school emphasizes problem solving & thinking skills – 91.0%  • This school is an inviting place for students to learn – 99.9%  • This school provides challenging curriculum – 99.9% • Technology is available for any student – 94.1%  • Students are told in advance what happens if they break rules – 94.1%  • Parents are well informed about school activities – 94.1%  • School web site is easy to navigate – 72.7% • Parents have access to a counselor or help with social/emotional needs – 85.2%  • This school has quality programs for student’s talents & special needs – 85.3%  • This school has a good reputation in the community – 97.1%  • This school communicates the importance of respecting all cultural beliefs/practices – 73.5% • School rules are enforced fairly – 79.4%  • School activities are provided to meet my student’s needs & interests – 67.6%  • Teachers do not tolerate inappropriate behavior – 76.5%  • This school keeps me well-informed about my student’s progress – 97.1%  • This school responds promptly to my phone calls, messages and emails – 82.4%  • This school actively seeks the input from parents – 78.8%  • School office staff are friendly, recognize visitors right away, provide information, and answer phone calls right away – 90.9%  • This school encourages students to participate in school affairs and policies – 73.5%  •  Facilities are clean and well-maintained – 91.2%  • Textbooks, resources and materials for classes are adequate – 94.2%  • Teachers are knowledgeable in their subject area – 94.1%   The final question of the survey asks parents what they feel is a problem at the school. 42.8% of the respondents stated bullying, 28.6% stated drug and alcohol use, 28.6% said students don’t respect staff.||Met||2018
45699480134122|Redding School of the Arts|3|RSA annually administers a Spring Parent Survey to all families grades K-8.  We choose to use this tool because it allows us to develop questions that provide us pertinent feedback for how we are meeting goals set forth in our LCAP.  The survey is also representative of all grade levels at RSA, and allows parents to respond anonymously if they so choose.  Specifically, Parent Survey questions indicate participation at various stakeholder meetings (RSA Governing Board, Parent Student Council, & Theater Booster Club) where information pertinent to LCFF and LCAP priorities is presented and where input from stakeholders is solicited to support school decision making as evidenced by agendas and minutes.  The survey also measures participation in the unique programs/activities the school implements to encourage parent engagement.  Our annual Spring Survey for 2018 provided a 19% response rate and included an equal representation from each grade.  Our LCAP Goal for Priority 3 (Parental Engagement) was to involve parents in a variety of activities at the school.  In our Survey a list of 22 activities was provided and parents were asked to select all that they attended.  All activities were attended, and 12 of the 22 activities had a 40% or higher selection rate.  Another Parent Engagement activity rated participation in Student Led and/or Parent-Teacher Conferences.  80% of the respondents did attend conferences.  In addition to the above, 90% were satisfied or extremely satisfied with the overall quality of our instructional program.  The survey also provides opportunity for parents to comment on improvements they would like to see, that are utilized by administration in decision making.||Met||2018
13632220000000|Seeley Union Elementary|3|Parents are encouraged to get involved in their child's learning environment by either volunteering in the classroom, participating in a decision-making group, or attending school events. Surveys were provided to all parents during parent/teacher conference week at the end of the first semester. The key findings included: 97% of parents feel that they are well-informed about their child's education. 98% of parents stated that information was provided in a timely manner. 61% of parents participate in activities on a regular basis, 98% feel that their opinions are considered during the decision making process, and overall 85% feel that the school is parent friendly. In addition, 98% of parents at Seeley School feel there are many opportunities to become involved in activities that support academic programs. Parents would like to receive additional trainings that help this process. 21% of parents would like classes that involve parenting skills, 50% would like classes on technology, 27% would like assistance in reading, and 36% feel they would benefit from mathematics.||Met||2018
44698150000000|Santa Cruz City Elementary|3|Santa Cruz City Schools gathered input from a variety of stakeholders to inform the 2017-2020 Local Control Accountability Plan (LCAP). A series of meetings was held over eight months from September 2017 – May 2018. In fall, 2017, a survey was administered to parents, students and all staff for input to inform our LCAP. A second survey was administered to DELAC and ELAC in spring, 2018. SCCS community groups (Superintendent’s Parent Leader Advisory Group, District English Language Advisory Council (DELAC), Migrant Parent Advisory Council (PAC), District Advisory Committee (DAC), Board Community Meetings, and Budget Advisory Committee) provided input on the LCAP through regularly scheduled meetings.  Our stakeholder involvement process is part of our culture. The Board of Trustees is committed to engaging the community in many venues throughout the school year to inform all of our district planning.  Trends in the LCAP recommendations from DAC, DELAC, PAC, Community Meetings, Parent Leadership Committee, Student Focused Group meetings, and parent, staff, and student surveys included the following:  Supports already in place that should continue:  *After school homework supports *Instructional aides in classes and tutors *School activities (e.g., athletics, band, clubs, etc.) *Counseling social/emotional supports *Bilingual Community Coordinators  *Elementary SLT Program *Elementary Walk to Read Program *Social Workers (focused on building student connectedness)  Desired Supports:  *A focus on teachers building relationships with students *Professional Development for teachers (with an emphasis on: supporting English Language Learners in the classroom, supporting struggling learners in the classroom, and supporting teachers with how to incorporate and support diversity) *Additional homework support (e.g., longer library hours with tutoring support, daily teacher office hours, time to begin homework in class and get help if needed, study hall, etc.) *Bilingual counselors *Additional social/emotional & academic/career counseling services *Additional social workers *Positive Behavioral Interventions and Support (PBIS) Coordinator *More communication with parents *Parent Education workshops focused on early childhood literacy *Elementary Math Intervention(s) *Summer Enrichment Program *Build on work with foster youth collaborative to ensure wrap around services for foster youth||Met||2018
43693936046536|Capri Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693936046544|Castlemont Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693936046577|Forest Hill Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693936046601|Lynhaven Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693936046619|Marshall Lane Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693936046627|Monroe Middle|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693936046668|Rolling Hills Middle|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
19647336016935|Encino Charter Elementary|3|Based on positive responses by parents on the School Experience Survey, Encino Charter Elementary has demonstrated that it has met the performance standard for Priority 3: The 2017 LAUSD School Experience Survey indicated the following: 96% of parents felt the school included them in important decision-making, 100% of parents felt the school informs them of school activities in different ways, 98% of the parents felt that the school encouraged them to get involved in parent organizations, and 92% of parents feel that they can easily find information about parent workshops and other programs offered by the school.   There are many different opportunities for parents to participate at the school site: Governance Council, PTO, Classroom Volunteer, Fundraising, and Beatification. Teachers are provided opportunities to engage parents as equal partners through Professional Development. Parent receive training throughout the year on ways to support their children in Parent Workshops.  Some topics include: Understanding the CA Dashboard, A-G Requirements, ELPAC awareness to support English Learners, understanding the Gifted and Talented Program, and how Special Education Services support students with special needs .||Met||2018
43693936046692|Sherman Oaks Elementary|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693930106005|Village|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
43693930000000|Campbell Union|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
33670330000000|Corona-Norco Unified|3|CNUSD uses various means to gauge progress in the area of Parent Engagement and parent partnership.  During the LCAP revision process, the LCAP community survey is administered which addresses components of this important initiative. 98% of the respondents report that a safe school and class environment is extremely important. An additional survey is administered at various parent engagement sessions and reports that 87% of the respondents feel that school is an inviting place to learn.   When examining the numbers of attendees at Parent Engagement Sessions, the numbers continue to rise with 9,730 individuals participating last year.  Using these sources of information, CNUSD continues to refine the work of the parent partnerships and continued implementation of the LCAP goals, initiatives and programs related to Parent Engagement.||Met||2018
57105790000000|Yolo County Office of Education|3||Parents of CCCS students are given the opportunity to be a part of School Site Council (SSC). Combined meetings are held once a month at the Woodland campus. Through the SSC , parents and students have an opportunity to give input to the development of the School Plan for Student Achievement (SPSA), and the Local Control Accountability Plan (LCAP). During the 2017-18 school year, parents were invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents, students, staff and community members of Cesar Chavez Community School were treated to dinner, and had an opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend SSC meetings and other school events. Prior to the start of the 2017-18 school year the Principal and Program Specialist held a welcome meeting with all returning students, new students, and their families to introduce them to the staff and the school site with the intention of setting a positive tone for the new year. During this time, parents had an opportunity to review the progress of their students, get updates on school activities, provide input on the SPSA and LCAP, and hear from staff and visiting speakers related to the needs of students and families. Additionally, all new students and their parents have a one-on-one meeting with the school counselor to orient them to the program and answer any questions. Data and input collected from parent engagement sessions has been included in the LCAP.|Met|Narrative completed by Executive Director and Principal on 10/18/18|2018
37681300000000|Grossmont Union High|3|The Grossmont Union High School District (GUHSD) continually engages our parents and community members in soliciting input and in high-level decision-making.  The GUHSD uses multiple surveys for parent and community input, including both the California Healthy Kids Survey (parent module) and ad hoc, custom-designed surveys to add a customer service element.  According to the California Healthy Kids Survey, 77 percent of parents agree or strongly agree that the school allows input and welcomes parents’ contributions. Eighty-seven percent of surveyed parents agreed or strongly agreed that the school staff treats parents with respect. Based on our ad hoc survey of customer service in Spring 2018, approximately 73 percent of surveyed parents believe their student’s high school makes them feel welcome on campus (strongly agree or agree). Nearly 80 percent of respondents believe that they are kept well-informed. This level of satisfaction exists in terms of timely responses to concerns, and getting answers to questions.  However, when asked, nearly 40 percent of respondents would like more involvement in school decision-making.  The District maintains a number of avenues for parents to get involved in decision making. These include: school site councils, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions.  Based on our survey data, the District has more broadly advertised the availability of parent-involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) wherein parent engagement is a high priority.||Met||2018
11626380000000|Plaza Elementary|3|Two surveys are sent every year. One pertains to the school cafeteria and the other surveys how well the district is implementing the LCAP priorities.  Findings from last year were that parents wanted to see more student safety measures, such as more fencing, gates, single point entry, and cameras, as well as an updated safe school plan. Also identified was a need for a gymnasium and additional classrooms.  There was a high degree of parent involvement in school activities and decision making through various groups and committees.||Met||2018
49709614930350|Sunridge Charter|3|SunRidge created its own survey to ensure specific information was gathered relevant to the 8 state priorities.  Surveys are administered in the fifth and seventh grades as well as among parents and faculty.  The annual parent survey indicates that 90% of respondents agree that parent input is encouraged and valued and 98% agreed that the administration keeps parents well-informed about school needs, activities, and issues.  Four parents serve on the Charter Council and 67% of respondents agreed that a representative Charter Council effectively oversees school governance and operations.  As members of the Charter Council, parents are invited to attend conferences and other events that promote awareness and understanding of the school and education in general.  Education is also offered as part of the monthly meetings on topics such as the Brown Act, LCAP, Dashboard, Safe School Plans, etc.  Additionally, SunRidge has a Parent Council that meets monthly and 72% of respondents agreed that a representative Parent Council effectively oversees the school's social and cultural life.  Parents are encouraged to volunteer in the classroom and on field trips and to participate in academic celebrations and festive events.  81% of respondents reported that they attend most or all of the educational parent evenings offered throughout the year.||Met||2018
45737000000000|Mountain Union Elementary|3|An annual survey is conducted for parents seeking input and feedback of parents.  Additionally, LCAP contains goals to increase parental engagement.  16/68 parents provided input on the survey.  We have already seen an increase in parental engagement onsite and events such as Back to School Nights and sports events||Met||2018
19651510000000|Wilsona Elementary|3|The Wilsona School District created their own survey and randomly called selected parents in each of the UDC groups proportionally with 100% of all foster families being contacted. Historically surveys are not returned thus the need to call parents. Notification to all parents who wanted to participate was also sent twice through School Messenger. Parent surveys demonstrated that 95% of all parents feel welcome at the schools. There was an increase in district-wide participation and engagement from 16-17 to 17-18 by 6.4%. There were over 5,300 parent encounters during the school year at events, assemblies, and meetings. UDC Parent learning opportunities increased from 6 to 7. There was an increase in parents actively participating on school and district committees by 12% (15 to 17). WSD met their LCAP goals of increasing parent meaningful participation, engagement, and parent learning opportunities.||Met|This information was shared with the Wilsona School District Board of Trustees at their regularly scheduled school board meeting on November 15, 2018.|2018
06616060000000|Maxwell Unified|3|"We had 12 parents participating in the Spring 2018 Survey compared to 18 parents in the Spring 2017 survey. It was offered in Spanish but was not utilized. Parents had access to hard copies or online. Parents were notified of the survey through our Robo call system.  The 35 survey responses had a majority of positive responses. The question of the school values my input was split pretty evenly with a few parents not feeling their input is valued. Parents were notified through our RoboCall phone communication system and the surveys were placed on our school websites. We will continue to try and increase parent input into school decisions related to the State Priorities through improved communication. Most the 35 survey questions had a majority of positive responses. The question of ""the school values my input"" improved from the previous survey as only one response was negative. An improved area from the previous year was responses to the question that the high school has high standards for all students. The staff and administration will continue to focus on this area and is striving to continue to improve our expectations and the perception of some of our parents. Another area of parent concern was that we do not offer enough counseling services (academic or personal).  We will strive to improve these services in the future.  There was good attendance for meetings: literacy night, agriculture advisory meeting, Rodeo committee, and LCAP stakeholder meeting, Site Council, and DELAC meeting. After the DELAC meeting was changed from the evening to Friday mornings, directly following the Reading Awards, the attendance increased from 1 parent to an average of 20 parents per meeting. IEP meetings were well attended by the parents of students with exceptional needs. 80%-90% of the students at the high school level, participated in extra-curricular activities: sports, football, baseball, basketball, volleyball, and other curricular activities. The survey chosen was developed to address the goals of all eight state priorities in the LCAP."||Met||2018
07617050000000|Knightsen Elementary|3|Stakeholder meetings were held with the Interim Superintendent as follows: 2/22 4pm Labor Leaders (KTA and CSEA representatives) Both schools were represented by teachers at this meeting. 2/22 6pm Parent Community. This group served as the Parent Advisory Committee 2/22 7pm Meeting with District English Learner Advisory Committee (DELAC) . 5/09 The new Superintendent presented LCAP goals at staff meeting. 5/24 Knightsen Principal met with Student Council members in grades 6-8 At the stakeholder meetings the Interim Superintendent reviewed the LCAP purpose and process, discussed the current KESD LCAP and changes made from prior years, shared performance data from the CA School Dashboard, and held open discussion regarding any possible/potential revisions. A parent survey was conducted, in English and Spanish, with over 100 parents responding to questions regarding parent participation, school culture/climate, and the academic program. The KESD Board received LCAP updates from the Interim Superintendent at Board meetings. The District invited CCCOE Foster Youth Liaison to meet with District Admin to provide training on needs of foster youth. The District does not currently have any identified foster youth enrolled. The District conducted the California Healthy Kids Survey in the spring of 2017. Students in grades 3-8 were surveyed with the CHKS survey. Students in grades K-2 were given a District developed survey. The action steps in the Single Plan for reading and math are aligned with LCAP goal numbers 3, 4, & 5.Look at LCAP under stakeholder section.||Met||2018
15634460000000|Elk Hills Elementary|3|"We continue have a high number of parents participate in school wide events and based on our Healthy Kids survey and validated by a school developed ""School Climate"" survey, parents are very happy with all school teachers and staff and indicated their children feel the school has many caring adults who take time to know their children.  An area of growth also continues to be having parents participate in school decision making processes.  Parents do respond to surveys at a rate slightly above 50 percent.  At each of our Community Budget Advisory Meetings we did have a consistent number of five parents participate and provide input.  Both the Healthy Kids Survey and the school developed ""School Climate"" survey were used because they best addressed the criteria of Priority 3."||Met||2018
12768020124164|Redwood Preparatory Charter|3|This year more than 80% of parents responded to the California Healthy Kids Survey.  96% of respondents agree that RPC encourages parents to be an active partner with the school in educating children. 90% agree that we actively seek the input of parents before making important decisions.96% agree that we allow input and welcomes parents’ contributions at our school. We chose to use the CHKS every other year to gather data from our parents using the same survey as other local schools.||Met||2018
49706980000000|Fort Ross Elementary|3||Priority 3-Parent Engagement  -50% of students will be represented at Parents Club & School Site Council Meetings and 80% of students will be represented at Back-to-School Night and other programs:  Traditionally, more than 50% of students are represented at PC/SSC meetings and more than 90% are represented at Back-to-School Night.  Last year, less than 50% of students were represented at PC/SSC meetings; this is attributable to the declining enrollment of a very small school (21 students enrolled last year), whereby the absence of one or two parents at a meeting results in a significant % difference.  Participation at Back-to-School Night and other programs continued to exceed 80% representation.  -50% of EL students will be represented at Parents Club & School Site Council meetings and 80% of EL students will be represented at Back-to-School Night and other programs.  Last year less than 50% of EL students were represented at PC/SSC meetings (see above), but Back-to-School Night and other programs continued to exceed an 80% participation rate.|Met||2018
28662820000000|Pope Valley Union Elementary|3|Some parents indicated math and language arts curriculum, as well as student behavior were concerns for them. Communication between the school and parents was mentioned as a concern by almost all parents. The locally-designed survey was used as it was judged by administration to best get information about our local priorities. To increase participation, the school instituted a monthly parent night, and digital flyers sent via email. Further informal assessment after implementation of the above, including former students reporting back, have shown some improvement, but the need still exists for continued improvement, especially in math and college/career readiness with ELA researching and writing skills. The school has recently started participating in National History Day as method of improving researching and writing project skills.  To improve ELA and math instruction, staff members have been participating in additional training both on and off-campus, a change in 2nd grade math instruction was scheduled and implemented for 2018-2019. To improve student behavior, the staff has implemented daily character education lessons and team building activities. To promote parent participation, the parent liaison has 100% communication links with all parents (txt and email). A broadcast txt and phone service is utilized and online distribution of events notices and school information is implemented.  Parents are invited and encouraged to participate in monthly events, including over the summer, including star gazing and movie nights, assemblies and special events. Approximately 90% of the students are represented by at parent or family member at all functions. Parent feedback, formal and informal, have led to decisions with LCAP priorities.||Met||2018
19642950000000|Bassett Unified|3|Bassett Unified School District site principals administered a local survey to parents/guardians in at least one grade within each grade span served. Parents of students in grades K - 12 were asked to complete a survey at the end of the 2017-2018  school year. Additionally, throughout the 2017-2018 school year, parents at district level meetings (i.e. LCAP Stakeholder Roadshow, DELAC, DAC, Parent Academy, etc.) discussed parental involvement.   The key findings from the survey and discussions related to seeking input from parents/guardians in school and district decision making are that, on average, 88% of parents Strongly Agree or Agree that parents are aware of how to become involved with parent councils (SSC, ELAC, PTA, Boosters, etc.).   The key finds from the survey and discussions related to promoting parental participation in programs are that, on average, 93% of parents Strongly Agree or Agree that schools/district promote parent involvement.   Additionally, the key findings from the survey and discussions related to the school being welcoming to parents and students are that , on average, 97% of parents Strongly Agree or Agree that schools are welcoming to parents and students.  BUSD selected the survey based on research-based criteria and, as needed, edits were made based on parent feedback to fit local needs.   Findings from the surveys and discussions do relate to Goal B of BUSD's LCAP. Goal B states: Schools and district office will provide a welcoming, student-centered, learning environment.||Met||2018
27754730000000|Gonzales Unified|3||We measure Parent Engagement by surveying our TK-12 parent community on topics related both to their interest and the focus of the district. The district’s focus areas include: College and Career Readiness, Common Core State Standards, Next Generation Science Standards and STEM education, Social Emotional Learning and Positive Behavioral Supports, School Readiness and Early Childhood Education, and English Learner support. Based on the survey feedback, school site-based workshops are developed by staff. Administrators, teachers, and classified staff recruit and advertise these workshops to parents through newsletters, phone calls, conversations, and through regularly scheduled school events. At each workshop, an agenda is prepared, attendance sheets are collected, and an evaluation form is completed to ensure we are meeting the needs of our community. All meetings are translated into Spanish to eliminate barriers to participation. Staff attends professional development on how to effectively engage parents on current topics and to ensure recruitment strategies are exhausted. On average 20-40 parents attend each of our school site parent workshops during the school year. Additionally, our Adult Education program supports parents in improving their knowledge, skills, and capacity to be involved in their child’s education and their own job search processes. In collaboration with the school sites and our Migrant program, our Adult Education program co-hosts family literacy nights in Math, English, NGSS and Technology. Furthermore, our parents and community members are offered classes such as Citizenship, Computer Literacy, English as a Second Language, Adult Basic Education, High School Equivalency and High School Diploma, and Parent Education classes such as 0-5 playgroups, Triple P (positive parenting), Strengthening Families and the Latino Family Literacy Project.  Our parents play an active part in decision making by means of participation in site SSC, ELAC and cafecitos.  At the district level, parents play an active role in decision making by means of the LCAP stakeholder meetings, DELAC, MPAC and school board meetings.|Met||2018
04614080000000|Biggs Unified|3|The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with district websites, teacher websites, monthly newsletters, email and phone calls.  We have an open door policy and welcome parents on campus.  Biggs and Richvale elementary schools have an active Parent’s Club and Site Council.  Biggs High School has an active Sports Booster Club and Site Council.  The results from the yearly survey were positive.||Met||2018
24656800000000|El Nido Elementary|3|El Nido Elementary School District is a single school district in a rural part of Merced County. This community is a farming community where many households do not have technology and WiFi. El Nido Elementary School District and Board of Trustees sends a survey home to every family enrolled in the district and feels that this survey supports the needs of the community and the families. Approximately, 61% of households returned the survey.  96% of those returned surveys state the school provides opportunities for parents to be involved in student learning and 89% participate in activities at school. 95% feel school is parent friendly and 97% of surveys also stated that the school meets the educational needs of their child(ren). Also, 96% of returned surveys report that parents feel their child is safe at school. El Nido also sends home text and phone messages inviting parents to all meetings and events. All school to home communication is in both English and Spanish. All results are presented as part of the LCAP process to the staff members and the Board of Trustees during a regularly scheduled meeting in open session. These results are represented in the current LCAP and guides the current and future goals and actions for El Nido Elementary School District.||Met||2018
13631310000000|Heber Elementary|3|1. The local educational agency's progress on at least one measure related to seeking input from parents/guardians in school and district decision making. Heber Elementary surveyed parents in September 2018 to seek input on parent's perceptions of needs at schools within the district. The district distributed approximately 1200 surveys in both English and Spanish as part of the new year student information/enrollment packet. HESD received 985 surveys. The returned surveys represented over 80% of all families in the district. The survey included five questions with a rating of 0 to 4 in the following areas: School Climate, Parent Engagement, and Student Progress. In addition, the survey included two (2) open-ended questions: a) What programs do you find of most value at our schools, and b) What can the school do to increase opportunities to raise student achievement.   Approximately 50% percent of the surveys included written responses. In addition, Heber School District will hold parent focus group sessions to seek feedback on an improved opening of school activities. The sessions were conducted in both English and Spanish for different grade levels.   2. The local educational agency's progress on at least one measure related to promoting parental participation in programs. The results of the survey demonstrated that approximately 98% of parents felt that HESD provides students with a safe, clean, comfortable, and orderly place for students to learn. 96% feel that the school offers opportunities for students to increase their education through communication, collaboration, critical thinking, and communication. 93% of parents feel that the schools increase student achievement by providing high-quality instruction, intervention, support, and enrichment. 91% of the parents felt they were aware of how to become involved at the school and district level.  93% of parents surveyed strongly agree and agree that they are aware of how to become involved with the parent committees at our schools.  3. Why the local educational agency chose the selected measures and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. HESD felt that surveying parents through the enrollment/opening of the school process combined with focused group sessions provides the district with the most necessary and critical feedback. The survey allows for easy access by all families and the focus groups allow for the solicitation of feedback in critical areas and allows for effective plan development.||Met||2018
19647330122739|Vista Charter Middle|3|LCAP Parent Survey:  Fall 2018 The survey was completed by parents in all grade levels that we serve 6-8). Our survey is aligned with our Local Control Accountability Plan and measures parent perceptions on progress toward the goals established our Local Control and Accountability Plan.  Results Goal 1: All students have access to an instructional program that promotes engagement through rigor and relevance. (Strongly Agree: 69.2% Agree: 7.7% Disagree: 23.1% Strongly Disagree: 0% )  Goal 2: Vista promotes parents as actively engaged partners. (Strongly Agree: 69.2% Agree: 15.4% Disagree: 15.4% Strongly Disagree: 0%)  Goal 3: Vista provides a learning environment and resources that are equitable for all subgroups we serve. (Strongly Agree: 69.2% Agree: 15.4% Disagree: 15.4% Strongly Disagree: 0%)  Goal 4: Vista students receive social-emotional supports that allow them to feel safe and successful at school. (Strongly Agree: 61.5% Agree: 23.1% Disagree: 15.4% Strongly Disagree: 0%)  Goal 5: Vista staff are supported in an equitable way to grow in their development. (Strongly Agree: 69.2% Agree: 15.4% Disagree: 15.4% Strongly Disagree: 0%)||Met|Vista Charter Middle School has always valued parent involvement and engagement in their children's education and is committed to providing multiple opportunities to ensure that parents are active partners in our school community. We offer a wide range of activities such as monthly Coffee with the Principal, information workshops, and opportunities for school-home collaboration.|2018
58727690000000|Wheatland Union High|3||WUHSD strives to build the capacity of parents to support student achievement by providing education, tools to navigate the system, and relationship-building strategies.  The district offers several LCAP input meetings for parents and the community.  The district will measure parent/guardian participation by tracking the number of parents attending the LCAP meetings with a goal of at least 20 parents attending each meeting.  The district will measure the number of trainings or workshops offered for parents that are linked to student learning and/or social-emotional development and growth with a goal of at least 2 per year.  Teachers and staff are participating in training for Positive Behavior Support and Intervention as well as Social and Emotional Learning.  Subsequent trainings will be offered for parents and the community to educate parents as to the initiatives of the district as well as how they relate to the LCAP.  Surveys are also being completed by parents using Marzano's High Reliability Schools surveys addressing parent input in the following areas:  Safe and Collaborative Culture, Effective Teaching in Every Classroom, and Guaranteed and Viable Curriculum.|Met||2018
07100740730614|Golden Gate Community Charter|3|Student, staff and parent surveys were distributed and collected during the months of February and March 2018. Parent surveys were mailed with a self-addressed stamped envelope to 128 families.The survey as well as the accompanying cover letter were provided in English and Spanish. Forty-six of those surveys were returned, which was a huge increase over the three parent surveys returned last year.  The surveys contained rating scales and short answers. Overall, the surveys indicated that there are very positive relationships between the staff and the students. 86% of parents indicated that they were agreed or strongly agreed that they were satisfied with the quality of education provided to their child.  93% of parents responded that they believe staff have quite a bit or a tremendous amount of respect for the students.  Parents reported that their children are successful at Golden Gate because of small class sizes and the respect that the staff gives to students.  91% of parents agree that the school’s climate is positive, encouraging and free of bullying.  Parents reported that they would be more engaged with the school if they received more frequent one-on-one communication from teachers about their child’s specific needs. This year, the school will focus on increasing parent participation in the school and continuing to offer parent workshops to support student needs.  The school will give surveys to parents throughout the year in 2018-19 at the various community events held on campus such as transition meetings, the awards ceremonies and the BBQs.  This will likely improve the rate of participation in the survey.  This information was presented to the Contra Costa County Board of Education on 10/17/18.||Met||2018
42767866111603|Santa Barbara Charter|3||Seeking Input in Decision Making (Measure of parent/guardian participation in meetings of the local board and or advisory committees): Five parents are elected to serve on the Circle of Trustees (the SBCS governing board) and are the majority voice on this board.  The Parent Alliance, which focuses on community building and parent education, has a board consisting of both parents and staff.  All parents are de facto members of the Parent Alliance, and participants become integral members of sub-groups and committees; for example, parents serve on the Move-a-thon committee and on the Bright Futures committee (both of which serve important community-building functions).  Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions. Parents were surveyed about their budgeting priorities in April 2018, with approximately half of all families responding. This information went directly to Teachers Council and the Budget Advisory Group, and parent input was incorporated in the 2018/2019 budget. Some specific parent priorities reflected in the budget included classroom aide time, specialist time, music instruction, and free afterschool homework assistance.  In May of 2018, classroom-based parents were sent a “Family Satisfaction Survey” about the families’ experiences with school climate, student progress (both academic and social/emotional), staff responsiveness, and overall satisfaction.  On a scale of one to five, composite scores ranged from a low of 4.2 to a high of 4.6 in every area of the survey.  The highest satisfaction was in social/emotional growth, academic progress, connectedness to the school community, and interactions with teachers and staff.   Promoting Parental Participation (Training and workshops for parents relating to student learning or social/emotional growth): Based on responses to parent surveys, in 2017-18 parents were offered several parenting workshops on topics of their greatest need or interest. SBCS uses Conflict Resolution methods and Restorative Approaches throughout the school, and training given to parents is aligned with these core social/emotional growth practices. Also based on survey responses, our Science Festival (in which all students participate) was redesigned specifically to offer information and guidance to help parents understand and support their children in this multi-step project; satisfaction with the Science Festival as a “family activity” is generally high.|Met||2018
26736920000000|Mammoth Unified|3|Mammoth Unified School District surveyed parents across the district in the fall of 2017.  Approximately 10% of the District's parents responded to the survey which was sent in English and Spanish.  The survey measured parent perception of the schools and staff as well as parent involvement.  Many strengths were identified, such as respect for teachers, pride in the school, parents feeling welcomed at school.  Challenges were identified around parent involvement in decision making  Less than 60% of parents were actively involved in their child's school and less than 50% of parents indicated that they are involved in decision making.  As a result the District has increased their efforts to involve parents through budgeting input meetings, facility input meetings, safety committee meetings, altering times for DELAC meetings and through increasing parent information meetings.  The District reviewed a variety of surveys and found one developed by the New Jersey Department of Education for schools to use.  They allowed us to use their survey free of charge and allowed us to make changes.  The survey results were shared publicly at a Board meeting and were reviewed and analyzed by our Focused Schools Instructional Leadership Teams and by administrators.||Met||2018
34752830108860|Westlake Charter|3|(Q1) The analysis from the Spring 2018 Parent Survey was presented to the Board on June 14, 2018. Key findings from this survey included a call for further enrichment opportunities for students after school: the exact words, “after school,” were called out 21 times out of 235 narrative responses collected. In response, WCS further developed, its all parent-led, after-school clubs program. Furthermore, WCS has nearly tripled its after-school enrichment opportunities. Each vendor in the after-school enrichment program is required to offer scholarships to promote equity for all students. As of September 2018, over 195 students were enrolled in these new afterschool enrichment opportunities. Furthermore, WCS launched a 6-8th grade After School Athletics program that ? of all middle school students participated in the fall of 2018.  (Q2) By initiating a parent-led after school club program and using parent volunteers as coaches in its Athletics program, WCS has increased parent volunteer hours by several hundred hours. WCS is currently offering 13 parent-led after school clubs per week and hosting 8 intramural sports teams, which meet twice per week, each lead by a parent volunteer. WCS has staffed a .5 FTE teacher-leader as well as allocated 12 hours a week of a classified staff member’s time to oversee the after school program. Projections indicate that by the end of the year, WCS will have facilitated: 54 clubs, serving over 950 students, and generating over 600 hours of parent volunteerism as well as three seasons of sports serving another 240 students while generating another 320 hours of parent volunteerism. Furthermore, in an effort to promote parent involvement, WCS has built a new parent volunteer website which hosts volunteer opportunities, promotes volunteerism, and collects volunteer hours while generating metrics to encourage parents to assist in meeting the WCS goal of 20,000 volunteer hours for the 2018-2019 school year. The information included in this section was reported to the WCS board on October 11, 2018. (Q3) Westlake Charter School has committed to surveying K-8 parents three times a year. At the end of each trimester, parents are asked to rank our school in five areas. These areas are aligned to the five goal areas outlined in both the WCS Strategic Plan and the WCS LCAP report. The survey is constructed to ask parents to first rank the school’s success in the area on a scale of 1 to 10; the survey then asks parents to offer ways in which the school can improve in each given area.||Met||2018
15638420000000|Wasco Union Elementary|3|Each year, a survey regarding parent/guardian perceptions of school and district programs is administered in both English and Spanish to all parents with students in the Wasco Union Elementary School District.  This survey is utilized to provide parent feedback on the effectiveness of the actions outlined in the district's LCAP.  Responses are reported as overall district percentages. The district had 359 parents responded to the survey in January 2018.  The questions on the survey allow parents to respond to statements about the school and district using a scaled rating system. (strongly agree to strongly disagree)  Results from critical questions regarding parent participation from the 2017-2018 school year LCAP parent survey are compared to the responses of the most recent study conducted in the winter of 2018.  The responses are as follows: 1. The school actively seeks parent input into decisions related to their child's education. Overall District - 82% Agree or Strongly Agree (An increase of 2% over 2016-2017 results) 2. Parents are invited to help plan, implement and evaluate instructional materials, strategies, and programs.  Overall District - 81% Agree or Strongly Agree (A decrease of 1% over 2016-2017 results) 3. Parents have enough opportunities to take part in decisions related to their child's education. Overall District - 86% Agree or Strongly Disagree (Baseline question from 2017 Survey Update) 4. The survey provided to parents offers each school in the district its snapshot of parent perception on many other topics as well. The following questions are among others asked of parents each year: a. My child/children look forward to attending school each day. (95% Agree/Strongly Agree - A decrease of 1%) b. Common Core State Standards are being implemented within the district for all students, including English Language Learners, students with disabilities and those who are gifted. (76% Agree/Strongly Agree - A decrease of 4%) c. The English Learner program is helping English Learners to learn English as quickly as possible. (71% Agree/Strongly Agree - A Decrease of 10%) d. The district provides a high-quality education for students. (91% Agree/Strongly Agree - No Change from 2017)  The district identified little significant change between survey years and continued to note a strongly positive perception of the district by its parents.  The response to question 4c, tied to the district's external monitor's comments, offer the district further indication that attention to the English Learner program is required during the 2018-2019 school year.||Met|"A review of parent communication practices was conducted across the district during the 2017-2018 school year.  The analysis identified several underutilized methods to reach additional parents with news and information relevant to school programs, parent involvement activities, and student achievement.  Expectations were established for all teachers in the district to use AERIES grade book to allow all parents in the district increased access to regularly updated information regarding the academic progress of their children.  The district also identified the use of mobile ""social apps"" as one of the most potentially potent tool to impart information to parents on a regular basis.  During the current school year, the district is focusing on AERIES Parent Communications to allow the district's central student information system (SIS) to create bulk messaging options via phone, text, or email to begin rollout this school year with planned full implementation in the fall of 2019.  Teachers and administrators are participating in training on the use of the higher level functions of AERIES communication during the fall and winter of 2018.  Social media platforms are being researched for possible implementation in the future."|2018
16639820136234|Lemoore Online College Preparatory High|3||Lemoore Online College Preparatory High began operation in August 2017. The school opened the doors with interest from six prospective students. It has grown to over 20 students by the end of the first semester, which include students with special need and English Learners. An appropriate online curriculum was purchased that had both college preparatory coursework along with the ability to offer credit recovery courses for students The one-on-one interactions with teachers and counselor was the greatest appeal to many prospective students, along with the alternative scheduling aspect of an online, independent study program. The staff continues to develop the program by making changes to attendance policies, providing tutoring for students and starting to develop a partnership with West Hills College to provide exploration classes into specific career pathways. The WASC initial visit was held in April 2018, the Charter Council was set up and the beginning parent meeting were held during the spring semester. A small staff and school size allows for students to build a rapport with staff so that their academic needs can be met. Also, the restructuring of the attendance program assisted in getting the students to begin meeting the requirements of an online, independent study program at approximately 90%.|Met||2018
19768690000000|Wiseburn Unified|3|ANNUAL PARENT SURVEY RESPONSES: 2017-2018 Parent survey responses on services and supports WUSD could utilize to increase parental involvement indicate parent belief that the most effective areas of focus would be an increased number of performances and on-campus activities, on-campus access to community services and resources, as well as increased volunteer opportunities.   PARENT CONFERENCE PARTICIPATION: Parent participation in annual conferences remained consistent since 2016-2017 with 2017-2018 participation rates above 90% at all schools, and an overall district parent conference participation rate average of 97%.   PARENT PARTICIPATION AT DISTRICT & SCHOOL EVENTS: Parent participation in Back to School Night and Open House remained consistent at all school sites, with shifts in attendance not exceeding 2%. The number of parents participating in committee work (ELAC/DELAC & PTA) varied by site but remained consistent district-wide from 2016-2017 to 2017-2018.||Met||2018
19646000000000|Hermosa Beach City Elementary|3||Hermosa Beach City School District tracks the progress of parent engagement by using multiple measures.  The metrics (sign-in sheets and parent surveys) measured the opportunities to provide input as part of the HBCSD Decision Making Team.  The opportunities included attendance and participation in the following groups: District English Learner Advisory Committee, Local Control Accountability Plan Advisory Team, School Site Council, PTO, Hermosa Beach Education Foundation, and Superintendent's Advisory Council. Parent participation in programs was measured by the HBCSD Parent Survey and was administered in January 2018.  The data indicated 98% of the 461 parents surveyed (33% of the total population) participated in training and workshops and school events including, but not limited to, Parent Standards-based Report Card meetings, HBCSD-South Bay Families Connected/Wellness meetings, Parent Literacy Night, The Empathy Project, Parent Conferences, Back-to-School Night, and Open House.|Met||2018
45752670113407|Rocky Point Charter|3|Survey key findings reveal that parents are satisfied with the district decision making.  One of our executive board members is a parent representative.  Our survey also reveals that parents are satisfied with the encouragement and opportunities that are presented to parents to volunteer in the classroom and field studies. Survey revealed that parents are satisfied with our school LCAP goals.||Met||2018
23655650000000|Fort Bragg Unified|3|FBUSD surveyed parents during our registration events prior to the start of the school year.  Parents from Redwood Elementary (grades TK-2), Dana Gray Elementary (grades 3-5), Fort Bragg Middle School (grades 6-8), and Fort Bragg High School (grades 9-12) were provided a survey through Google Forms during our registration times at each school.  This survey was available in English and Spanish and was also available on the district website and the district's Facebook page.  The survey was obtained through the CCEE collaborative through Lake and Mendocino County Offices of Education.   KEY FINDINGS FROM THE SURVEY: From this survey we learned that a little over 80% of our families “Strongly Agree” or “Agree” that their involvement in their child’s education is valued at their school.  The majority of parents surveyed (53.7%) “Strongly Agree” or “Agree” that the school/district invites them to contribute to discussions and that their voice matters; 57.5% of parents surveyed “Strongly Agree” or “Agree” that they are invited to meetings to learn about what is going on in the school;  and 43.0% of the families surveyed “Strongly Agree” or “Agree” that they are asked what they value about their child’s school; however, a little under 22% of the families surveyed are involved or attend a school or district level decision making committee.  57.8% of the families surveyed “Strongly Agree” or “Agree” that their child’s school is good about staying in touch with parent/guardians, with 69.4% of parents surveyed stating that they “Strongly Agree” or “Agree” that when their child’s school communicates with them, it is easy for their read or understand the communication. When surveyed about participation in programs only 38% of families surveyed “Strongly Agree” or “Agree” that when they do volunteer at the school, they are given training and resources to do tasks well.  52.7% of parents surveyed “Strongly Agree” or “Agree”  that different options are provided to parents on how they may become involved with their child at school, at home, or within the community.  While 32.2% of families “Strongly Agree” or “Agree” that translation services are always available, 45.9% of families surveyed “Don’t Know” that translation is always available at parent meetings and activities. From these results, FBUSD acknowledges that we must work to improve our parent involvement in decision making at the district and site level and we must also work to provide parent training of available resources. FBUSD chose this particular survey because it was provided by our Professional Learning Network through the CCEE through Lake and Mendocino County Offices of Education.  This survey effectively captured the feelings we hope to embody in our LCAP as we work to achieve our LCAP goals.  The complete survey results were presented to the FBUSD Board of Trustees at their regular school board meeting held on September 13, 2018.  Complete survey results and board meeting minutes are available||Met||2018
24657480000000|Livingston Union|3||Family and EL Parent Engagement is a priority for Livingston Union School District as outlined in Goal 2 of the District’s Local Control Accountability Plan. An annual local survey to assess parent perceptions was available to parents of TK-8 students. Ninety-four percent of parents agreed with the statement “I feel welcomed and respected by the adults that work at this school.” In addressing the specific needs of EL parents, response to the following metric was used: “Limited English speaking parents are given opportunities to understand curriculum and participate in school activities through the use of translators and translated materials.” Eighty-two percent of parents agreed with this statement. Parent input is encouraged through involvement in site and district level committees. To further engage LUSD families, a variety of parent enrichment classes and workshops are offered to support adult learning, college awareness, language development and technology literacy skills. Data results are reported through the LCAP Annual Update and shared with stakeholders via advisory meetings and regularly scheduled meetings of the local governing board.|Met||2018
38684786040935|Thomas Edison Charter Academy|3|TECA distributed a parent satisfaction and school climate survey to families. The survey was developed to guide the school’s continuous improvement process as indicated in the LCAP. It provided parents with a part in the shared decision-making process, as we use this data to create change in our community. We received feedback from 20% of our families, with an equal balance of English and Spanish responses. Surveys were offered online and paper to encourage maximum participation. Nearly all parents and guardians share their student’s high academic aspirations. They feel welcome at TECA, perceive it to be safe, and report that it is academically rigorous. Parents expressed that they are informed on their child’s progress and that their child’s teacher communicates effectively with them. Last year, parents expressed the need for clearer communication via various means (i.e. website, phone, text). In response, TECA expanded communication by including a texting service that now reaches more families. This year, our texting service is being piloted between classroom teachers and classroom parents as well. More attention is being paid to ensure communications go home in an organized weekly folder to provide families time to plan and prepare for school events and celebrations. Finally, the school’s website was re-done over the summer and now is organized to ensure communications are easily found, up to date, and contain the most valuable information for families. These improvements address our goal of increasing family participation in school events as indicated in our LCAP. In this year’s survey, parents indicated that they like the email and text communication, which indicates that our efforts in improving communication are meeting our goal.  Shared-decision-making has become an integral part of TECA’s systems. Quarterly parent meetings serve to inform parents of the current status in a particular area (e.g.: an existing policy), and then to seek feedback on new decisions. One example of this in practice is when TECA hosted a parent meeting on the subject of the development of a Civility Policy. Feedback from previous events showed that families wanted a policy created on civility to develop a more efficient, respectful manner of communication. During a quarterly meeting, parents worked in small groups to discuss what they would ideally see in this type of policy. These discussions then became the basis for the development of this policy. In future surveys, we would like to measure how parents view their role in the decision-making process to gauge whether our efforts are perceived as such within the community. In addition to these newly implemented parent community feedback sessions, parents participate in an active ELAC, SSC, African American Parent Advisory Committee, Parent Café, and have regular communication with the principal, superintendent, and parent liaison, who are all dedicated to the engagement and empowerment of TECA parents.||Met|TECA has taken steps to encourage parents to be involved in the decision-making process of the school to support the academic development of their children. TECA engaged a partner in an organization called Mission Graduates, who provides TECA parents with ESL classes. The classes support parents’ development of English, as well as demystifying the school system to support parents in their understanding of their child’s education to be active partners in their child’s education. Our Parent Cafés serve as a community resource, where our Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The SSC and ELAC committees are fully implemented and have developed over the last year into decision-making units. Committee members fully embrace their leadership roles and analyze data trends to support budgetary decisions for the benefit of TECA students. Additionally, it was observed that our African American parents showed less participation in events than our other ethnic groups. As a result, the African American Parent Advisory Council (AAPAC) was created. Finally, our PTC has officially changed their group affiliation to a PTA. This change is significant for the organization as they are now a part of a larger PTA system with more independence in their activities with regards to their support of our school. This is an indicator of parents who have been supporting the school through years of growth now feeling empowered at TECA|2018
42691120111773|Family Partnership Home Study Charter|3|"Participation and engagement are embedded in the philosophy and practice implemented by our school community and its importance is manifested in the school's name - Family Partnership.  Parents participate actively in the education of their children serving as primary ""teacher/guide"" on home-study days as well as volunteering at school and attendance at special events. As the school's name implies, a ""partnership"" between credentialed teachers is fostered one-to-one with parents to facilitate the provision of instruction in the common-core-aligned curriculum. Meetings between parents and teachers are on-going throughout the year to support parents in understanding the curriculum. These meetings ensure the conversation on each student's success and challenges guide the individual learning plan in place for each child.  Parents are also actively engaged in school decision making by serving on the Governance Board and several parents are employed by the school. Our Parent Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Skype. The PAC is involved in the review of the LCAP and offers input on goal-setting and decision making. Parent support is crucial to the success of our annual, school-wide Science Fair ensuring students have access to the full range of resources they need to complete and present projects in a public forum.    Each school year Family Partnership conducts climate surveys which involve input from staff, students and parents. Last year, 113 parents participated in a climate survey. 94% of parents who participated agreed or strongly agreed with the statement, ""This school encourages me to be an active partner in educating my child"" and 96% said, ""they feel welcome at this school."" In addition, 91% agreed or strongly agreed with the statement, ""this school helps me figure out what social and emotional skills my child needs to develop (e.g, self-control, problem-solving, or getting along with others). 97 % of parents surveyed feel the school staff really cares about their child.  In 2017-18 the school fully implemented the use of ParentSquare - a communication software program that facilitates home to school communication. Feedback from staff and parents has been overwhelmingly positive. The school is working now to increase enrollment. We have partnered with Enrollhand, a school marketing firm that assists to actively recruit students through targeted social media advertising that emphasizes the unique aspects of our school and the valued ""Partnership"" we share with families."||Met||2018
23656232330363|Willits Charter|3|82% of parents responding to our annual survey report that they are satisfied or very satisfied with the level of parent involvement at Willits Charter School. 82% of survey respondees attended at least one school event during the year. 46% reported helping with school fundraising. 37% reported driving or chaperoning on school trips. 27% attended or participated in a meeting of the Board of Directors, 27% attended a Parent Association Meeting 9% reported participating in the School Site Council Meetings 18% reported participating in an LCAP meeting. The survey has been developed as part of our WASC process and is administered annually. Goal 3 in the LCAP revolves around the development of an MTSS (Multi-Tiered System of Supports) committee.  The committee is comprised of parents, teachers, students, and a representative from Mendocino County Office of Education.  The committee works towards increasing parent involvement and reviews the results of the parent survey.||Met||2018
33671570000000|Nuview Union|3|We received 332 parent responses in grades K-8 when we administered our LCAP survey.  School Climate and Student Safety was identified as one of the top priorities for Nuview Union School District.  (1)  In the key findings of our survey, related to school climate. 76% of parents felt that teachers and staff care about students. 78% of parents feel that students know where to go to for help with a problem at school. 82% of stakeholders feel that students feel safe at school.  (2) Findings from our survey related to promoting parental participation in programs indicate that 82% of parents feel welcome at the school site. 50% of parents feel that their school provides parent workshops on student advocacy and educational priorities. 69% of parents felt their school has family activities. 55% of parents felt that they are included in advisory committees such as District Advisory Council (DAC), Site/District English Learner Parent Advisory Council.   (3) Nuview Union School District used this survey to gather/guardian feedback across the community in order to get an unfiltered response from our community. Our number one priority is to ensure student safety and this is directly reflected in the goals of our LCAP. We are continuing with a district wide implementation of PBIS and looking at installing newlocks at each school site to enhance safety and security . Each school site is also working on advertising the things they are doing, in implementing our Positive Behavior Support program, since this was an area that parents addressed as a continued area of concern.||Met||2018
30665890000000|Magnolia Elementary|3||Magnolia School District uses a combination of annual parent survey data and information gathered related to parent programs and services to evaluate progress toward parent input and participation.  This includes survey data, school event schedules, and and program attendance information.    Data gathered related to participation in school/district decision making indicates the following: -Every school conducted at least six parent input meetings that led to collaborative decision making related to school services and budgetary expenditures.  These school-level meetings include specific parent-staff councils, including School Site Council, English learner Advisory Committee, and Parent-Teacher Associations. -District level meetings also provided opportunities for parent  engagement and input, including the District English Language Advisory Committee (DELAC), Parent Advisory Committee (DPAC), LCAP Committee and Superintendent’s Advisory Council.    Meeting and program schedules, agendas and attendance data provide important information related to frequency, accessibility, and interest of parents in various district and school offerings. Agendas and attendance logs are collected and archived for these meetings, and indicate substantial and continuous opportunities for parent input and participation.   School-based parent volunteer opportunities, parenting workshops, ESL classes, and other special events are supported by Parent Involvement Liaisons and other team members at every District school.  Interpretation and translation services are available in Spanish and Vietnamese, the two largest second language populations in the community.  Parent survey data provides important information regarding parent perceptions and opinions of District programs and services. The Parent Survey Administered during the 2017-18 school year yielded over 1800 responses, and indicated the following:  -97% of respondents agree or strongly agree that their child’s teacher and school provide useful information about how to improve their children’s progress.   -95% of respondents agree or strongly agree that the school provides families with opportunities to be involved and participate in valuable activities. -97% of respondents agree or strongly agree that the school provides regular communication about upcoming events and information.  Magnolia School District maintains a strong commitment to engage parents as partners in the educational process.  This partnership serves to strengthen District goals, including improving academic achievement, language proficiency, scholarly behaviors, student attendance, and social-emotional development of all students.|Met||2018
29102980126219|Forest Charter|3|1. FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director and setting policies that are best for the school. 2. Parental participation is extremely high at FCS mainly due to the nature of a personalized learning program; all parents are partially the teachers to their children.  3. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings.  Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom based program, FCS has worked to establish a thorough survey that addresses all required State priorities.  The 2018 parent survey just surpassed a 41% participation rate.||Met||2018
54719020000000|Earlimart Elementary|3||Parents and stakeholders are encouraged to attend all school decision making meetings, as well as district decision making meetings.  Opportunities to participate in school decision-making councils include the School Site Council (SSC), as well as English Language Learner Council (ELAC). Each school in the Earlimart District has a functioning and peer-elected SSC and ELAC.   The district trains parents to become part of their children’s education through a partnership Latino Family Literacy Project between parents, students, and educators to further students’ academic achievement.  Each school site has a parent liaison who serves as a direct link from school to community to connect parents to groups, meetings, councils, where they can express their opinions and concerns.  Each school site offers wide range of parent classes that include, but are not limited to, parent computer classes, English classes for adults, School 101 (which teaches parents about the decision making councils are at each school and how they can get involved), Title 1 school meetings, informational meetings, Parent nights, Parent classes that include social media safety, drug awareness, anti-bullying, car safety, Latino Family Literacy Project, Parent Classroom visitations, family nights, parent coffee clubs, parent volunteer clubs, and parent Walk and Chat club).   The PTA National Standards for Family-School Partnerships Assessment Guide was administered to gather meaningful opinions, comments, and feedback with respect to the following standards: Standard 1, Welcoming all Families into the School Community; Standard 2, Commutating Effectively; Standard 3, Supporting Student Success; Standard 4, Speaking for Every Child; Standard 5, Sharing Power; and Standard 6, Collaborating with Community.   Key findings with respect to seeking input from parent/guardians in school and district decision making is best encapsulated in Standard 5, Sharing the Power.  These question assess if families and school staff are equal partners in decisions that affect children and families and together in form, influence, and create policies, practices, and programs.   The survey consisted of two questions regarding decision making.  The first question asked parents and guardian if they were being consulted before making important decisions (changes in curriculum, school policies, dress code, etc.).  98% of our parents surveyed said they agreed or strongly agreed that they were consulted 2.0% disagreed with the statement.  The second question asked was if they were provided opportunities to develop relationships with school learners and were able to raise concerns.  97% said they agreed or strongly agreed and 2.0% disagreed.  Key findings with respect to promoting parent participation in programs is best captured by Standard 6, Collaborating with Community. These finding showed that 99.8% of responding parents agreed and strongly agreed that Earlimart connected families with learning opportunities|Met||2018
10622400000000|Kingsburg Elementary Charter|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
51714230000000|Nuestro Elementary|3|Nuestro Elementary annually administers local surveys to our parents/guardians or students in all grade levels that we serve.  We also share the results of our surveys with stakeholders as we develop and review our LCAP.  Information from surveys is utilized in stakeholder meetings where we identify and prioritize goals and actions for our LCAP.  Results (Key Findings) showed that 84.6% of parents agree or strongly agree that Nuestro values parent and community involvement and input.  We chose the selected survey because it provided good information to be utilized in stakeholder meetings as we decided which goals and actions should be a priority in the LCAP.  Survey information helps us monitor and identify actions for meeting Goal 2 (Maintain a positive school climate, including fostering positive relationships between staff, students, and the community) and Goal 3 (Provide modern, safe school facilities that support student success).||Met||2018
06615980000000|Colusa Unified|3|District wide parent surveys indicate that 78% of parents are satisfied with district efforts to engage them in school and district decision making. 85% report being aware or very aware of district and school activities and opportunities for engagement. 92% responded that they are comfortable speaking with school staff and participating in school engagement activities. 63% agree or strongly agree that they have been encouraged to volunteer in school events or in classrooms. CUSD created these surveys and included those specific questions as part of the data gathering for the LCAP process. The results are analyzed both in terms of overall responses, and responses from parents/guardians of unduplicated pupils.||Met||2018
40687910000000|Pleasant Valley Joint Union Elementary|3|The District publicized, posted, and shared a survey to all parents, staff, and students asking for feedback on a number of areas. One of the areas was regarding parent communication The feedback received from the survey indicated that overall parents felt that the level of communication from the school was very good. They appreciated the new ParentSquare program where the District sent home posts with copies of important flyers and other pieces of information. One improvement that was suggested was that they would like to anticipate more in person, but they would appreciate knowing specifically what the needs are at the school so they can determine if they are able to help for that specific need rather than receiving a general request for help that lacked the specifics. The District chose to use a Google Forms the survey and both English and Spanish as well as asking for and collecting data from feedback given by parents and community members at School Site Council, ELAC, and the school’s PTA meetings. The District chose this survey as the best means possible to get the most diverse and the most number of responses. Attendance at non-festival type meetings or events at the district is very scarce.||Met||2018
50755720000000|Waterford Unified|3|The district provided opportunity for parents in the Elementary, Middle School and High School grade spans to complete the California School Parent Survey.  This instrument was chosen for its thoroughness in surveying parents’ perspectives on involvement and engagement, and supports for students.  The key findings of those participating in the survey indicate that: • 81% agree or strongly agree that the school allows input and welcomes parents’ contributions • 76% agree or strongly agree that school encourages parents to be an active partner with the school in educating my child. • 57% agree or strongly agree that the school actively seeks the input of parents before making important decisions. • 76% agree or strongly agree that parents feel welcome to participate at this school.  The findings support the ongoing work of the district safety and wellness plan, as well as, inform the decisions to increase opportunities for parents to become involved in school on the LCAP. The Latino Parents group “Reaching for the Stars” which provide volunteers for school activities is an example of the coordinated effort to increase parental involvement.  In 2018-19, the district plans to leverage the parent groups to seek input on decisions and to increase participation in the survey.||Met|The participation rate on the California Parent Survey was lower at the middle school and high school grade spans than in the elementary.  Increasing participation is an objective this year.|2018
01750930000000|Dublin Unified|3|"The Dublin Unified School District Local Control Accountability Plan (LCAP) addresses State Priority 3 for parent engagement with LCAP Goal 3: ""We will align resources and establish partnerships to maximize student learning."" Dublin USD believes that our most valuable resources are the skills, knowledge, and experience of our teachers, staff, administrators, and parent community. Students, parents, and staff members participated in Dublin's 2017-2018 LCAP survey that was made available Spring 2018. The annual survey assesses progress in seeking input from parents/guardians in school and district decision making; and promoting parental participation in district programs. On the annual survey, with 576 responses, 36% of parents responded ""Extremely Involved"" or ""Very Involved"" in Dublin USD schools or programs (down from our baseline of 42%). When asked to specify how they participated, 79% indicated Back to School Night (up from baseline of 62%), 74% indicated Parent Volunteer (up from baseline of 54%), 26% indicated Family or Community Forums (up from baseline of 13%), and 22% indicated Parent/Faculty Club. DUSD was seeking a 5% increase from the baseline scores. Special Education parents were also surveyed. District wide, 60% of Special Education parent respondents believe students qualifying for Special Education services receive the resources and support they need (up from baseline of 59% but shy of the 5% goal). Parents of English Learners were also surveyed. District wide, 56% of English Learner parent respondents believe students qualifying for English Learner services receive the resources and support they need. This represents a new baseline that was not measured in the previous LCAP. With a growing English Learner population it was felt this was an important metric to watch."||Met||2018
24656310000000|Atwater Elementary|3|"The Atwater Elementary School District (AESD) 2016-17 California Healthy Kids Survey was administered in the spring of 2017.  The survey found that 91% of parents felt that they were connected to their school and felt like an ""active partner"" in their child's education.  In the spring of 2018, a local LCAP survey polled parents and 90% of parents found that Atwater Elementary encourages parent involvement and participation at the site and district level.  AESD also tracks parent participation through our student data management system.  In the spring of 2018, results found that 30% of parents had participated in or provided input regarding school and/or district events including the parents of unduplicated pupils and individuals with exceptional needs.  AESD selected the California Healthy Kids Survey and our own local LCAP survey to solicit this feedback from parents as they most closely align to our LCAP goal 2 metrics 3 and 18 that measure parent participation in our local schools and district.  Our baselines for this data were established in 2016-17 and are measured every other year with the California Healthy Kids Survey and in years when that measure is not utilized it is measured through our own local district survey.  In addition to a focus on parent participation and feelings of connectedness with our schools, safety goals are also monitored closely."||Met|Atwater Elementary School District strives to make parents an active part of their child's education.  As such, each school and the district as a whole provide opportunities for parental involvement and a platform for input.  On the site level, committees such as School Site Council, English Learner Advisory Council, and Parent Teacher Organization regularly involve parents and include them in the decision making processes for site initiatives.  Schools also participate in other school based meetings that provide opportunities for parents to learn about important school programs.  Twice yearly the school days are altered for a week for parent conferences with teachers.  This allows for direct parent input and discussion with teachers concerning issues related to their child's education.  At the district level, our District English Learner Advisory Council and District Advisory Council regularly solicit parent input and include them in relevant and timely district news and events.  More recently, our revision of the English Learner Master Plan includes a committee with parent representation to address the need for parents to be active partners in education.|2018
19647336071435|Castlebay Lane Charter|3|For the 2017-2018 school year, 325 parents completed the survey totaling 56% of our parent population.  In order to determine whether Castlebay met the performance standards for the parent engagement performance indicators, questions concerning how parents felt about the school seeking input from them in the decision-making process and also how parents felt the school promoting parent participation in programs were given.  The following percentages are cumulative scores for “yes, always” and “strongly agree” responses: 1. I am a partner with this school in important decisions made about my child’s education.  90% 2. I feel welcome to participate in this school.  98% 3. This school provides me with information (verbal and written) I can understand.  98% 4. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.).  97% 5. The school informs me about volunteer opportunity.  94% 6. This school encourages me to participate in organized parent groups (councils/ committees/parent organizations, etc.).   94%  7. I can easily find information about parent workshops and other programs offered at the school. 89% 8. I feel comfortable supporting my child’s technology at home. 96%  .  The responses for questions one, two, five, and six referred to whether the parents felt included in the decision-making process at Castlebay.  Based on the high responses of 98%, 94%, and 94% respectively, Castlebay will continue to aggressively promote opportunities for parents to partner in all school based activities that lead to increased knowledge of school policies and systems and their impact on student achievement.     The responses to questions three, four, and seven referred to whether parents felt that school information was easily accessible to them.  The scores of 98% and 97% on questions three and four indicate that Castlebay’s calendars, weekly bulletins, flyers, and Sunday Outreach calls to families are adequate in meeting the needs of parents to receive school information on a timely basis. The 89% score on question seven reflects a need for Castlebay to modify their website to a more user friendly format to facilitate parent access to information.   In the area of technology, Castlebay’s score of 96% indicates that our parent information flyers, our parent workshops on technology, and the use of district cyber tools for accessing student data are working to both train and inform parent how to access online resources for their child.   Based on positive responses by parents on the School Experience Survey, Castlebay has demonstrated that it has met the performance standard for Priority 3: Parent Engagement.    Priority 3 Criteria: Standard Met||Met||2018
10101080000000|Fresno County Office of Education|3||The LEA enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees. These include holding separate elections for parent/guardian, stakeholder and advocate members for School Site Councils. The Parent Teacher Association at each site recruits membership and holds a variety of meetings, activities and fund-raising events throughout the school year, publicizing actions and services for students and their families, including advisory purposes with the school. The English Learner Advisory Committees include members elected by parents/guardians, and are allowed to serve on the District English Learner Advisory Council due to the small number of site-level advisory committees.  Because of the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at weekly orientation meetings as students enroll in the Court/Community School program; announcements at monthly parent visitations; open house events; graduation ceremonies; and other school activities. In addition, the LEA mails parent notification packets with advisory committee information to student homes on an annual basis, in addition to regular meeting notifications throughout the school year.  School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. School sites provide trainings or workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth. The Fresno County Superintendent of Schools Parent Services Department provides parenting classes on topics that include academic support, computer literacy, gang awareness, parenting support and more. These measures were selected because they accurately demonstrate that the LEA seeks input from parents/guardians/stakeholders in decision-making and promotes parental participation in programs in an ongoing basis. The continual nature of the LEA’s measures to promote parent involvement is based upon the transient nature of the student population. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Met||2018
27660760000000|Lagunita Elementary|3||While parent participation is high at Lagunita, it has sometimes been limited to fundraising and students support rather than consultation and decision making. Increasing parent/guardian involvement in decisions has thus been an ongoing project. Last year we held quarterly Parent Education Nights, collected parent input with two online surveys, continued to hold Parent Teacher Conferences, participated in each monthly Parent/Teacher Club meeting, supported the formation of our first ELAC, involved parents in starting after school clubs (several initiated by parents), and benefited from parent involvement in two large community service projects: a campus beautification day and a Spring Arts Fair. Translation of the school's website, automated phone calls home, fliers and publications, and parent conferences as needed have allowed for increased participation of Spanish-speaking parents. Lagunita's highest attended Board Meeting was the public hearing for our LCAP and Budget. Our School Site Council will be the primary forum for parent participation in decision making around facility improvements and LCAP goals this year, and parent workshops around Lagunita's SEL program are being planned for 2019. All classroom teachers and the school administrator have participated in training and professional development in effective parent engagements via their respective Induction programs.|Met||2018
39686500000000|Ripon Unified|3|1.  Key findings from the parent and community LCAP survey include...A.  Continue to grow STEM/robotics/coding opportunities for students at all schools.  B.  Fence the front of Ripon Elementary.  C.  Improve math instruction and student support in math.  D.  Promote college-readiness as early as elementary school.  E.  Increase Chromebooks and technology focus at Ripon HS.  2.  When parents were asked what methods of communication do they utilize with school, of those that participated in the LCAP survey...A.  77.18% use email, B.  65.56% use Remind and C.  56.43% use the district/school website.  Other productive resources for parent communication include...D. 49.38% Facebook, E.  45.23% school newsletter and F.  41.08% phone messaging system.  3.  The option 1 survey was chosen because answers could be pulled directly from the LCAP survey, and demonstrate direct alignment with the LCAP goals.||Met||2018
15101570135467|Wonderful College Prep Academy - Lost Hills|3||Wonderful College Prep Academy Lost Hills offers the following opportunities for parents to engage in decision making: 1. School Site Council - an opportunity for families and teachers to provide input into site based decision making. 2. English Learner Advisory Council - an opportunity for families to give input into the progress and programs related to English Learners. Meetings have been occurring regularly, on a monthly basis during the school year. Both the ELAC and School Site Council have had the opportunity to review the LCAP, preparation materials for the ELPAC, and student achievement results.  Additionally, Wonderful College Prep Academy Lost Hills offers the following opportunities for family engagement and participation: 1. Parents Institute for Quality Education (PIQE). WCPA - Lost Hills partners with PIQE to train parents to partner with schools to navigate their child’s academic success. Some of the featured topics are: understanding the school system and becoming familiar with college requirements. 2. Curriculum nights - in the 17-18 school year events included an Arts Night; an ELPAC launch night; and a community LCAP review night. Lastly, Wonderful College Prep Academy has trained teachers to build relationships with families and facilitate effective parent teacher conferences.|Met||2018
15635520000000|Lakeside Union|3|The district surveys parents annually to gather their input for decision making and promoting parental involvement, with results reported on the California School Dashboard.  The survey is administered in the fall of each year, and is currently in progress at the time of this submission.  2018/2019 survey results will be reported in the California School Dashboard as soon as practicable.  Below are survey results for the 2017/2018 school year.  1.  59% of our parents/guardians indicated they agree by selecting “Quite a bit” and “A tremendous amount,” that the district is making good efforts in seeking parent/guardian input in decision making at the school site.  Key Findings:  A majority of our parents/guardians indicated that the district makes good efforts in seeking parent input.  However, the remaining percentage suggests that the district should improve efforts in soliciting parent contributions.  2.  50% of our parents/guardians indicated they agree by selecting “Quite a bit” or “A tremendous amount,” that their schools adequately promotes parent/guardian participation in programs.   Key Findings:  Most of our parents/guardians indicated that the district promotes parent participation in programs.  However, the district needs to make strides to improve district and school connectedness with parents.  3.  The district chose the survey option because it was the best strategy to gather parent/guardian unfiltered feedback from across the entire community.  The survey findings relate to the Local Control Accountability Plan, Goal 3 Provide for engaging and nurturing environments that are safe, healthy, and conducive to learning.  The findings will help guide the district’s future efforts for parental involvement.||Met||2018
49708130000000|Monte Rio Union Elementary|3|"1. There were several key findings in our Annual Parent/Guardian Survey. There were some low marks for our Board of Trustees and the transparency of decision making. The Board President now sends a monthly newsletter to the community to inform of decisions that will soon be made and decisions that have recently been made at Board Meetings.  2. Parents have expressed an interest to be a larger part of our classroom learning environment. We now have a room parent for every classroom that assists the teacher in putting together newsletters, field trips, classroom activities and helps organize other parent volunteers.  3. The LEA chose this survey because the findings are directly related to the school's LCAP. The actions and services in this LCAP have been, for the most part, highly effective.  Greater visibility and communication from the administration, on multi-levels and formats, with parents and the community, has resulted in a dramatic increase in parent and community involvement these past two years.  Parent feedback, on average, shows positive attitudes toward the School: teachers; staff; administration.  Parents, on the Parent Survey, nearly without exception, showed over 90% of parents rating each question as ""being satisfied"" or ""very satisfied""."||Met||2018
43695910000000|Mountain View Whisman|3|MVWSD gives a Local Control Accountability Plan survey to parents, staff and students.  The survey is created for the District by Hanover Research. It measures a variety of areas including parental engagement in decision making, involvement, how the district can encourage involvement. Survey results from 2017 indicated that 89% of parents agreed/strongly agreed that their child's school encouraged parental involvement and 87% indicated that they felt comfortable participating in activities at their child's school.  61% of parents agreed/strongly agreed that they had a say in the decision-making process at their child's school (an increase of 6 percentage points from the 2016 survey). When asked what would help parents become more involved, 49% of parents indicated that they would like more information to support students at home, 41% would like more convenient times for participation and 38% would like more information on opportunities to get involved. The MVWSD Local Control Accountability Plan (LCAP) goal 4 calls for the District to ensure a safe, healthy, and respectful District and school environment to increase engagement, involvement, and satisfaction of students, staff, parents, and community members. Action 12 calls for the District to increase participation by staff, parents, and students in school and district leadership opportunities including district committees. The District has a variety of Task Force/Committees in 2018-19, including: Health and Wellness Advisory Committee, Professional Development Committee, Dual Immersion Advisory Committee, Science Advisory Committee, two others focused on school and workplace safety. Action 4 of this goal states that the District will continue to have School and Community Engagement Facilitators (SCEF) at each site.  SCEFs are a District created position. They are a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. Their responsibilities include serving as a resource to students and parents regarding district and community agencies, resources, parent education, and other events and activities that are linked to positive student outcomes. Goal 4, action 5 in the District LCAP calls for SCEFs to work with staff, students, and parents to develop plans and strategies to maximize student and parent attendance, engagement, and connectedness to their school, District and community. 57% of parents agreed or strongly agreed that the SCEF had reached out to them and 61% said that they had been encouraged by the SCEF to get involved in school events. An event coordinated by our SCEF team is Parent University. Parent University is the District's parent education series (LCAP goal 4, action 10). Each month parents are invited to attend workshops on varying topics. The District provides transportation and child care. The District will continue to work to engage parents and will measure progress yearly.||Met||2018
19647330122754|Valley Charter Elementary|3|Ninety-seven percent of parents surveyed reported that they were very satisfied that VCES is achieving its goals as set forth in its Mission Statement. Ninety-eight percent of parents surveyed are highly likely to recommend the school to friends and family. Over ninety-seven percent of parents feel welcome in the main office, in the school, and in their child's classroom. Ninety-one percent of parent guardians feel welcome at school events. Over ninety-six percent of parents report feeling very satisfied in regards to weekly communications and communications regarding emergency procedures. The survey was developed to be consistent with the school's LCAP and the VCES charter.||Met|Valley Charter Elementary School is moving from a local survey measure to a nationally-normed feedback survey in the 2018-19 school year.|2018
50710840000000|Gratton Elementary|3|Gratton School District administers a Customer Satisfaction Survey every other year.  The survey was created by the district to encourage participation in decision making by seeking input to give a rating of service and include comments for the following areas: 1.  Administration 2. Support Groups 3. District Programs 4. Facilities  5. Classroom Teacher  6. Classroom Curriculum    On a scale of 1 (Unsatisfactory) to 5 (Outstanding), the overall average rating for all of the above was 4.7.  All comments are presented to the staff, Site Council and Board through the Local Control Accountability Plan process.||Met||2018
33670410000000|Desert Center Unified|3|Parents input is developed through our School Site Council meetings as we have over 80% of parents in attendance.|Parent participation and input is solicited through our School Site Council as well as the numerous field trips and activities that are held at the school.|Met||2018
41689320000000|Pacifica|3|The Parent/Guardian survey we used for a second year is by Panorama.  The initial survey given in April 2017 surveyed parents/guardians perceptions around barriers to engagement, family engagement, learning behaviors and school fit.  Key findings from the April 2017 survey included that 85% of response were favorable to questions around barriers to engagement; 37% responded favorable to question around family engagement; 53% responded favorable to question around learning behaviors; and 61% responded favorable to question around school fit.  The April 2018 survey was changed so that we could gain parents/guardians perceptions on progress toward (1) seeking input from parents/guardians in school and district decision making; and (2) promoting parental participation in programs. LCAP metrics were created around these two goals. The April 2018 Survey Key findings 86% of parents/guardians responded favorably to questions around their input in school and district decision making opportunities. 90% of parents/guardians responded favorably to questions around being encouraged and feeling welcome to participate at their child's school.||Met||2018
44697996119077|Watsonville Charter School of the Arts|3||The Watsonville Charter School of the Arts chose this measure because we understand the importance of involving parents at the decision-making level. We have an active governance board which includes administration, teachers, and parents, as well as a healthy Home & School Club which is run specifically by parents.  As a parent participation school, we follow district guidelines in which all volunteers on campus must pass fingerprint clearance and show a negative TB test result.  Our leadership governance committee is responsible for setting school policy, renewal of our charter, and working collaboratively with school site to measure academic progress.   The Watsonville Charter School of the Arts chose this measure because we understand the importance of providing parent education so parents can become effective partners in advocacy and supporting their students to succeed. During the 2017-2018 school year, we provided educational opportunities for the whole family to learn different math strategies, coding programs, and a variety of art techniques.  This school year it is our hope to provide outreach to the middle school families in regards to cyber safety, saying no to drugs and alcohol, and college & career readiness.  Throughout all of our evening events, we have families who provide child care as well as translation services.|Met||2018
52715550000000|Kirkwood Elementary|3||"Kirkwood LEA regularly seeks input through parental input at Site Council meetings regarding student assessment and achievement related to English Language Arts.  The Site Council analyzes iReady grade level assessments & CAASPP data in both ELA and Math and makes recommendations regarding ways to improve our academic programs.  The LEA chose iReady assessments in order to provide parents and staff ongoing formative assessment data as data as indicators of student achievement.  Teacher discussions based on lower test data in LEA led to the recommendation to the LEA to purchase the following reading programs to improve our program.  ""Words Their Way"", ""My Typing"" and ""Handwriting without Tears"" were purchased to improve our ELA program."|Met||2018
49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|3|Parent engagement/survey data was conducted in April, 2018.  Key findings from our parent/student survey found that communication was rated a 7.8 overall (on a scale from 1-10). The use of multiple forms of communication (email, remind app and Friday progress reports that are sent home) help to insure that parents are kept well informed about student progress and upcoming events. Parents rated the program an 8 overall (out of a 1-10 scale). Motivation for attendance of Sixth Grade Academy is to jump start their student’s junior high experience and allow them to have multiple teachers. It is almost always a shared decision between parents and students to attend the Sixth Grade Academy. Parents are encouraged to participate in field trips, outdoor education, art docents, and volunteering throughout the year. Almost all parents participate in at least one opportunity to participate and/or volunteer at the Sixth Grade Academy.||Met||2018
39685440000000|Jefferson Elementary|3|In the 2017/2018 school year JESD administered the CA Healthy Kids Survey to parents in the District. The results of the survey were classified into two categories; things parents felt very positive about and things parents felt could be improved. The District chose this survey as it directly addressed the actions and services in Goal Two focusing on fostering positive relationships between staff, students, parents, and the community as part of a successful learning environment. Things Parents felt very positive about included that they felt welcome at the school and informed about school activities. The school encourages parents to be an active partner in educating their child. At this school, the staff really cares about my child. My child is safe at this school. Drugs, alcohol, and cigarettes are not a problem. The school building is clean and well-maintained. This school has high expectations for students. My child’s teachers make themselves available to me. Things parents felt could be improved was offering students additional healthy food choices at school. When my child does something good at school, I don’t always hear about it from the school. Parents would like to see more information regarding college and career readiness for their students.||Met||2018
49402466051932|Mary Collins Charter School at Cherry Valley|3||MCCV has three very active parent groups. The MCCV Ed Foundation, the PTA, and The Friends of Cherry Valley Library. These three groups meet regularly to discuss academic goals, school culture and climate, and budget priorities. Each one fundraises to support teaching and learning for all students in our LEA. Each of these groups have members from all stakeholder groups, and they regularly plan family events to encourage parent engagement. A quarterly family math night is one example. We also have an advisory council with representatives from all stakeholder groups, who meets regularly to review and revise the LCAP as needed.|Met||2018
49402466051981|Penngrove Elementary|3||Penngrove Elementary Charter School has three very active parent groups: Friends of Penngrove PTA, School Site Council, and our ELAC. These three groups meet regularly to discuss academic goals, school culture and climate, and budget priorities. The Friends of Penngrove PTA fundraise to support teaching and learning for all students in our LEA. Each of these parent groups have members from all stakeholder groups, and they regularly plan family events to encourage parent engagement and participation.  Last year, Penngrove staff and students hosted the very first Cafecito event where parents discussed topics of their choice in a group setting.   The parent community is constantly engaged and participating in school programs via communication channels like Smore, Remind, Twitter, Instagram, Facebook and the school website.|Met||2018
49402460000000|Petaluma City Elementary/Joint Union High|3||Petaluma City Schools focused its energies on seeking input from parents/guardians in school and district decision making in the following ways: -district leadership worked with site administration on using each school's Single Plan for Student Achievement (SPSA) as a tool to increase parents/guardian input in school decisions focused on student learning; -a concerted outreach to include more parents/guardians in the development of the Local Control Accountability Plan (LCAP); -with input from parent/guardian participants in the development of the LCAP, a plan was developed to further increase parent/guardian involvement for the 2018-2019 school year.|Met||2018
49402460128157|Gateway to College Academy|3||During this reporting period, Gateway to College Academy (GtCA) Charter High School held several parent engagement events, such as Friends & Family Day, New Student Orientations, and other community-centered engagement events. During these events, parents/caregivers were encouraged to participate in the School Site Council. This Council met five (5) times during this reporting year and provided the opportunity for parent engagement and shared decision making. This groups is charged with discussing school academic goals, school culture and climate, and budget priorities.|Met||2018
49708620000000|Petaluma Joint Union High|3||Petaluma City Schools focused its energies on seeking input from parents/guardians in school and district decision making in the following ways: -district leadership worked with site administration on using each school's Single Plan for Student Achievement (SPSA) as a tool to increase parents/guardian input in school decisions focused on student learning; -a concerted outreach to include more parents/guardians in the development of the Local Control Accountability Plan (LCAP); -with input from parent/guardian participants in the development of the LCAP, a plan was developed to further increase parent/guardian involvement for the 2018-2019 school year.|Met||2018
33671730000000|Palm Springs Unified|3|Palm Springs Unified School District gathers information through multiple methods each year as part of developing the Local Control Accountability Plan (LCAP).  Input meetings were held from October 2017 through May 2018, focused on reviewing data and collecting feedback and suggestions from attendees.   These meetings occurred during DELAC, School Site Council meetings, open community meetings, and other input session formats.  In addition, the District issued an LCAP input survey, receiving 2,237 surveys from “Parent/Family Members” via the survey portal in the Spring of 2018.  These surveys allowed stakeholders to rate the effectiveness of current practices and provide input regarding next steps or new programs needed for the school district.  LCAP action effectiveness was rated by participants.  The survey is specifically designed to generate results directly connected to LCAP goals which reflect the Local Control Funding Formula priority areas.  Results from parent ratings were quite similar, with most actions and programs rating as either “Effective” or “Very Effective.”  Parents/family members placed high effectiveness ratings on student access to technology (91%), English Learner programs (86%), Linked Learning/CTE programs (85%), and a focus on a-g course requirement completion (83%) among other areas.  Extended school year programs (76%), and class size (77%) were areas with lesser effectiveness ratings, however ratings of all LCAP actions were marked with favorable ratings over 75% by the group.   Various new actions were suggested through the survey including continuing a focus towards accessing college, additional counselor supports, bullying prevention, student safety initiatives, and programs to support struggling students.  Parents and family members provided positive ratings of the District’s support of focus groups and parent organizations (78%), connecting parents to community resources (82%), and school-community supports such as translators and liaisons (85%).  The PSUSD Family Engagement Center continues to develop programs to address these areas, providing additional supports and adding programs at school sites.  PSUSD encourages parent participation in support programs connected to the District Family Engagement Center, District and School committees, and future LCAP input sessions.||Met||2018
24657630000000|McSwain Union Elementary|3|The LEA administered  parent surveys to our stakeholders.   Survey questions were based on anticipated parental perceptions of the LEA.  Alignment of responses with current LCAP actions has taken place as a result of stakeholder feedback on the surveys.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making were that parents saw STEM as a learning priority for students and that parents viewed bullying as an issue within the district.  Future staff trainings will be centered around STEM and NGSS.  The key findings from the survey related to promoting parental participation in programs were that parents participate when given an incentive or can feel direct involvement of their child(ren).  We were able to lure families onto campus with the opportunity to be entered into a drawing for a prize and also when their child(ren) participated in a school presentation.  The LEA chose the selected surveys to obtain parent input regarding our current LCAP goals.  Based on results from the surveys, we determined that parents are concerned with bullying on campus; therefore, we added an LCAP action to bring anti-bullying presentations to school for all students and families.||Met||2018
33736760000000|Coachella Valley Unified|3||1) Progress towards seeking input from parents/guardians in school and district decision making   CVUSD uses parent participation in School Site Councils (SSCs), English Learner Advisory Committees (ELACs), and the Superintendent District Advisory Council meetings to measure progress in seeking input and building capacity in working collaboratively.  19 out of the 21 schools reached quorum in at least 5 school site council meetings. 15 out to 21 schools reached quorum in at least 4 ELAC meetings and 16 of our 21 schools sent at least one representative to the Superintendent’s Advisory Council.  We also administered the California Healthy Kids Survey (CHKS) to students in grades 5,7, 9, and 11 and all parents and staff, to survey school climate. Child Welfare and Attendance (CWA) collected and analyzed data from 1,100 parent surveys throughout the district to address their needs. In addition, we completed a parent needs analysis survey with 1,812 parents completing the survey.   2) Progress towards promoting parental participation in programs  CVUSD promotes parental participation in many ways. Parent centers were opened at all school sites staffed with part-time Parent Center Liaisons. The district offers two main programs in the area of parental education: 1) Parents on a Mission - focuses on addressing the social-emotional needs of students and parents at the secondary level and 2) Parenting Partners - an elementary program whose aim is to educate parents on creating a structure and environment that is conducive to academic success. School sites also offer additional workshops and activities based on the identified needs at each school site. CVUSD uses parent workshop attendance in order to measure progress in promoting participation in addition to parent surveys to develop our parent engagement programs at CVUSD. Over 3,000 parents (duplicated counts) attended our workshops, which make up for 16 percent of our total parent population.    3) Why the LEA chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP.  CVUSD chose to focus on parental participation, attendance and surveys to measure parent engagement. Participation from parents supports CVUSD’s LCAP Goal 1) Increase student achievement and other pupil outcomes to prepare all students for college, career, and citizenship in the 21st Century and LCAP Goal 3) Increase engagement and collaboration among students, parents, staff, and community members. By surveying the parents, we can collect their input and develop/modify services based on parent input.|Met||2018
44698070110007|Ocean Grove Charter|3|Our school values the role of the parent in the education of their children. As part of our school’s continuing effort to engage parents and guardians in decision making at the school level, we created an Academic Support Survey to gather information about the needs of our students. The survey was sent via email in April 2018 to all parents and Educational Specialists (teachers). As a result, 82 Education Specialists and 326 parents completed the survey to give their input on what their student’s greatest academic needs are. The survey results were discussed during an online LCAP Advisory Meeting (May 3, 2018) in which all parents were invited to attend. Additional input from parents was gathered during this meeting and at the Governing Board meeting. Based on the feedback received from parents and other stakeholders on our Academic Support survey, the 2018-19 LCAP goals and action items were developed to directly reflect the parent feedback. For example, survey results showed that stakeholders believed their students struggled most in the areas of English Language Arts and Math. They further indicated that to increase academic success additional classes with vendors and in-person tutoring would be most helpful.  Thus, in our 2018-19 LCAP, we have Goal 2, Action Step D: Implement a math theme to inspire student interest & expand math academic support for families including curriculum, instructional techniques & tutoring options and Goal 2, Action Step E: Provide academic support to identified student subgroups in ELA & Math, offering a wide range of options, including in-person & virtual opportunities. Within these two action steps, we offer students the opportunity to participate in on-site math classes, in person or online math tutoring, intervention curriculum options, intervention tutoring in ELA & Math, YUP tutoring services, tutoring for Special Education students, etc. The survey and feedback results during advisory meetings also indicated that families were looking for additional opportunities to interact with their peers. This feedback led to the development of Goal 1, Action Step A: Provide access to in-person student engagement opportunities for families. Under this action step, students have the opportunity to participate in field trips, family days, spelling bees, park days, graduation and other family engagement opportunities.  It is important to note that in our parent-driven school model, parents have monthly direct interaction with their ES and also actively participate in the programs put in place through our LCAP action items. This participation may include attendance at parent webinars focused on understanding program options, discussions with their child’s teacher in selecting a suitable tutoring option, working with their teacher to select appropriate curriculum, and/or through collaboration with their selected tutor during the tutoring process.||Met||2018
07100740000000|Contra Costa County Office of Education|3|The number of parents who are involved in parent meetings, trainings, and other opportunities related to students with special need and other designated target groups increased by 36%. Parents can enroll in COPE parenting classes and family counseling free of charge. Time is spent in the School Site Council training parents about how to participate In the decision making process. In March, parent surveys were mailed to 270 Mt. McKinley parents. These were mailed to the home address and included a self-addressed stamped envelope to return the survey. A link to an online survey was also included should parents prefer digital access.  Of the 270 surveys that were sent to Mt. McKinley parents, 24 were returned undeliverable and ten completed surveys were returned. The survey results were predominantly positive with a notable reduction in concerns about bullying.  66.67% of parents report a positive sense of safety and school connectedness.  Parents have indicated that a well maintained website and text reminders are more helpful in increasing the flow of information than a newsletter and the school continues to find ways to provide this to parents. The school staff worked with Probation to allow the parents of the student representatives to attend School Site Council meetings beginning in November 2017.  This information was presented to the Contra Costa County Board on 10/17/18.||Met||2018
52715060000000|Corning Union High|3|The LEA administers a survey to households throughout the community as part of its involvement with the Promise Neighborhood grant.  The results of this survey, along with other data, help identify the needs of the students at CUHSD and in the community.  Some recent examples of needs identified have been adding additional ELD supports and consulting with outside resources about how to best support our EL students, adding additional academic supports at the end of the school day for students that are struggling, and expanding the District's dual enrollment opportunities through the Community College.  The survey also indicated a strong interest from parents/guardians to be as involved as possible in their student's college/career planning.  This survey was utilized because the data relates closely to our two District goals stated in the LCAP: 1) Increase the number of students who are prepared for all post secondary opportunities they choose to pursue, and 2) Create a safe and well-maintained learning environment that promotes respect and responsibility among students.||Met||2018
36750510115089|Sky Mountain Charter|3|Our school values the role of the parent in the education of their children. As part of our school’s continuing effort to engage parents and guardians in decision making at the school level, we created an Academic Support Survey to gather information about the needs of our students. The survey was sent via email in April 2018 to all parents and Educational Specialists (teachers). As a result, 80 Education Specialists and 220 parents completed the survey to give their input on what their student’s greatest academic needs were. The survey results were discussed during an online LCAP Advisory Meeting (May 3, 2018) in which all parents were invited to attend. Additional input from parents was gathered during this meeting and at the Governing Board meeting. Based on the feedback received from parents and staff on our Academic Support survey, the 2018-19 LCAP goals and action items were developed to directly reflect this feedback. For example, survey results showed that stakeholders believed their students struggled most in the area of Math. They further indicated that to increase academic success additional classes with vendors and in-person tutoring would be most helpful. Thus, in our 2018-19 LCAP, we have Goal 2, Action Step D: Implement a math theme to inspire student interest & expand math academic support for families including curriculum, instructional techniques & tutoring options and Goal 2, Action Step E: Provide academic support to identified student subgroups in ELA & Math, offering a wide range of options, including in-person & virtual opportunities.  Within these two action steps, we offer students the opportunity to participate in on-site math classes, in person or online math tutoring, intervention curriculum options, intervention tutoring in ELA & Math, YUP tutoring services, tutoring for Special Education students, etc. The survey and feedback results during advisory meetings also indicated that families were looking for additional opportunities to interact with their peers. This feedback then led to the development of Goal 1, Action Step A: Provide access to in-person student engagement opportunities for families. Under this action step, students have the opportunity to participate in field trips, family days, spelling bees, park days, graduation and other family engagement opportunities.  It is important to note that in our parent-driven school model, parents have monthly direct interaction with their ES and also actively participate in the programs put in place through our LCAP action items. This participation may include attendance at parent webinars focused on understanding program options, discussions with their child’s teacher in selecting a suitable tutoring option, working with their teacher to select appropriate curriculum, and/or through collaboration with their selected tutor during the tutoring process.||Met||2018
51714070109793|South Sutter Charter|3|Our school values the role of the parent in the education of their children. As part of our school’s continuing effort to engage parents and guardians in decision making at the school level, we created an Academic Support Survey to gather information about the needs of our students. The survey was sent via email in April 2018 to all parents and Educational Specialists (teachers). As a result, 78 Education Specialists and 174 parents completed the survey to give their input on what their student’s greatest academic needs were. The survey results were discussed during an online LCAP Advisory Meeting (May 3, 2018) in which all parents were invited to attend. Additional input from parents was gathered during this meeting and at the Governing Board meeting. Based on the feedback received from parents and staff on our Academic Support survey, the 2018-19 LCAP goals and action items were developed to directly reflect that feedback. For example, survey results showed that stakeholders believed their students struggled most in Math. They further indicated that to increase academic success additional classes with vendors and in-person tutoring would be most helpful. Thus, in our 2018-19 LCAP, we have Goal 2, Action Step D: Implement a math theme to inspire student interest & expand math academic support for families including curriculum, instructional techniques & tutoring options and Goal 2, Action Step E: Provide academic support to identified student subgroups in ELA & Math, offering a wide range of options, including in-person & virtual opportunities. Within these two action steps, we offer students the opportunity to participate in on-site math classes, in person or online math tutoring, intervention curriculum options, intervention tutoring in ELA & Math, YUP tutoring services, tutoring for Special Education students, etc. The survey and feedback results during advisory meetings also indicated that families were looking for additional opportunities to interact with their peers. This feedback then led to the development of Goal 1, Action Step A: Provide access to in-person student engagement opportunities for families. Under this action step, students have the opportunity to participate in field trips, family days, spelling bees, park days, graduation and other family engagement opportunities.  It is important to note that in our parent-driven school model, parents have monthly direct interaction with their ES and also actively participate in the programs put in place through our LCAP action items. This participation may include attendance at parent webinars focused on understanding program options, discussions with their child’s teacher in selecting a suitable tutoring option, working with their teacher to select appropriate curriculum, and/or through collaboration with their selected tutor during the tutoring process.||Met||2018
49104960000000|Sonoma County Office of Education|3|87.5% (a 4.5% increase) of parents completing the survey reporting seeing themselves as a partner in their child's education.  64.5% of parents (a 5.5% increase over prior year)  attended the Community School Spring ILP conference. 80% of parents (a 20% decrease over prior year) attending the Probation Camp Spring ILP conference. It should be noted that the 2016-17 rate was 100%.  Method of parent outreach is continually reviewed for impact and effectiveness. It is hoped that a case management approach will improve outcomes even further. Collaboration and communication with outside agencies working with students and families continued but with not as much regularity as the previous school year. Parent interview as well as parent survey was used in an effort to gain additional parent perspective. Efforts will be made next year to ensure that more parents complete the survey at ILP conferences.||Met||2018
50710500000000|Chatom Union|3|Key findings from the survey related to seeking input from parents/guardians in school and District decision making:  parents expressed great interest in adding additional support programs, enrichment activities and sports selections.  Based on their input additional after-school classes were established and an intramural sports program was started in addition to the preexisting competitive sports program.  Back-to-School night added additional components to address cultural diversity.  Key findings were also utilized in decision making to determine which programs should be maintained or eliminated. o Key findings from the survey related to promoting parental participation in programs:  The results of the survey allowed the District to redesign the type of classes offered and content within the classes to be more specific to the needs and requests of parents.  As a result of the feedback, Parenting classes are being offered at the middle school site to increase more parent participation at the middle school level.  o The Chatom Union School District selected this survey because the questions are directly aligned with the goals listed within the LCAP.  The use of this survey allows the District to receive parent input on the areas of focus that allows the District staff and parents to work together and move forward together to accomplish the same goals with the greatest outcome.||Met|Surveys are sent annually to every parent and staff member in the District in order to seek input on ways to promote parent involvement in the development of programs and increase attendance at programs.  The survey also solicits input on ways to increase and improve services to all students.  The surveys are reviewed and discussed with all administration and the Local Control Accountability Plan committee which consists of parents, certificated staff, classified staff, administration and Board members.|2018
15634790000000|Fruitvale Elementary|3|The Fruitvale School Districts administers a locally developed survey to all parents in grades TK-8.  During the 2017-18 school year, 780 parents responded.  68% agree or strongly agree that the District seeks input from parents and guardians of the District and 27% were neutral.  Only 5% disagreed or strongly disagreed.  On a question that asked if the District promoted parental participation in school and/or district programs, 84% agreed or strongly agreed.  These questions were designed to help determine the level of parental engagement in the district, which is Goal 3 of the LCAP.||Met||2018
27102720112177|Monterey Bay Charter|3||1. The local educational agency's progress on at least one measure related to seeking input from parents/guardians in school and district decision making.  Progress has been made within the area of parents participating in decision making. This progress is measured by parent participation in administrative and board level committees, membership of parents serving on the Board of Directors, the Finance/HR Committee, and their participation in Parent Circle. Parents also participate in decision making by attending board meetings and providing public comment during Board meetings. Administrative and Board committees provide input on finances, operations, facilities, and policy development to Administration and the Board of Directors.   2. The local educational agency's progress on at least one measure related to promoting parental participation in programs.  Parents are not only actively engaged in the governance of the school they participate in Parent Circle. Parent Circle is the equivalent of a Parent Teacher Group and engages in fund raising activities and organizing events and festivals that supports the school's curriculum and students. They are also engaged in providing input and feedback concerning the school's Local Control Accountability Plan and directly engaged in supporting their children through volunteering as field trip chaperones, garden helpers, guest speakers, writing grants, and helping in the classroom. The Parent Teacher Education Group also has parent volunteers who help define and implement parent enrichment programming. This has included an introduction to Waldorf education, the importance of play and the impact of technology on developing brains, to name a few. Parents are also invited to multiple parent meetings throughout the school year to meet with their class teacher and learn about grade specific curriculum, child development, events, volunteer opportunities, field trips, etc.   3.  Why the local educational agency chose the selected measures and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.  These measures were selected as it demonstrates a high level of involvement of parents in the school decision making process and in programs. The parents are engaged from the classroom up to the governance of the school. The first area is not related to a Local Control Accountability Plan (LCAP) goal. The second one is related to an LCAP goal #1: Ensure Common Core standards are being addressed at the school and integrated effectively into the Waldorf curriculum from the vision statement to the classroom.   An action item to achieve this goal is to provide more enrichment opportunities for parents to understand the curriculum.|Met||2018
10767780000000|Washington Unified|3||WUSD parent and community involvement increased during the 2017-18 school year.  Over 30 meetings were held across the District to ensure that all stakeholders had multiple opportunities to provide input into the planning process.  407 participants participated in these meetings where efforts towards parent involvement and communication was noted as one of WUSD’s greatest areas of strength.  During the 2018-19 school year, WUSD school sites recorded parent contacts in the form of Parent Conferences, Parent Meetings, and events that directly targeted parents. There were 4079 recorded parent contacts, up from 3286 in 2016-17.   Sporting events and performances of any kind were excluded from this number. WUSD also offered parent classes during the year as a result of the LCAP parent survey that was administered. 6 parenting classes, including an English Acquisition class, were offered at multiple sites throughout the year. A parent survey is also administered yearly.  91% of parents surveyed have participated in at least one school meeting, conference, or event during the 2017-18 school year and 92% of parent surveyed feel welcome to participate in school activities.  89% of parents surveyed agree or strongly agree that their school effectively communicates with them regarding their child’s academic progress.   WUSD believes these metrics accurately measure the outcomes of WUSD LCAP Goal 2:  WUSD will operate with strong parent and community involvement, including efficient and effective communication and opportunities for parents to participate in their own educational development.|Met||2018
33671996105571|Innovative Horizons Charter|3|Innovative Horizons Charter School seeks active Involvement from parents, students, employees, and community members. To meet statutory requirements for stakeholder engagement, including engagement with representatives from the community and parents as identified in Education Code section 42238.01, Innovative Horizons sought input through committee meetings (ELAC and SAC) and surveys. Additionally, middle school students were surveyed for Input on the LCAP. In review of the surveys, data shows that overall the following focus areas are important or very important and in the following order: Field Trips and Assemblies: 85% P. E. and Sports Related Activities: 77 .1 % AVID (College and Career Readiness): 70.1% Safe School Climate: 69. 7% Visual and Performing Arts (VAPA): 68.2% Positive School Culture: 61.5% Student Engagement: 60.2%   IHCS parent and community engagement includes meetings and gatherings for the following purposes: AVID, ELAC, SAC, FIAT, Title I, CABE, Friday Flag Presentations, and Student Attendance Celebrations. Parents are further involved through our athletics and our visual and performing arts programs. These programs allow parents to observe the well-rounded and child-centered education our students receive while participating In physical activities and artistic performances. We also offered a school-wide opportunity for parents to come and use our technology to complete the Parent LCAP Survey. In review of the surveys, data shows that overall the following focus areas are important or very important and in the following order: Daily Attendance: 87 .2% Student Engagement: 83.9% AVID (College and Career Readiness): 81.7% Positive School Culture: 76.6% Family and Community Involvement: 72.9% Visual and Performing Arts (VAPA): 70.6% Innovative Learning Opportunities: 70.2% P.E. and Sports Related Activities: 67.4% Field Trips and Assemblies: 61 % Project Based Leaming: 60.6%   The input received from stakeholder groups was analyzed and used to develop goals for Innovative Horizons. Surveys revealed a desire to increase support for students. Innovative Horizons will continue to offer Advancement Via Individual Determination (AVID) to promote organization, study skills, and college awareness. A number of respondents from our English Leamer Advisory Committee (ELAC), and from our community/parent survey, stated they would like to see the AVID program developed. Due to the high unduplicated student count of 94% low-Income, English Learners, and foster youth, these services will be Implemented school wide. Input from stakeholder groups was used when developing LCAP goals. Survey results revealed that Innovative Horizons Is doing a good job of meeting the needs of the students. There was a strong desire provide Intervention teachers to support student achievement, provide clean and modem facilities, and provide standards aligned instructional materials. It was noticed there was not sufficient support for Foster Youth students.||Met||2018
49707306120588|Pathways Charter|3|Pathways conducts an annual survey of all parents. Results consistently indicate a very high level of satisfaction, not only with the overall school program, but also with parents' access to decision making and participation in programs. This survey, and its associated results, are on of the major data sources for establishing our annual LCAP goals, actions and services. A few highlights from this year's survey: 91% are satisfied or highly satisfied with Pathways overall; 85% would recommend or highly recommend Pathways to another family; 85% agree or strongly agree that they have been invited to meetings; 85% agree or strongly agree that the school stays in touch with families; 85% agree or strongly agree that the information released by the school is easy to understand and 92% agree or strongly agree that Pathways is safe.||Met||2018
50712820000000|Stanislaus Union Elementary|3|All schools administered parent surveys in English and Spanish to parents spring of 2018. Parent engagement questions were rated on an increasing scale of 1 to 5, 5 indicating ALWAYS and 4 indicating ALMOST ALWAYS. Below are the parent response averages across the district K-8.   The school adequately seeks input from parents and guardians in decision-making committees: 4.3  The district adequately seeks input from parents and guardians in decision-making committees: 4.0  My school adequately promotes participation in school programs: 4.3  My district adequately promotes participation in school programs: 4.0   SUSD chose to personalize each site survey based on feedback from site SSC and ELAC and district DELAC, LCAP Advisory, and Title I Parent Involvement Committees. All site surveys included the four items listed above. The findings relate to our LCAP Goal 2 and the activities/actions/services under that goal regarding involving in parents in decision making and school and district participation opportunities.  This information was presented to the board at a regularly scheduled SUSD governing board meeting on October 11, 2018.||Met||2018
55724130000000|Summerville Union High|3|Our WASC parent survey was sent out to all parent stakeholders in August of 2018.  An email and phone message was sent out to let people know that they could take the survey which was attached online or if they needed a hard copy to call and let us know. The results were very positive with regard to their students feeling respected (83% agree or strongly agree), staff acts as positive role models and there is a sense of teamwork among the staff (77-79% agree or strongly agree), the school has high academic expectations (77% agree or strongly agree), policies and procedures are clear (73%agree or strongly agree), handbook policies support a safe and academic campus (90% agree or strongly agree), high level of community support and involvement (94% agree or strongly agree), parents are offered a chance to be involved on campus, (96% agree or strongly agree), facilities are adequate to meet needs of students (85% agree or strongly agree), sufficient challenging courses are offered (69% agree or strongly agree), challenged by coursework (81% agree or strongly agree), academic support by teachers (71% agree or strongly agree).  Our focus needs to be more on communication of program options (dual enrollment with Columbia College, teachers returning parent calls in a more expedient manner, and making accommodations for students with specific needs.  See Summerville High School office for full survey results.||Met||2018
30664800000000|Cypress Elementary|3|Parent participation in Cypress School District Annual LCAP Survey included 613 parent responses across all six schools. The survey was available in English, Spanish, and Korean.  Survey notification and access were provided through a variety of communication tools: email, newsletters, voice messages and district/school website. When reporting on their involvement with CYPSD’s LCAPs, parents/guardians report they have been informed of LCFF and the LCAP through school and district communication, and that they had an opportunity to share their opinions on the actions in the LCAP through district surveys and decision-making committees (e.g., School Site Council). 88.% of responding parents/guardians agree that their families feel part of the school community and that the school supports effective communication and parent involvement. In open-ended responses, the most commonly cited themes parents/guardians described the strengths of their child’s school included: a variety of parent involvement opportunities, including volunteering, effective communication through a variety of means, and safe and engaging campus for all stakeholders. Parents/guardians indicated improvements in the following areas: social and emotional education for students and training for teachers, and a districtwide positive behavior support system. The survey was selected to have the ability to compare the results in an effort to show on-going reflection and progress over time. Survey focus questions were aligned to the local indicators: implementation of State Standards and course access, pupil engagement, and school climate.||Met||2018
37684520000000|Vista Unified|3|Vista Unified continues to partner with researchers from the University of California at San Diego (UCSD) to conduct an annual survey of students, parents, teachers and staff. The survey targets three grade spans annually, including one grade level from elementary, middle and high school. This annual research has been collected for five years, allowing for a robust review process to ensure that the results of the survey are valid and reliable. According to the annual report data, there is statistically significant evidence that parents are actively involved in decision making in all matters related to the development of the Local Control Accountability Plan (LCAP). The annual survey also indicates increasing levels of parental participation in programs. The survey results also indicate improvements in school environment, educational programs and trust with teachers and staff.||Met|The UCSD annual survey includes a section regarding the implementation of state academic standards. Survey results indicate consistent improvement in the implementation of Common Core Standards related to efficacy, resources, impact, expectations and actions.|2018
24737260000000|Merced River Union Elementary|3||The district believes that parent/school collaboration is the key to the success of its programs and their sense of belonging in the school system. In 2016-2017, the district used the data from the California Healthy Kids Survey to rate parents connectedness to school functions.  Based on that data, the district established a goal to increase parent involvement by 10% and began to track all data from the various Back to School Night, Open House and other school-related events.  Additionally, the district began to hold monthly district-sponsored breakfasts where it invited all parents to join them for breakfast.  This led to an increase of parent involvement at all events that the school provides. These unique opportunities open the doors for continued dialogue amongst the adults in the system as to how we can best work together to improve the overall setting of the school for all stakeholders. The district will once again use the CHKS for the current year and use that data to measure how effective it has been in including parents in the decision-making process. Due to the district is a rural single school district, the district has merged its School Site Council, Local Control Accountability Plan and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and give everyone the opportunity to provide feedback on the school's progress towards achieving its goals.|Met||2018
52715300000000|Flournoy Union Elementary|3|Priority 3 Option 1: Survey Flournoy Elementary School is a small rural school with an enrollment of 26 students, k-8.  The district does not provide transportation for students therefore our staff has the opportunity to interact with parents on a daily basis.  Additionally, parents have the opportunity to provide input to the staff at back to school events, school performances,  and other activities.  One key opportunity for parents to provide input on our program is through our student/parent conference schedule.  Each fall our instructional staff schedules meetings with all students and their parents to discuss our program, individual student progress toward meeting academic standards, plans for student growth, and to solicit any concerns the parents may have regarding their student progress. Each year in the spring our parents are asked to complete a survey designed by our staff to give the parents another opportunity to provide input regarding our program at  Flournoy Elementary School.  The survey was designed to align with the priorities outlined in our Local Control Accountability Plan. The key findings of our spring 2018 parent survey are as follows;  Our parents either agreed or strongly agreed with the following:  I feel welcome when I enter the School. My child feels safe at school. Students at my school are well behaved. My calls, emails, or notes to school staff are answered promptly. The learning environment at this school is excellent. I am satisfied with the extracurricular activities at the school.  90% I feel knowledgeable about what is going on at the school. I attend my child's parent/teacher conference.  90% I know how to help my child with his/her homework.  50% My child receives additional academic help when needed. I have been encouraged to volunteer at school.  90% I have been invited to participate in school planning activities.  90% I feel that my child has made adequate progress over the course of the year. My child has access to quality standards aligned textbooks and instructional materials (including technology resources). Support is provided for students with special needs.  Our parents rated the following as neutral:  I have been encouraged to volunteer at school.  10% I attend my child's parent/teacher conference.   10% I am satisfied with the extracurricular activities at the school.  10% I know how to help my child with his/her homework.  40%  Our parents rate the following as disagree:  I have been invited to participate is school planning activities.  10% I know how to help my child with his/her homework.  10%||Met||2018
15101570119669|Wonderful College Prep Academy|3||Wonderful College Prep Academy offers the following opportunities for parents to engage in decision making: 1. School Site Council - an opportunity for families and teachers to provide input into site based decision making. 2. English Learner Advisory Council - an opportunity for families to give input into the progress and programs related to English Learners. Meetings have been occurring regularly, on a monthly basis during the school year. This group of families has had the opportunity to review the LCAP, preparation materials for the ELPAC, and student achievement results.  Additionally, Wonderful College Prep Academy offers the following opportunities for family engagement and participation: 1. Parents Institute for Quality Education (PIQE). WCPA - Lost Hills partners with PIQE to train parents to partner with schools to navigate their child’s academic success. Some of the featured topics are: understanding the school system and becoming familiar with college requirements. 2. Curriculum nights - in the 17-18 school year events included an Arts Night; an SBAC preparation night; and an evening about high school program options, amongst other offerings. 3. Parent Teacher Conferences. WCPA also provides regular parent teacher conferences through which parents can engage directly with their child’s teachers. Lastly, Wonderful College Prep Academy has trained teachers to build relationships with families and facilitate effective parent teacher conferences.|Met||2018
47702500000000|Dunsmuir Joint Union High|3||(1) the LEA’s progress on at least one measure related to seeking input from parents/guardians in school and district decision making;  The School has diligently been inviting parents to participate in formulating the LCAP and SSP via back to school night, and Community Showcase night.  Evidence for attendance at these and other functions is found in our guest welcome sign in book, which was initiated several years ago and has documented participation as much as possible. Site Council attendance records show no parents have attended in 2017-18.  At back to school night, informal input is gathered from oral comments and anonymous written comments. This year we had may more comments submitted on our two questions at Back to School Night. One question was how to encourage more parent and community involvement. Answers recapped things we already have in place (offering food and giving students extra credit for parent attendance, and striving to put more fun and entertainment into the events we have), and also some new ideas, like mandated parent teacher conferences instead of voluntary ones. Parents also want more events, but trying to calendar them is a difficult thing. We increased the number of events a couple years ago to include a spring showcase and a spaghetti bowl art auction.  The school will maintain those events and look for ways to keep them fresh and fun.    (2) the LEA’s progress on at least one measure related to promoting parental participation in programs;  The school continues to request participation on site council and LCAP by sending out mailings explaining what they are, asking for feedback on goals and actions, and inviting them to meetings. Handouts were given to the parents at Back to School requesting their attendance and involvement and providing dates for the site council meetings and board meetings. This coming year the site council will host a parent meeting night for reviewing the parent involvement policies, and recommending changes if necessary. It will also host a meeting in the spring regarding federal grant goals and expenditures per ESSA. (3) why the LEA chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP.   The school chose these methods in order to cover all possible bases of communication with parents. The findings relate to the LCAP Goal #1, Measurable Outcomes #4 & #5.|Met|Parent attendance at Back to school night and College Night has increased steadily for the past 5 years, however, Community Forum and Spring Showcase have seen increased parent attendance for the past 2 years.   According to Surveys taken at Community Forum, most parents feel they are welcome at school and encouraged to participate. They know who to talk to about issues that matter to them Responses included ideas for more events and scheduled student meetings|2018
37680070000000|Cardiff Elementary|3|Cardiff School District administers an annual survey to all parents/guardians K-6 to seek input into district decision-making and promote parent participation. The survey findings indicate that the district has a high level of parent engagement and provides valuable input into our LCAP goals and priorities.||Met||2018
33736760121673|NOVA Academy - Coachella|3||Parent engagement at NOVA Academy Early College High School occurs through the input, feedback and participation at numerous events supporting students.  This year, NOVA Academy has involved parents in the following activities: School Site Council, Coffee with the Principal, Parent University nights on a variety of topics, FAFSA Night, Back to School Night, Open House, and Parent/Teacher Conferences.  Parents have also supported a number of school activities, including school dances, parades, recruitment events and Family Feast.  Parents were surveyed at the start of the 2017-2018 year to determine how school staff can best reach out to them and what topics they would find most helpful for future parent events.  Feedback from these surveys have helped inform practices at NOVA to better serve parents.  Additionally, we continue to utilize our Aeries communication tool to communicate with parents via phone, text and email in their appropriate home language.|Met||2018
34765050000000|Twin Rivers Unified|3|Throughout the 2017-2018 LCAP input processes we were able to capture the ideas of 2,977 people, 6,310 thoughts, and 56,108 ratings. 697 unique parents and guardians provided their input and from this we were able to successfully identify critical trends, ratings, and input necessary to fine tune our District LCAP work.   Key Findings: Parents want the best for their children and they value the learning opportunities and partnership that our school district provides.  Parents value our district field trip experiences, counseling support and the variety of curricular options and supports we provide.  They want us to continue to offer school site and district parent engagement opportunities, they want to be involved, and they know working together makes a difference.||Met||2018
05615640000000|Calaveras Unified|3||Parents are engaged at the site and district level through a variety of entities and opportunities, including School Site Council, ELAC & DELAC meetings, Parent/Teacher Clubs, high school booster organizations, LCAP Parent Committee, board meetings (regular and study sessions), parent workshops, school site family nights, and LCAP Program/Budget presentations at school sites.  The district has also partnered with community organizations to host a series of town hall meetings focused on safety.  Additionally, parent meetings were held at all six elementary school sites to gather input regarding the district’s recent decision to move 6th grade students to Toyon Middle School.  Enhancing opportunities for parent engagement continues to be a focus for the district.|Met||2018
54721570000000|Strathmore Union Elementary|3|The 2017-2018 district wide needs assessment was sent out in February of 2018. This survey was sent to every parent in the school. In addition, staff members, including all members of the bargaining unit, were given the survey. We also conducted the survey on-line with our 5th through 8th grade students, ensuring that everyone responded (anonymously) to every question. These surveys were conducted by the School Site Council with input from ELAC/DELAC. From these surveys we received a great deal of input from a variety of stakeholders. When parents were asked about the district seeking input from parents/guardians in school and district decision making, 80.9% responded that they agreed or strongly agreed that the district asks for their input in decision making. When asked about the school promoting parental participation in programs, 70% responded that they agreed or strongly agreed that they have the opportunity to provide input about programs. We use this local survey each year to see how we are making progress over previous years. This survey confirmed that the things we were already doing in the LCAP were important to our parents. It also confirmed that some of the things we have planned to do, but have not yet been able to (school security, more enrichment activities) were also important to them. Later, in March and April, the “Have You Heard?” surveys were taken out to people, including parents and community members, participating in various school events. Their responses to the questions were included in consideration for changes to the LCAP. Results of the assessment and surveys were shared with school administrators and then publicly shared at the school board meeting held on April 9, 2018.||Met||2018
12627450000000|Cutten Elementary|3|LEA’s key findings related to seeking input from parents/guardians: The Cutten District seeks input from parents/guardians in many ways.  Five of the ten member School Site Council are parents that actively participate in developing the Single School District Plan and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district.  Additional opportunities for input are available via parent  surveys, and during LCAP advisory and information meetings, Back to School events, and the three TK/Kindergarten Orientations. LCAP advisory meetings will be scheduled during the 18-19 school year.  An LCAP community meeting will be held in the spring.  The baseline, established in the 2016-17 school year, for parent participation at the LCAP community meeting was 20.  The goal for last year was 24 participants. We nearly doubled that, with 47 parents and guardians attending. This year, we hope to have at least 50 participants.  LEA’s key findings related to promoting parental participation: The Parent / Guardian participation baseline rates, established in the 2016-17 school year, are as follows:  98% attendance at parent/teacher conferences; 35% parent and student response to the LCAP survey; and 100% parent participation in IEP meetings.  Targets for 2017-18 were met. Targets for 2018-19 are as follows:  98% attendance at parent/teacher conferences; 105 parent and 155 student response to the LCAP survey; and 100% parent participation in IEP meetings. The Cutten District will continue to promote parental participation in a variety of ways.  The District will encourage parent classroom volunteers, parent participation at school events, and parent attendance at parent teacher conferences.   The District will continue to promote increased parent participation, and will implement some suggestions offered by parents in the parent and staff surveys. Though the district has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  Why the LEA chose the selected measures: The Cutten District LCAP includes the goal “Ensure a safe and welcoming learning environment where students are connected and fully-engaged in their education.”  Student connectedness and engagement, especially in elementary school,  relies on parent participation. Several actions/services in the District LCAP are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, planning and collaboration by school administration and staff to promote parent participation, and providing translation services, we will create an environment that allows for full participation in the school community.||Met||2018
49707220136465|California STEAM Sonoma II|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for California STEAM Sonoma ll is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person in Guerneville, CA and virtually.    Another goal that parents and students have supported on the LCAP is the goal of professional development for teachers, administrators and staff.  Teachers meet in professional learning communities at least once a month where topics such as social emotional growth are discussed.  Teachers, administrators and staff meet together at least two times a year at the annual school conference and the Summer school conference.  The school also provides advanced university coursework to teachers in order to support continued academic innovation and achievement.  The school also provides other professional development opportunities such as iNACOL for teachers and staff to report back to their peers about cutting edge online and independent study educational practices.|Met||2018
43695836118541|Charter School of Morgan Hill|3||Parent participation is a key component of CSMH’s mission and vision and is highly valued. The School utilizes a computerized check in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 775 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the School’s LCAP goals and ask questions regarding the budget. CSMH recently went through WASC re-accreditation, which involved engaging all stakeholders in evaluating past goals and formulating future goals and action plans. In 2016-2017, CSMH hired a half time Community Liaison and Outreach Coordinator to develop family engagement systems and activities that create supports for teaching, learning and student achievement. CSMH has identified strengthening the parent partnership in LCAP goal #4 – CSMH will engage all families as essential partners and encourage consistent participation in School experiences that support student success. The Coordinator also maintains and updates CSMH’s website and social media for the purposes of educating, celebrating successes and keeping the parent community informed. CSMH administered a parent perception survey in January of 2018. This survey focused on and gathered information in the following categories:  environment and culture, curriculum and programs, faculty, communication and facilities.  Overall, the survey responses were extremely positive. Oer 90% of the parents responded strongly agree or agree to the following questions:  My child likes to go to school, My child feels safe at school, The staff at CSMH treats my child with respect, I feel respected at CSMH, and I receive regular communication from the teacher(s) regarding what is happening in the classroom.|Met||2018
55751840000000|Big Oak Flat-Groveland Unified|3|A parent survey is distributed and the responses are collated annually to address parent concerns with the schools in the district. Parents and community members are utilized to help discuss goals for the schools in the district.Unfortunately parent response has been low, 18% of parents at the Elementary School and less than 10% for the high schools. The results are not statistically significant, due to low participation rate.  We are developing a district wide App to improve parent outreach and engagement. The parent survey will be offered electronically to improve participation.||Met||2018
23656230000000|Willits Unified|3|WUSD did an extensive survey of all parents. The survey dealt with all aspects of school from transportation, teaching models, building configurations and climate and culture concerns.||Met|The survey produce many changes in the district and has given rationale to many of the LCAP goals.|2018
09737830000000|Black Oak Mine Unified|3|BOMUSD utilized multiple strategies to engage all stakeholders in the process to give input into the priorities and goals of the Local Control Accountability Plan (LCAP). Members of the school community, parents, teachers, administrators, staff, students, and employee groups are invited to learn more about LCFF and LCAP and to participate in activities that inform the planning process. BOMUSD has a link on it's webpage to LCAP. Additionally, stakeholders (Parents, students, community members and staff) participated in an electronic survey to provide feedback on LCAP's features.   Key findings: Reviewing input from BOMUSD stakeholders revealed similar results to prior years with a shift in emphasis toward digital citizenship and social emotional learning for students on the Divide for 2018-19 with our greatest focus on reduction of the achievement gap through multiple measures. Specifically, expanding parental participation through access  of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Toolbox, Counseling Services, Educationally Related Mental Health Support and Positive Behavior Intervention and Support and refining the coordination of school based services that includes the implementation of district wide MTSS Model- with a focus on evaluating and prescribing district social emotional health and learning programs through our  (Family and School Support/Adverse Childhood Experience) FASST/ACES/WELLNESS Team.   BOMUSD chose the selected survey for reliability and context. The survey has been ongoing for over three years which makes comparing stakeholder data and findings consistent. Stakeholders helped develop the first survey in 2016.  For the 18-19 LCAP stakeholders reviewed the district’s data and budget, then recommended modifications to the prior proposed actions/services and expenditures based on reviews, discussions, and data analysis.Subsequently, this year's LCAP reflects modifications of previous measurable outcomes and metrics. The modifications were adjusted to align with new metrics such as the California Dashboard, Computer Assisted Technology Software such as Lexia Reading, ALEKS Math, and Accelerated Reader, Smarter Balanced Assessment Consortium (SBAC) and other goals and outcomes in regards to academic achievement and reduce the achievement gap.||Met||2018
07617210000000|Liberty Union High|3|1) After analyzing the results to the parent survey, our district found that 58% of parents either agreed, strongly agreed or didn't have an opinion on their feelings towards having a say in school-level decision making, with 5% responding that they didn't know. However, 37% of parents feel that they do not have a say in the decision making process at their child’s school and 39% of parents surveyed feel that they do not have a say in the process at the district level. When those parents were asked what would help increase their involvement, 58% responded with needing more information on involvement opportunities and 49% said communication between the schools and parents. Interestingly, when parents were surveyed about the access that they have with LUHSD staff, their responses indicated that a vast majority (81%) felt that they had the ability to communicate with administration, teachers and support staff when needed. When seeking input on the best way for LUHSD to communicate with parents 78% of parents say that email is the best way to communicate announcements and information, followed by text messages and automated phone calls. Despite the percent of parents that felt they do not have a say in the decision making process, 50% of parents said that the school district as a whole encourages parental involvement. 2) When looking at the data from our district’s parent survey regarding parental participation in programs, the most attended activities were Back to School Night (67% of respondents attended), Sporting Events (53% of respondents attended), Open House (51% of respondents attended) or some sort of Music or Drama activity (33% of respondents attended). Of the parents surveyed, only 16% responded that they did not attend a school activity within the last two years. Of those parents, 44% responded that more convenient times would increase involvement. When the perception of LUHSD parent involvement was surveyed, only 4% believed that parents were not involved at all, with 33% of parents perceived to be at least moderately involved. 3) Liberty Union High School District administered a parent survey in English and Spanish via Survey Monkey.  This survey was linked to our district website and parents were notified about access to the survey via automated call. The survey was open to all grade levels at all sites within LUHSD.   A record 1167 responses were submitted to the district.  The district designed this survey to address components within each of the priorities in the LCAP in order to gain the necessary feedback needed to evaluate our district’s progress towards those goals established for the LCFF priorities in the LCAP.||Met||2018
09619780000000|Rescue Union Elementary|3|Each year, the Rescue Union School District administers a survey to all parents and guardians to determine priorities, areas of strength, and opportunities for growth.  The survey is developed in conjunction with parents and guardians on our Local Control Accountability Plan (LCAP) Parent Advisory Committee (PAC) and administered in the early spring to inform LCAP actions and services.  This year, parent priorities included low class size, Social Emotional Supports, continued opportunities for meaningful engagement in Science, Technology Engineering, Arts, and Math (STEAM) activities, facilities modernization, and emphasis on multicultural understanding and appreciation.  Each of these priorities have been addressed through new or ongoing actions found in the 2017-2020 LCAP.  Parental participation is encouraged on committees including the LCAP Parent Advisory Committee, the District and Site English Language Advisory Committees, the Calendar Committee, School Site Councils, and the Superintendent’s Advisory Council.  Our district remains committed to collecting authentic and unbiased stakeholder feedback, and as such, we choose to use the survey created by the LCAP Parent Advisory Committee.  This survey, because it was created by parents and guardians in the community, specifically targets areas that parents and guardians care most about.  The findings in the survey influence the goals and actions in our LCAP, and the priorities that the parents identify are addressed through new, revised, or continuing actions and services.||Met||2018
15633130000000|Arvin Union|3|The district has administered a local survey to parents and guardians of students grades K-8 on a yearly basis.  To date, this has been a locally developed survey with questions related to academic instruction, safety and discipline, and parent involvement as these refer to:  LCAP goal 1 - all students attain increasingly higher levels of achievement on state state standards through grade-level standards-based instruction and targeted support (priorities 1, 2, 4, 7, 8) LCAP goal 2 - provide a safe nurturing environment within high quality facilities for students, staff, parents, and the community (priorities 1, 3, 6) LCAP goal 3- increase student attendance rates and engagement in school (priority 5)  These questions were developed with committee input and have been used for several years.  To more closely align with student survey responses, the district attempted to move to the California Healthy Kids Parent Survey.  In so doing, we found the district pilot of the Online California Healthy Kids Parent component resulted in few responses and disproportionate data.  To ensure having measurable data, the district sent out a paper-based local measure.  We will combine the best of both for the future, based on parent input, and use the paper-based California Healthy Kids Parent Survey. Parent input for survey implementation was gathered at District Advisory Council and District English Language Advisory Committee.  We continue to gather information in face to face meetings to clarify and confirm next steps.      Key findings of the local measure from 2017-2018 are reflected as follow:   An increase from 1 to 4% in parent satisfaction with academic progress, students feeling safe at school, being provided with information on how to help their child, and the school being responsive to their input and concerns is noted.  Security in their child's coming and going to school has decreased by 3%.  Parent perceptions of school cleanliness increased by less than 1%.   Parents reporting attendance at school activities decreased significantly by 9% however, the percentage of parents reporting they feel welcome at school increased by 5%.  These data elements directly relate to Arvin's LCAP Goal 2 which is Safe and Welcoming Environments.  The district has identified two key areas for continued focused attention.  The first area, to increase the number of parent surveys returned to ensure the district is hearing as many voices as possible.  This year, one survey will be sent to each family rather than with all students which will allow us to better track percentages of return.  The second area of focus is engaging parents to attend school activities.   Parent activities include Open House, Parent Conferences, Coffee with the Principal, Parenting Partners, Latino Family Literacy, Family Meals, Lunch on the Lawn, parent workshops, awards assemblies, and festivities.||Met|LCAP goal #2 specifically addresses Safe and Welcoming Environments for staff, students, and parents.  Elements to support this are included within the LCAP, Title I Parent Involvement, and Title III Parent Involvement.  The district and each site have increased the number and type of Parenting Workshops and classes with the support of Student Success Facilitators, the Family Resource Center, and Categorical Clerks.  The district has a new position of Parent Facilitator whose main role is to serve as a liaison of communication between the district and parents using social media, print, in-person meetings, and phone messages.  He continues to investigate new avenues to communicate in the 21st century.   Principals and district staff hold governance meetings, Coffee with the Principal, and large scale social events such as festivals, programs, lunch on the lawn, and family workshops throughout the school year.  We continue to expand activities at meetings to draw parents in (ie. art events, classroom visits, public speakers of interest to parents, and more.)|2018
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|3|In Fall 2017, Welby Way had 71% parent participation in the School Experience Survey. In order to determine whether Welby Way has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated “Strongly Agree” or “Agree” is noted next to the question.  1) I feel welcome to participate in this school. 99%   2) This school includes me in important decisions about my child’s education. 94% 3) This school provides me with information (verbal and written) I can understand. 98%  4) This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% 5) This school informs me about volunteer opportunities. 100% 6) This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 98%  7) I can easily find information about parent workshops or other programs offered at this school. 98%||Met||2018
50711670000000|Modesto City Elementary|3|Modesto City Schools provided a Local Control and Accountability Survey during the 2017-18 school year. The results were included in the district LCAP and presented to the Board of Trustees at the June 2018 meeting. A total of 1,365 parents completed the survey. Sixty-three percent of parent respondents state that the school provides ample opportunities for them to be involved, and they most commonly participate in Back to School Night (55%) and Open House (45%). Furthermore, between 68 to 94 percent of parent respondents believe that the school and/or district values their participation or input in a variety of parent involvement activities. Of the parent respondents who indicate that they did not participate in any parent activities this year, 45% report that they had scheduling conflicts and 21% were not sure how to participate. A more detailed analysis of the survey can be found on our website at https://www.mcs4kids.com/district/lcff-and-lcap/workshops-2017-2018.||Met||2018
34674130000000|River Delta Joint Unified|3|River Delta Unified School District (RDUSD) continued its partnership with the CORE Collaborative, which is a group of professional from various school districts who assist one another with strategies and implementation plans to improve the services in their districts. Being a part of this progressive group made RDUSD eligible to contract with Panorama Education. Panorama Education designed non-bias surveys on school culture and climate, teaching and learning, and school facilities and safety. The stakeholders who were asked to complete these carefully designed surveys were our students, teachers and parents. We choose to partner with Panorama Education because they are fully invested in understanding our needs and goals and dedicated to designing a survey that would best meet the needs of our stakeholders. The key findings from the parent surveys related to seeking input for school and district decision making and increasing parent participation were: (1) combine the feedback gathering sessions for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings (2) involve parents in collaborative work study groups when seeking input and making decisions about improvement efforts, and (3) make a concerted effort to communicate the parents' hopes, dreams and aspirations for their children to all of our teachers and school support staff.||Met||2018
19647330108886|Gabriella Charter|3|Annually, K-8 parents across Gabriella Charter School (GCS) are asked to participate in an engagement survey (e.g., the School Experience Survey designed by Los Angeles Unified School District or other). Several quality indicators below demonstrate that GCS parents have consistently rated their experience at GCS as positive, and agreed that they are aware of multiple opportunities to engage at the school:  In 2017-2018: 99% of parents reported they feel welcome to participate at their school. 95% of parents reported that they felt they were a partner with the school in making decisions about their children's education. 97% of parents reported that the school encouraged them to participate in organized parent groups.  GCS believes that the consistent engagement of parents on campus has a positive effect on school culture and ultimately on student achievement. Parent involvement in any aspect of the School encourages parents to become more involved in all aspects of their child's education, promotes partnership between staff and families, and gives students concrete evidence that their families value what happens at school. GCS makes a concerted effort to provide and promote a wide variety of opportunities for family engagement that fit the different skills, preferences, and schedules of GCS families. These include participation in formal parent groups (e.g. School Site Council, English Learner Advisory Committee, Room Parents, and the GCS Parent Association) and assistance with ensuring the GCS campus is a safe and welcoming environment. In 2017-2018, Gabriella Charter School chose to administer the authorizing school district's School Experience Survey to not only drive improvements in family engagement, but also use the data as a benchmark against similar schools within the District. In our LCAP, we used the School Experience Survey to measure family engagement (goal #4), aiming for 90% satisfaction level with our parents towards their children's education. We also analyze the results from this survey to help design programming to help parents meaningfully participate in their child's education.  Moving forward, GCS will continue to assess the best tool for gathering parent input to drive school priorities and supports, and may use an alternative survey.||Met||2018
54105465430327|La Sierra High|3|La Sierra parents participate in Parent Teacher Advisory  PTO, English Learner EL subcommittee meetings, Career Tech Ed CTE subcommittee meetings, Parent Enhanced Awareness for College and Career PEACCE meetings, and pastries with the Principal to seek engagement and support from parents.  85% or more of parents reported that they feel safe sending their students to school, buildings and grounds are clean, encourage student/parent partnerships, can communicate with all members, are invited to attend, implement, and evaluate school programs. They feel valued and can provide input into decisions made for the school||Met||2018
20756060125021|Minarets Charter High|3|Minarets Charter High School surveys parents twice a year. Generally we have over 40% of our parents respond to our surveys. We do a school specific survey in the FALL and a whole chartering district survey in the Spring.||Met||2018
19647330135509|Gabriella Charter 2|3|Annually, parents across Gabriella Charter School 2 (GCS 2) are asked to participate in an local engagement survey - for 2017-2018 we based our local survey on items from the School Experience Survey designed by Los Angeles Unified School District. Several quality indicators below demonstrate that GCS 2 parents have consistently rated their experience at GCS 2 as positive, and agreed that they are aware of multiple opportunities to engage at the school:  In 2017: 94% of parents reported they feel welcome to participate at their school. 90% of parents reported that they felt they were a partner with the school in making decisions about their children's education. 96% of parents reported that the school encouraged them to participate in organized parent groups.  GCS 2 believes that the consistent engagement of parents on campus has a positive effect on school culture and ultimately on student achievement. Parent involvement in any aspect of the School encourages parents to become more involved in all aspects of their child's education, promotes partnership between staff and families, and gives students concrete evidence that their families value what happens at school. GCS 2 makes a concerted effort to provide and promote a wide variety of opportunities for family engagement that fit the different skills, preferences, and schedules of GCS 2 families. These include participation in formal parent groups (e.g. School Site Council, English Learner Advisory Committee, Room Parents, and Parent Ambassadors) and assistance with ensuring the GCS 2 campus is a safe and welcoming environment. In 2017-2018, Gabriella Charter School 2 chose to administer a local survey based off of the authorizing school district's School Experience Survey to not only drive improvements in family engagement, but also use the data as a benchmark against similar schools within the District. In our LCAP, we used the data from the parent survey to measure family engagement (goal #4), aiming for 90% satisfaction level with our parents towards their children's education. We also analyze the results from this survey to help design programming to help parents meaningfully participate in their child's education.  Moving forward, GCS 2 will continue to assess the best tool for gathering parent input to drive school priorities and supports, and may use an alternative survey.||Met||2018
36103630000000|San Bernardino County Office of Education|3|"In a review of 2017-18 parent LCAP surveys, the following findings were present: 81% of parents feel that SBCSS schools encourage parent involvement and participation. 87% of parents feel that SBCSS schools do a good job of keeping students engaged (interested in learning). 89% of parents feel that SBCSS campuses are a place where students feel safe and protected. 88% of parents feel that SBCSS schools have enough instructional materials and technology to meet students needs. Parents were asked how SBCSS could improve parent involvement in school-related activities. The following answers were present: 32% Better communication (phone, email, websites, Blackboardconnect, etc.). 25% More school events in the evening. When asked about if they knew the school provided the following services, the following findings were present: 71% of parents knew about School Site Council opportunities to provide input. 78% of parents knew about FREE individual and family counseling sessions. 75% of parents knew about the varied resources available for homeless students, foster youth and unaccompanied youth and families in need. 76% of parents knew that we provide bus passes to students who qualify for transportation assistance. It is clear from survey results that our parent community values the services that we provide. When asked, ""I believe this school can better meet the needs of its students because........"", the following findings were present: More than 50% of parents listed as their top three reasons one of the following: 1. Smaller campuses and smaller class sizes 2. Highly Qualify Teachers 3. Strong Principal Leadership As we continuously strive to improve on the services we provide, SBCSS recognizes that having significant parental engagement and involvement is a pivotal component of providing an educational experience that will meet the needs of the students we serve. Our survey questions (survey instrument) were developed internally with our administrative team to concisely and accurately discern the perceptions and expectations of our parents in the core accountability domains (state & local priorities). Our Special Education School staff also take tremendous pride in garnering parent participation and involvement. Parent involvement in the Individualized Education Program (IEP) process is one of the most crucial components of SBCSS being able to provide a Free and Appropriate Public School Education (FAPE) to our special education students. Parents in our special education school consistently attend school-sponsored events, attend school site council meetings and participate in school and district-level trainings that help them provide greater freedom (and positive outcomes) for their students with disabilities. With constant review and revision, SBCSS continues to make strides in meeting both the needs of our students, parents and families."||Met||2018
19647330117036|Enadia Way Technology Charter|3|Enadia Way Technology Charter uses LAUSD's School Experience Survey. The parent participation rate was 89% in both 2016-2017 and 2017-2018.  1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making are: 89% agree to strongly agree in 2016-2017; and 97% agree to strongly agree in 2017-2018. 2. The key findings from the survey related to promoting parental participation in programs falls into a range of questions that have to do with being informed by the school and being given opportunities to participate in programs at the school. The parent responses range from 91-99% agree or strongly agree in 2016-2017; to 93-100% agree or strongly agree in 2017-2018. 3. We chose to use the School Experience Survey because it is required by the LAUSD and is comprehensive in the types of questions asked of staff, parents/guardians, and students (grades 4-5). The annual survey results are used in the development of the LCAP and the priorities outlined in the LCFF under Goal 3: Parent, Student, and Community Engagement.||Met||2018
50712740000000|Shiloh Elementary|3|During the spring of 2017-2018 school year, the district compiled survey responses from parents providing feedback on school performance regarding parent/guardian participation and communication, student achievement, school climate and safety.  Key findings indicate that 90% of parents feel welcome and informed while knowing what teacher expectations were for their child(ren).  96% pf parents also indicated that they feel students are safe going to school, at school, and leaving from school.  The survey is based on the 7 C's Framework, a component of the Measure of Effective Teaching Project developed by the Harvard Project and led by Ron Ferguson and Rob Ramsdell.  In addition to information regarding parent inclusion and student safety, the survey explores parent opinion on school staff, students' social and academic needs, school culture and communication, as well as more general information such as public perception, assessment practices and school support provided to students and parents for sustained learning at home.  The district feels that the survey instrument successfully provides parents with an opportunity to provide feedback to the district regarding a wide range of criteria related to school and teacher performance.||Met||2018
50712740121558|Shiloh Charter|3|During the spring of 2017-2018 school year, the district compiled survey responses from parents providing feedback on school performance regarding parent/guardian participation and communication, student achievement, school climate and safety.  Key findings indicate that 90% of parents feel welcome and informed while knowing what teacher expectations were for their child(ren).  96% pf parents also indicated that they feel students are safe going to school, at school, and leaving from school.  The survey is based on the 7 C's Framework, a component of the Measure of Effective Teaching Project developed by the Harvard Project and led by Ron Ferguson and Rob Ramsdell.  In addition to information regarding parent inclusion and student safety, the survey explores parent opinion on school staff, students' social and academic needs, school culture and communication, as well as more general information such as public perception, assessment practices and school support provided to students and parents for sustained learning at home.  The district feels that the survey instrument successfully provides parents with an opportunity to provide feedback to the district regarding a wide range of criteria related to school and teacher performance.||Met||2018
20756060000000|Chawanakee Unified|3|81% High Quality School 88.7% Positive School Culture 85.1% High Quality Instruction 90.4% Quality of Information on School-Wide Communication  Parents see the following areas for improvement: 28.9% Academic Success 18.6% Social/Emotional Support 17.6% Add additional Extra Curricular Sports and Clubs  Parents would like to see these programs added: 20.3% Gate Program 53.7% Robotics 34.8% Instrumental Music   The parent survey was chosen because it was given online and we increase parent input from 76 parent responses to 288 parent responses. Questions were created based on LCAP goals that were established by input from all stakeholders.||Met||2018
20756060132936|Chawanakee Academy Charter|3||81% High Quality School 88.7% Positive School Culture 85.1% High Quality Instruction 90.4% Quality of Information on School-Wide Communication  Parents see the following areas for improvement: 28.9% Academic Success 18.6% Social/Emotional Support 17.6% Add additional Extra Curricular Sports and Clubs  Parents would like to see these programs added: 20.3% Gate Program 53.7% Robotics 34.8% Instrumental Music   The parent survey was chosen because it was given online and we increase parent input from 76 parent responses to 288 parent responses. Questions were created based on LCAP goals that were established by input from all stakeholders.|Met||2018
49709614930319|Orchard View|3|OVS seeks parent/guardian input annually through Parent/Guardian Surveys for grades k-7 and 8-12.  Parents/guardians serve on the school's advisory board which meets four times a school year, and Supervising Teachers meet on a regular basis with students' parents or guardians. At OVS, an Independent Study school, parents/guardians are active participants in choices regarding their children's education. Parents/guardians of students in grades k-7, with the guidance and oversight of the Supervising Teacher, make choices in regards to curriculum, attending on-campus classes, and instruction. Key findings from both the K-7 survey and 8-12th grade surveys reveal that over 90% of parents/guardians rated academic instruction at OVS at 4 or above (5 being the highest.) 90% or above of parents/guardians rated the following questions 4 or above: Supervising teachers are available to answer questions about assignments, student progress, and curriculum; OVS provides a safe and welcoming learning environment; OVS has adequate space to run their programs; OVS keeps families and students current with information about school programs and events; OVS directors are available to families with specific concerns, new ideas, questions about school activities, classes and policies. OVS looks carefully at parent/guardian's responses when scheduling classes. In the k-7 survey the top two requests for new classes were Maker's Lab and PE. Other key k-7th grade findings revealed that parents would like more information about field trips and homeschool events, and they receive most of their information via the school newsletter. 61% of parents/guardians responded that they would be interested in volunteering at OVS. In the 8-12th grade survey the top two requests for more classes were foreign languages and PE. 92% said their child had met with a college/career counselor.  Over 90% of parent/guardians received school information from the newsletter; 35% said they would like to volunteer at OVS. OVS creates the annual parent survey to obtain parental/guardian input as part of the LCAP and WASC process to inform the school when making LCAP and WASC goals and action plan decisions. The survey results are shared with staff, and the Advisory Board in a public meeting.||Met||2018
19647336016729|Dearborn Elementary Charter Academy|3|An annual School Experience Survey is given to every parent, staff member, and student (grades 3-5).  55% of parents, 78% of staff, 85% of teachers, 85% of students complete the survey. In order to determine whether Dearborn Elementary Charter Academy has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. I am a partner with this school in decisions made about my child’s education.  92%  I feel welcome to participate in this school.  98% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  97% This school provides me with information (verbal and written) I can understand. 98% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% Teacher responds to my needs in a timely manner.  98%||Met||2018
19647336019673|Van Gogh Charter|3|The results of the 2017-18 School Experience Survey in the area of Parental Engagement were analyzed to determine key findings.   The percentage of parents who indicated Strongly Agree or Agree are noted next to the survey question. 1. I am a partner with this school in decisions made about my child’s education.  92%  2. I feel welcome to participate in this school.  99% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  99% 4. This school provides me with information (verbal and written) I can understand. 98% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99%||Met|Our parental responses to the 2017-18 School Experience Survey in the area of Parental Engagement range from 92-99%.  This reflects Van Gogh's commitment to Parental Engagement.|2018
42767866045918|Peabody Charter|3|Peabody Charter School (PCS) has a long tradition of parent involvement.  A charter school since 1993, and the 21st charter in the state of California, Peabody has, from the beginning, welcomed parents to be a part of school activities and decision making.  The Board of Directors for example has four parent members, one of whom is currently serving as the Board president.  Parents run other committees, Parent-Teacher-Student organizations, English Learner Advisory Councils, the Peabody Foundation, School Site Council, and so much more.  All of these organization provide input and feedback to the goals outlined in the LCAP.    Peabody Charter School chose to use the California School Parent Survey (CSPS) from the Health and Human Development Program with WestEd. The survey was chosen because it is used by other local schools and districts and Peabody sought a way to compare apples to apples data.  The findings do relate to the LCFF priorities and inform LCAP goals.  This survey was given to one grade level across two grade spans.  PCS surveyed 5th grade in the K-5 grade span and grade 6 in the 6-8 grade span.  Key points shared with the Peabody Board of Directors about parent involvement included:  1. 96% of parents surveyed agree or strongly agree that the school provides opportunities for parents to participate in the classroom.   2. 87% of parents surveyed agree or strongly agree that the school respects all cultural beliefs and practices and is welcoming to parents. 3. 96% of parents surveyed agree or strongly agree that the school allows input and welcomes parents’ contributions and ideas. 4. 83% of parents surveyed agree or strongly agree that the school actively seeks the input of parents before making important decisions.   5. 98% of parents report that they feel welcome at the school.   It should also be mentioned that Peabody is the largest elementary school in Santa Barbara, serving a diverse population of students and their families.  This diversity is seen as a strength, and the data shows that the school is actively engaged in utilizing those strengths to improve the school experience of all students.||Met||2018
11754810000000|Orland Joint Unified|3|Orland Unified School District selected the Regional System of District and School Support (RSDSS) Family and Community Engagement Metric to measure the level of participation and engagement to decision making within the school system. 421 parents participated in our local parent-designed survey to measure the levels of engagement for English Only families and Spanish Speaking families.   Local Survey Results:    99 %--Overwhelmingly, parents/families indicated that they felt parent participation is important to  their child’s education. 82%--Parents/families  indicated their school encourages participation and volunteerism,  45%--Yet, not all Parents/families are interested in knowing the requirements to volunteer at your child’s school 42%--Parents/families indicated communication with their school was excellent 66%--Parents/families are eager for more.  A promising response in both English and Spanish indicated that they would be interested in attending educational workshops that teach parents or family members how they can help their children learn at home. 78%--Parents/families reported that they currently  participate in their child’s education by helping with homework, attending school events, and attending conferences.||Met||2018
36750510000000|Lucerne Valley Unified|3||The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.  The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, breakfast with the Principal, etc. This past year we increased opportunities for parental involvement. Some were more successful than others. We will continue to reach out for more opportunities of parental involvement.  Goal 3, Action 1 is directly tied to increasing parent involvement at our sites. Both Title 1 and LCFF money are allocated to expanding opportunities at all our schools.   Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.|Met||2018
34673300106757|Folsom Cordova K-8 Community Charter|3||We will have 3 Advisory Council meetings this year which will have parent, teacher, administrative and district representation and voice.  We will implement a parent survey which will gather input on needs and expectations to grow the program to include grades 9-12.|Met||2018
49709530105866|Woodland Star Charter|3|We recently concluded our survey of the community of parents at Woodland Star. We wanted to reflect back some of the feedback and perhaps address some of it generally for the public to observe. Firstly we had tremendous survey participation with 56 parent English or Spanish respondents. We found the comments portion of the survey particularly valuable. We asked two open ended questions requesting comments on what parents liked best and least. Nearly every respondent left thoughtful comments and suggestions. Interestingly, the positive feedback often mirrored the constructive. Clearly the community by in large loves its teachers and all that they do, as well as the environment that so many have worked to create and sustain. It appreciates the school’s consciousness around child development, our students’ individuality, and allowing children to become their best. Our curriculum was mentioned numerous times as well as the heart of the school residing at the center of the community of families and teachers.   We quantified the concerns, questions, and feedback in terms of topics as a temperature gauge of where the community would like to see the school grow or put more attention.   This is how it broke down generally. Our community is yearning for more Waldorf vision. There is interest in supporting the value of a media-free lifestyle, more growth in developmental health of our children and their social circles. We noted that budget needs and fundraising could be communicated better. He community would like it’s school calendar to reflect the great rhythms of the greater community. Academic rigor is appreciated. Volunteer participation could use some attention. Other issues mentioned were social issues, specialty programs, summer school, aftercare, communication, support for teachers, dress code, school lunch program, library, bus service, class sizes, parking, and Summer school. Obviously, the comments were far more detailed and constructive, but we thought you’d like to know what is on everyone’s minds!   This feedback, as well as feedback that we get from faculty, staff, students, and those that work with us at the district and other organizations are all incorporated into our faculty planning, school strategic planning, budgeting, and our Local Control Accountability Plan (LCAP).||Met||2018
41689650000000|Menlo Park City Elementary|3||A3: Full participation of all parent members for parent advisory committees. B2: 41% of parents reported being meaningfully engaged in their children's school (which is in the 90th percentile of similar school districts on Panorama Survey.)|Met||2018
55723550000000|Curtis Creek Elementary|3|Indicator: LCAP Focus Group meetings, 2017 CA Healthy Kids Parent Survey, School Site Council, and a monthly newsletter, Community Budget Meetings, Curtis Creek Parent Association (CCPA), Monthly Volunteer Trainings Status: Indicator met CA Healthy Kids Parent Survey (Grades 5 & 7, Sample Size 12) Allows input and welcomes parents’ contributions 60 % School encourages me to be an active partner with the school in educating my child 80 % School actively seeks input of parents before making important decisions 70% Parents feel welcome to participate 90 % School treats parents with respect 90 % Attended a school or class event 100 % The school lets you know how your child is doing in school between Report Cards 100 % Providing information about how to help your child with homework 66 % Promotes success for all students 90 % School provides quality counseling and supports for students with social or emotional needs 40 % Parents feel welcome to participate at this school 90 %||Met||2018
39684860000000|Banta Elementary|3|Each school year a parent survey is made available to parents for the purpose of identifying successful programs and practices as well as areas of concern. Results of the survey are shared with all parents via the school newsletter and website.  Of parents who responded to the survey conducted in the 2017-18 school year key questions from the survey indicate 81% of parents would participate in morning meetings with the principal to participate in the decision making process and discuss school improvement, 75% of parents agree that their child’s classroom is well managed, 76% agree that their child’s school is in good repair, 83 % believe their child’s school provides a safe and secure learning environment, 96 % feel welcomed at their child’s school, 96% agree that the overall climate of the school is positive. The survey has been a valuable tool for seeking input from parents and promoting parent participation in the decision making process.  Survey input assist the district in the annual revision of the LCAP.  In addition to the parent survey, the district engages the parents and the community through a variety of opportunities including Parent Teacher association (PFA), Parent/Teacher Conferences, Back to School Night, Open House, English Learner Parent Club, Banta Hay Day, Coffee with the Principal, Average attendance at these events is 90%.  30% of parents access the SIS Powerschool Parent Portal. A translator was available at all parent outreach meeting. 100% of parents of exceptional need students participated in Student Study Team, 504 and IEP process.||Met|Banta Elementary School District continues to expand approaches to communication with parents, including the district/school website, Alert Solutions messaging service, and School Newsletters.|2018
30664230000000|Anaheim Elementary|3|The Parent Interest Survey and LCAP Parent Survey are each used to seek input from parents in decision making.  The Parent Interest Survey is administered annually at the end of the school year to support planning for the subsequent school year.  It is administered each year to all Kinder through 6th grade parents at each school site.  The survey gathers input from parents about the types of parent education programs to be offered at both school and district levels.   The LCAP Parent Survey is administered each spring to a random sampling of parents across all grade spans and representative of all student groups.  Both surveys are available to parents in English and Spanish both electronically and in hard copy.  Results are shared with the LCAP committee to inform future goals and actions.  Key Findings regarding promotion of Parent Participation based upon 2017-18 Parent Interest Survey Results:  Parent Participation Rate - 6% increase from 2017-2018 to 2018-19. Parent Participation to support Decision Making - 28.2% increase from 2016-17 to 2017-18.    Parent Participation in Programs linked to student learning, social emotional development and relationship building - 1.4% increase from 2016-17 to 2017-18.  Key Findings from the 2017-18 LCAP Parent Survey: Parent Participation Rate - 21.6% decrease from 2016-2017 to 2017-18. Parents feel they receive useful information from the school on how to help their child's learning:  91%, maintained from 2016-17 to 2017-18. Parents feel the school offers two-way opportunities for communication from home to school and from school to home:  92%, 1% increase from 2016-17 to 2017-18. Parents are satisfied with current parent workshops, trainings, and classes offered at the school:  81%, maintained from 2016-17 to 2017-18.  Implementation of Parent Trainings to Build Capacity:   All school and district level parent involvement and training opportunities are aligned to the Dr. Epstein's Keys/Types of Parent Involvement. School site and district level parent capacity-building opportunities are  offered through the AESD Parent Leadership Institute where parents and district/school staff work collaboratively to build capacity in parent engagement.  The PLI provides parents with training, tools and resources to be active in site and district level decision making 2018-19 is our third year of implementing PLI.||Met||2018
56105610000000|Ventura County Office of Education|3|The LEA chose the selected survey because it was a convenient and accessible tool for stakeholders to use and to gain stakeholder input in areas such as how we communicate with parents, provide more opportunities for parental involvement at our sites, ensure all staff is aware of how parents are engaged or invited to be engaged at school sites while allowing responses to remain anonymous. Survey feedback is used to ensure LCAP alignment, to increase stakeholder engagement, as well as parental-school intercommunication. Yes, the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan which include: increase parent involvement, continue ongoing communication, improve parent engagement in the students’ educational program, improve communication between schools and community, and continue to establish partnerships between stakeholders and schools.||Met||2018
54719930000000|Lindsay Unified|3||Lindsay Unified has utilized site School Site Council (SSC) meetings to ensure that key stakeholder groups are aware of LCAP goals and progress, and give feedback on future LCAP planning.  SSC meetings are held monthly for parents to hear site level information and make site level decisions.  In addition, Lindsay Unified held stakeholder meetings with representatives from all school-site councils, the Migrant Program, Healthy Start, Preschool, the DELAC Committee, Site ELAC Committees, as well as learners, to gather input on the needs for the district LCAP. Small groups analyzed the needs of the learning community, examined data, and identified common areas of need. Three areas of need were identified: Math Curriculum, Tier II Interventions and Supports, and continued professional development. Actions address these areas of need within Goal 1 of the LCAP. After the meetings, follow-up letters were mailed to participants, informing them of the direct actions resulting from the LCAP input session.  LUSD has continued to offer more events where parents come to the school and experience learning related to a content area.  The goal is for parents to feel comfortable supporting their child when they are working on school related tasks.  Math nights, science fairs, and book/reading events increased parent participation.  In addition, our focus on technology has prompted parent meetings to teach how to access the learner management system and use their learner dashboard to gauge learner progress.  English Language classes are offered to parents, not only to develop their understanding of English, but also to increase parent knowledge of the school system. The district’s Family Literacy Project is another opportunity for parents of English Learners to learn how to support the development of literacy at home.  Expanded efforts promoting parental participation continue to support Goal 2 of the LCAP.  The LUSD measure is to gather documented evidence of parent activities.  This information helps to assess if school leaders are providing parent opportunities for quality time at the site apart from the traditional Back to School/Open House nights.|Met||2018
28662660000000|Napa Valley Unified|3|"In the most recent survey of parents, several topics were addressed; 1) involvement in district decision-making, 2) participation in programs, 3) School Safety, 4) Academics, 5) District Goal Achievement. On involvement in decision-making, English-speaking parents overwhelmingly responded Agree or Strongly Agree. Areas with highest such responses include: ""My involvement is valued at my school"", ""I am invited to participate in meetings and events"", and ""My student's school is good about keeping in touch with me"". In areas of Participation in Programs, parents responded Agree or Strongly Agree in; ""I am invited to meetings to learn about what's going on in my school"", ""When my student's school communicates with me, it's easy to read and understand"", and ""I have been given different options about ways I can be involved"". For School Safety, parents responded Agree or Strongly Agree were highest in all indicators; ""school is friendly, school is safe place to learn, school values cultural diversity"". In the areas of Academics, parents responded Agree or Strongly Agree to the following areas; ""If I have a question about my child's progress, a teacher or administrator will meet with me"", ""My child is challenged by what s/he is learning in school"", and ""My student's teacher holds high expectations for my student"". The district is meeting its goals most reliably to parents (Agree or Strongly Agree) in; ""My district teachers students in 21st Century Skills [Project Based Learning, 4Cs; Communication, Critical Thinking, Collaboration, Creativity]. In the same indicators, Spanish-Speaking parents responded with Agree or Strongly Agree most often as follows: Decision-Making; ""My involvement is valued at my school"", ""I am invited to meetings to learn about what's going on in my school"", ""I am invited to plan activities for family involvement"". In Participation, Safety, Academics, and on Goals Spanish-Speaking families responded with Agree/Strongly Agree in all categories. Highest areas for these families were; ""My student's school communicates with me in ways that are easy to read and understand"", ""My student's school is a safe place to learn"", ""If I have a question about my student's progress, I am able to speak to a teacher or administrator about it"", and ""My student receives a quality education at NVUSD""."||Met|In examining Parent Liaison Task Data, from the comments they put into the Student Information System, the following additional feedback can be shared; from a sample of 1049 comments, 40% of all contacts were for Attendance, 16% were Special Education-related, 13% were concerning Behavior Incidents, 10% were to arrange Teacher Conferences or Meetings, 8% were to Consult with parents around paperwork and/or resources, 5% were to Follow Up on previous calls, 4% were to refer students for or provide information about, After School Programming, 3% were to inform parents about missing or poorly completed Schoolwork, and 1% of their time was spent in unscheduled Interpreting.|2018
39686760000000|Stockton Unified|3||Parent engagement and involvement continues to be an important priority for Stockton Unified. Analysis of the 2017-2018 parent involvement survey (16,773 responses) and the 2018 LCAP parent survey (696 responses) indicated that parents felt SUSD encouraged parental input and participation. Across multiple measures, over 88% percent of parents on the parent involvement survey strongly agreed or agreed that the district involved parents in the joint development of the school plan, educated school personnel in collaboratively working and communicating with parents, ensured information presented was accessible, or supported schools’ and parents’ potential for strong parent involvement activities.  Additionally, 65% of  parents on the LCAP survey strongly agreed that school’s encouraged participation in school and district events. The three top activities attended by parents on the parent involvement survey included: back to school nights, parent trainings or workshops, and parent/teacher associations. During the 2017-2018 school year across SUSD, Realizing the Academic Dream (RAD) academies were hosted at 94% of schools, parent coffee hours at 97% of schools, and the Parent Ambassador Program was established at 13 sites. We closed the 2017-2018 school year with 95 family involvement activities,  2 Father Engagement STEM Workshops (160 Attendees), 4 Parent Involvement Professional Development Staff Training and provided 337 free books to families. SUSD will provide continued district-level workshops/training and cohorts to assist site staff and parents/guardians in planning and implementing effective strategies, and seek input from parents/ guardians in developing the workshops.|Met||2018
18641620135756|Long Valley Charter - Susanville|3|A spring survey was conducted to all parents.  The school's families have participated in annual surveys for over 10 years, making this a predictable and reliable means of gather feedback and input on the school's programs.  100% of parents responding feel encouraged to participate in school decision making, events and programs.  Long Valley is seeking to assure participation in programs and events fairly represent the demographics of the school.  The school's goal is to meaningful engage parents; survey results confirm meeting that goal.||Met||2018
41689160000000|Jefferson Elementary|3|Jefferson Elementary School District distributes two annual surveys to families. In November, each family receives a paper copy of a survey regarding climate for support of academic learning; knowledge and fairness of discipline, rules and norms; safety; sense of belonging (school connectedness); and academic expectations . This survey is also available online and translated in multiple languages. Results from this survey are included in the School Climate local indicator as well. The favorable responses for the Fall 2017 survey are as follows: climate for support of academic learning= 97%; knowledge and fairness of discipline, rules and norms= 97%; safety= 97%; sense of belonging (school connectedness)= 97%; and academic expectations= 95%. In March, families receive information about providing input in the development of the district plan called the Local Control Accountability Plan (LCAP). 52.4% of families completed the Fall 2017 survey. This survey is an online survey also translated in multiple languages. It asks families, students, and staff to provide input on the actions and services for each LCAP goal and State Priority Indicator. The results from the survey are shared publicly with the governing board and are taken into consideration when developing future LCAPs.||Met||2018
18641626010763|Long Valley Charter|3|A spring survey was conducted to all parents.  Long Valley has conducted a spring survey of parents for over 10 years; the predictability of the annual survey has proven as a reliable means to collect feedback and input on school programs.   100% of parents responding feel encouraged to participate in school decision making, events and programs.  Long Valley is seeking to assure participation in programs and events fairly represent the demographics of the school.  The school's goal is to meaningful engage parents; survey results confirm meeting that goal.||Met||2018
41690620000000|Sequoia Union High|3|Key findings from the parent input survey relating to seeking input from parents/guardians influenced school and district decision making in the following LCAP areas: Improve academic achievement for all with emphasis on subgroups- Priority 4  English Learners  Hispanics  Special Education  Improve campus climate and culture with an emphasis on graduation, attendance and suspension rates- Priority 5 and 6 Discipline Practices and Procedures Credit Recovery Options Support Systems for At-Risk Student Groups (9th and 10th grade) Summer School and Year Round Programs EL Graduation Rates Increase and improve parent participation and involvement in school activities- Priority 3 Parent Project Improve access to Standards-based curriculum in the four core areas (English, Math, Science and Social Science) and ELD- Priority 2 Common Core Units (English, Science, and Social Science) Standards-based instruction and materials  (Math and ELD) Improve access to and achievement in a broad course of study for all students - Priority  A-G, AP/IB Courses Online Classes  Credit Recovery Options (Summer School) Align and streamline services for Foster Youth and Homeless Students - Priority 9 (Local Priority) Mental Health Transportation Transition/Transfer Wrap-around Services  Parents/guardians expressed a need for the District to increase and improve parent participation and involvement in school activities.  The suggested remedy was that the sites and District generate more involvement in the Parent Project, which was seen by surveyees as the best tool for increasing parent input and involvement.  In addition, a Site Parent Engagement/Involvement Plan was mentioned as an action to consider in efforts to align all parent activities and means of support making it easier for parents to access.  As can be seen from the noted priority number next to each input area, all questions were framed around LCAP items.  We designed our survey questions specifically for the LCAP and our established goals therein.  We did this to ensure that the input we received would successfully inform the LCAP.||Met|We were pleased that, across stakeholder groups, there were some very clear common areas for growth: student engagement; staff development in technology and depth of knowledge, and parent participation.  The impact of these themes of feedback across our multiple consultations can be seen in our 2018-19 LCAP.  For student engagement, the most common actions requested were: more CTE offerings, more integration of meaningful technology, more student collaboration, and project-based learning.  In the area of staff development, we again saw the desire for more integration of meaningful technology, training for teachers on how to facilitate student collaboration and project-based learning, as well as how to help students communicate with each other on deeper levels of understanding.  Coupled with the expansion of the District's one-to-one program is increased staff development on how to meaningfully integrate technology into the curriculum.  Parents lauded the District for its accessibility and opportunities to participate, but felt the greatest area for growth was in getting parents to take advantage of these opportunities.  While the LCAP celebrates the fact that our stakeholders find the District welcoming, it also incorporates strategies for increasing parent engagement.   Were there space, we would list them here.  Since there is not, they can be found in our LCAP itself.|2018
33672310000000|Romoland Elementary|3|1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making: My school provides parent/guardian workshops on student advocacy and educational priorities: 44% Agree/Strongly Agree Parents/guardians are included in advisory committees, such as District Advisory Council (DAC), Site/District English Learner Advisory Council: 57% Agree/Strongly Agree  2. The key findings from the survey related to promoting parental participation in programs: Parents/guardians feel welcome at the school site: 80% Agree/Strongly Agree My school has family activities: 85% Agree/Strongly Agree  3. Rationale for choice of selected survey and relation of findings to the goals established for other LCFF priorities in the LCAP: The Annual LCAP Stakeholder Survey has been repeated annually since the inception of LCAP development. The LCAP Steering Committee, on which there are parent/guardian members, analyzes the results annually for trends in parent/guardian engagement responses. Needs are identified and prioritized for developing actions and services to be implemented to increase parent/guardian engagement. In addition to the annual survey, there is collection and monitoring of school site documentation (agendas and sign-in sheets) of parent/guardian participation in committees, such as School Site Council and English Learner Advisory Committee, and monthly Pastries with the Principal meetings.||Met||2018
19647336019186|Sherman Oaks Elementary Charter|3|In 2017-2018 , we had 57% completion rate. In order to determine whether Sherman Oaks Elementary Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. The school includes me in important decisions about my child's education 92% 2.I feel welcome to participate in this school. 98% % 3. This school informs me about volunteer opportunities 97% 4.This school provides me with information (verbal and written) I can understand. 98 % 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% 6. This school encourages me to participate in organized parent groups 98% 7. I can easily find information about parent workshops or other programs offered at this school. 92% 8. I feel comfortable supporting my child's use of technology at home 99%|x|Met||2018
15737420000000|Sierra Sands Unified|3||Seeking Input in School/District Decision Making: SSUSD continues to provide meaningful opportunities for parent/guardian input in school and district decision making.  The local metric is the measure of parent/guardian participation in board/district/school meetings, committees, and councils. In 2017-18, the district provided the following opportunities: Local Governing Board Meetings Parent Advisory Committee (PAC) LCAP Stakeholder/Community Forums Career Technical Education Advisory Committee (CTEAC) District English Learner Advisory Committee (DELAC) Superintendent’s Council School Site Councils Site English Learner Advisory Committee (ELAC) Promoting Participation in Programs: SSUSD continues to provide access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  Local Metric Selected: Measure of school site access to interpretation and translation services to support parent participation in district programs. Why the metric was chosen: Interpretation and translation services support increased parent/guardian participation in the district’s educational programs. Sustained access to interpretation and translation services supports the other LCAP priorities noted in the 2017-2020 plan.  (New Goal 3: Grow family and community partnerships that benefit students.)|Met||2018
37103710000000|San Diego County Office of Education|3|A local parent survey was administered along with seven community forums in locations across the county where we solicited input from parents and community partners, including Probation. Surveys were administered for all representative grade level groups, I.E., K-5 (Monarch) 6-8 and 9-12 at all community forums. The outreach events and parent/stakeholder surveys were chosen to provide an opportunity to give feedback on our LCAP and SPSA goals and the formation of our action plan priorities. Survey findings did show that parents and guardians are involved in district governance activities, DELAC, ELAC, SSC, and LCAP outreach activities.  The feedback from parent/stakeholder surveys and community forums were categorized and were included in our LCAP action plans in the following areas: Career Readiness and Technical Education, including hands on activities, certification, job shadowing, internship experiences, and opportunities to connect current education to future goals and opportunities.  Visual and Performing Arts (VAPA) opportunities were also key elements for inclusion in our programming, based on parent/guardian feedback.  Key components to support parental participation included: Direct communication from teacher to family on student progress Supporting Parents in direct classroom engagement Increased opportunities for Parent participation Selected survey consisted of items correlated to to LCAP priorities and intended to support further conversation on goals. Parent input to increase stakeholder engagement to support excellence in each student’s success through parent education to enhance home/school partnerships, with topics such as Restorative Practices, parent/child communication, college and career readiness, gang awareness, and American Sign Language.  We will continue to develop and refine internal and external communication systems to increase engagement of the students, parents, and staff with the schools.  Support the integration and transition of at­ risk, expelled students, foster youth, and English learners to be prepared to succeed in college and career by focusing on positive school culture and climate. Ongoing reflection on parent input and survey results will be reviewed at JCCS management meetings and LCAP leadership meetings.||Met||2018
36676860000000|Colton Joint Unified|3||CJUSD promotes participation of parents in school and district decision-making processes by building capacity in experienced parents who participate in a series of leadership workshops. These provide parents with key knowledge and skills necessary to become equal partners with educators in the process of deciding what programs and services we bring to our students. After successful completion of the leadership series, parent leaders serve as facilitators of DELAC meetings where they model to other parents positive interactions which include input to improve the services we offer to our community. Parent leaders serve and as co-facilitators of the English Learner Advisory Committee site meetings. Parent leaders initiate collaborative conversations with site administrators. The result of interactions between parent leaders and site administrators yield to less-experienced parents gaining the confidence to ask questions and offer insight to principals. This provides the ability to reach out to hesitant parents and invite them to actively participate at ELAC meetings. Parent leaders become mentors to their less-experienced peers.   In addition, CJUSD promotes parental participation in various programs related to the LCAP. Our Assistant Superintendent of Educational Services presents the LCAP to our District Parent Advisory Committee.  In anticipation of the presentation of the LCAP, Language Support Services provides DELAC membership with explanations as to what the LCAP is and why it is important that the Plan contains the parent perspective.  A draft of the Plan is presented to the District English Learner Advisory Committee (DELAC) for review before it is presented to our governing Board.  The committee conducts an annual needs assessment based on various student data presented by Language Support Services as well as the parents’ perspective based on their experiences with their students and their community.   CJUSD administered our annual LCAP survey to parents during the 2017-18 school year to gain input on the actions and services provided through our LCAP.  The LCAP survey was distributed district-wide to all school sites and a survey notice was placed on the district website, Facebook, Twitter, and the District “app”.  A few key findings include:  Parents feel welcome at the schools, the schools provide parent workshops to support parents in assisting in their students education, translation services are provided where needed, and parents have access to grades and attendance information.  Areas where more communication are needed is understanding the CTE pathways, and dual and concurrent enrollment. The information from the survey was provided to the Board of Education and the LCAP Committee.  As a result we continue to provide increased parent workshops, held a Community Cabinet meeting where parents were invited to tour the CTE pathways, and have increased the student services resources available in the area of mental and behavioral health.|Met||2018
40688090000000|San Luis Coastal Unified|3|"San Luis Coastal Unified School District administered a local survey to at all grade levels to engage parents/guardians in the process of developing the Local Control Accountability Plan (LCAP). In addition, parent meetings were held for DELAC, PTA/Booster Group Leaders, and DTAC, as well as general parent/community meetings. (LCAP Meeting Presentation). At each meeting, data was shared regarding our budget history, ten year budget projection, current LCAP focus areas, budget cuts for 2018-19, and information on the new accountability system. This data is also available on our District website. All parents/guardians were asked to complete an online survey with the following questions: What do you see as the ""mission critical"" components to our educational program as we remain committed to student achievement and wellness through our budget reduction process? Looking at the six focus areas, what do you view as the highest priorities? How do we ensure an inclusive process that involves all stakeholders through our Do you have any other comments or questions for the District? budget reduction process? Key findings from the survey related to seeking input from parents/guardians in school and district decision making included the following themes: Small class size is valued, especially for K-2 Academic achievement is “mission critical” Focus on effective instruction Curriculum, equipment, resources Technology, Arts, Electives Intervention and support Provide well-trained staff Early literacy intervention Preschool Summer School Transportation Culture of Care is a high priority Counseling/mental health support Parent education Emotional well-being of students Safe campus Strengthen use of technology Promote innovative ways to reach all students Personalized learning The impact of the information and ideas collected at the various stakeholder meetings and survey results was gathered, analyzed, and has been instrumental in the creation of the LCAP. Key findings from the survey related to promoting parental participation in programs has resulted in a direct impact on our LCAP Focus Area Three: SLCUSD will create an intentional culture of care that includes a focus on student social-emotional wellness and parent connectedness. Specific actions include: Enhance social-emotional support, including counseling model to ensure support for families and students in need, while increasing connections with community-based organizations. Provide comprehensive supports for EL, SED, Foster/Homeless Youth and other identified students and their families. Strengthen early connection to English learner and socio-economically disadvantaged families and identification of students needing support prior to enrollment in Kindergarten. Engage and educate parents regarding SLCUSD academic and social-emotional programs. LCAP survey was chosen as it directly impacts our LCAP planning and budget."||Met||2018
56726030000000|Simi Valley Unified|3|Simi Valley USD administered a parent/guardian survey to parents of grades JK/TK - 12 during the 17-18 academic year. The key findings are as follows: 1) 90.2% of parents either agreed to, strongly agreed to, or didn't have an opinion regarding their involvement in school-level decision making. Only 9.8% of parents disagreed or strongly disagreed that they do not have a say in the planning, implementation, and evaluation of programs at their child’s school. When those parents were asked what would help increase their involvement the majority responded with needing information and communication on the opportunities available to be involved. When seeking input on the best way for SVUSD to communicate with parents, 83% of parents say that email is the best way to communicate announcements and information, followed by text messages and face-to-face contact. 2) 82.4% of parents were asked about their interests, talents, and willingness to volunteer at their child’s school. 9.6% of parents who offered to volunteer at school were not contacted. Overall, 39% of parents attended 3 or more school workshops or events, 44% attended 1 or 2 school workshops or events, and 5% responded that they did not attend any school workshops or events. A survey was the most appropriate vehicle to provide the best access for such information from families. The findings relate directly to our Local Control and Accountability Plan (LCAP).||Met||2018
15739080000000|McFarland Unified|3|We issued the parent survey to all parents of students in grades K - 12. 66% of the surveys were from K - 5; 15% from grades 6 - 8; and 20% from grades 9 - 12. 96% of our parents feel that the district's main goal is to prepare their children for a successful life, college and/or career. 96% of our parents feel that the school and district seeks their input in making decisions.  98% of our parents feel the school makes time to discuss grades, academic successes, and areas of improvement with them as needed. We chose to use our LCAP Parent Input Survey to gather this data as it is a survey our parents are familiar with and it asks them specific questions regarding seeking their input in decision-making and promoting parent participation in programs. The data from our survey informs our action steps in our LCAP Goal 3 to increase parent engagement.||Met||2018
55724135530191|Connections Visual and Performing Arts Academy|3|Our WASC parent survey was sent out to all parent stakeholders in August of 2018.  An email and phone message went out to let people know that they could take the survey which was attached online or if they needed a hard copy to let us know. The results of the survey were very positive with regard to their students feeling respected (83% agree or strongly agree), staff acts as positive role models and there is a sense of teamwork among staff (77-79% agree or strongly agree), the school has high academic expectations (77% agree or strongly agree), policies and procedures are clear (73% agree or strongly agree), handbook policies support a safe and academic campus (90% agree or strongly agree), high level of community support and involvement (94% agree or strongly agree), parents are offered a chance to be involved on campus (96% agree or strongly agree), facilities are adequate to meet the needs of students (85% agree or strongly agree), sufficient number of challenging courses are offered (69% agree or strongly agree), students are challenged by the coursework (81% agree or strongly agree), there is academic support from the teachers (71% agree or strongly agree).  Our focus continues to be on communication of program options (dual enrollment with Columbia College, teachers returning calls in a more expedient manner, and making accommodations for students with special needs.  A full copy of survey results can be found in the school office.||Met||2018
39686760124248|Pacific Law Academy|3||Parent engagement and involvement continues to be an important priority for Stockton Unified. Analysis of the 2017-2018 parent involvement survey (16,773 responses) and the 2018 LCAP parent survey (696 responses) indicated that parents felt SUSD encouraged parental input and participation. Across multiple measures, over 88% percent of parents on the parent involvement survey strongly agreed or agreed that the district involved parents in the joint development of the school plan, educated school personnel in collaboratively working and communicating with parents, ensured information presented was accessible, or supported schools’ and parents’ potential for strong parent involvement activities.  Additionally, 65% of  parents on the LCAP survey strongly agreed that school’s encouraged participation in school and district events. The three top activities attended by parents on the parent involvement survey included: back to school nights, parent trainings or workshops, and parent/teacher associations. During the 2017-2018 school year across SUSD, Realizing the Academic Dream (RAD) academies were hosted at 94% of schools, parent coffee hours at 97% of schools, and the Parent Ambassador Program was established at 13 sites. We closed the 2017-2018 school year with 95 family involvement activities,  2 Father Engagement STEM Workshops (160 Attendees), 4 Parent Involvement Professional Development Staff Trainings and provided 337 free books to families. SUSD will provide continued district-level workshops/trainings and cohorts to assist site staff and parents/guardians in planning and implementing effective strategies, and seek input from parents/ guardians in developing the workshops.|Met||2018
39686766042725|Nightingale Charter|3||Parent engagement and involvement continues to be an important priority for Stockton Unified. Analysis of the 2017-2018 parent involvement survey (16,773 responses) and the 2018 LCAP parent survey (696 responses) indicated that parents felt SUSD encouraged parental input and participation. Across multiple measures, over 88% percent of parents on the parent involvement survey strongly agreed or agreed that the district involved parents in the joint development of the school plan, educated school personnel in collaboratively working and communicating with parents, ensured information presented was accessible, or supported schools’ and parents’ potential for strong parent involvement activities.  Additionally, 65% of  parents on the LCAP survey strongly agreed that school’s encouraged participation in school and district events. The three top activities attended by parents on the parent involvement survey included: back to school nights, parent trainings or workshops, and parent/teacher associations. During the 2017-2018 school year across SUSD, Realizing the Academic Dream (RAD) academies were hosted at 94% of schools, parent coffee hours at 97% of schools, and the Parent Ambassador Program was established at 13 sites. We closed the 2017-2018 school year with 95 family involvement activities,  2 Father Engagement STEM Workshops (160 Attendees), 4 Parent Involvement Professional Development Staff Trainings and provided 337 free books to families. SUSD will provide continued district-level workshops/trainings and cohorts to assist site staff and parents/guardians in planning and implementing effective strategies, and seek input from parents/ guardians in developing the workshops.|Met||2018
11625540000000|Capay Joint Union Elementary|3||Capay Joint Union Elementary School measures our parent participation and input through attendance at board meetings, Parent Teacher Organization meetings, school events such as Back-to-School Night and Open House.  Our specific metric includes actual numbers of parents participating and our percentages of the particular group represented. Our goal continues to be to include all stakeholders in events and seek input from all stakeholders that will inform the district in its decision making process with regard to program, budget, school climate and school safety.|Met||2018
34752833430659|Natomas Charter|3|Natomas Charter School is founded on the belief that active parental involvement in the school is a key component to student success. The active participation of the parents in the school and in their child’s education is one of the strengths of NCS. Each academy in the school has formal and informal partnerships with the parents. In Leading Edge, for example, LEAP (LE Active Parents) meets bi-monthly to plan student activities and to fill any student and teacher needs, including donating supplies, supervising fieldtrips, or assisting in the classroom. Parent representatives for each NCS Academy also sit as voting members of the Natomas Charter Board of Directors.  In PFAA, parents have also formed a support organization, P4A (Parents for the Arts) that annually raises funds to support individual classroom teachers as well as schoolwide arts programs. In PACT, parents are directly involved in the daily learning activities of their children. PACT parents also attend “Friends of PACT” meetings, which provide parent-teacher networking and support, raise funds to help pay for fieldtrips, materials for the resource center, upgrading technology, and other program support needs. Star Academy has established a formal parent organization similar to the other academies.  Parent groups support the school’s programs through fundraising and donated time and also by regularly assisting the school through participating on various advisory committees. Regular newsletters and a learning management system provide parents access to monitor student progress. Additionally, parent groups have developed listservs or social media groups to inform each other of school activities and parent participation events, such as campus clean-up days and regular parent and class meetings.   NCS administers an annual survey each year to assess parent satisfaction and to solicit feedback from the school community. In 2018 we launched a new survey, Panorama, to capture information from students (3rd-12th grade), staff, and parents. Key findings from the parent portion of the survey include: 83% of parents are overall very satisfied or satisfied with the school based on this survey; 81% of parents report that the school is physically and psychologically safe, placing us in the 70th percentile based on school demographics; 80% of parents report that the school has a positive social and learning climate, placing us in the 90th percentile based on school demographics; 83% of parents report no barriers to engagement, placing us in the 50th national percentile based on school demographics.  This data is a baseline for a new survey and we plan on using these measures to refine our practices for future years.||Met||2018
23655810000000|Mendocino Unified|3||The school district hired a volunteer coordinator in 2016-17 and that position continues into the 2018-19 school year.  In 2016-17, 104 parents participated in the training.  In 2017-18, 86 parents were trained.  The training, hosted by a teacher, a counselor, and our social worker, covers a variety of topics including confidentiality, an overview of our positive behavioral interventions and supports program, chaperoning on field trips, and classroom volunteer opportunities and guidelines.  Most importantly, the training covers many ways to be involved and be a positive advocate for children at school and at home.  Volunteer training sessions are held throughout the year on a monthly basis.  Parents and community members have many opportunities to participate and serve on district advisory and other school committees.  Over the past three years we have had parents serve on the school site council, parent teacher organization, wellness committee, strategic planning committee, Western Association of Schools and Colleges accreditation committee, and a safety and security committee, among others.  In addition, parents and community members have ample opportunity to participate in monthly school board meetings and workshops.  As a guiding principle, the MUSD board of trustees feels very strongly in providing opportunities for dialogue with community members throughout meetings in addition to the required parent/community comment period.  In an attempt to promote parental involvement and to further reach out to all families, but targeting unduplicated pupils in particular, the school district hired a district-wide social worker in 2017.  Through 1:1 meetings, home visits, advocacy, and connecting families to community and school resources, our social worker will increase parent engagement and involvement.  New for the 2018-19 school year, we are developing a Family Resource Center to provide more supports to students and families in need.  The family resource center will provide a food bank, computer and internet access, washer and dryer, and connections with local agencies.    The school district offers parenting classes and parent workshops on depression awareness, suicide prevention, Youth Mental Health First Aid, and drug and alcohol abuse prevention.  The school principals at both sites in the district offer monthly parent meetings to discuss current, relevant issues within the district.    At the K-8 grade levels, the district dedicates an entire week to parent/teacher conferences.  Every family in the K-8 School, Albion School, and Comptche School is contacted either in person or by phone to schedule a conference.  This effort and personal touch increases parent participation at these schools.  In 2018-19, we had 96% of parents attend parent conferences at the 6th-8th grades, and 98% in grades K-5.  These actions and measures directly relate to the goals established in our Local Control Accountability Plan.|Met||2018
33671810000000|Palo Verde Unified|3||PVUSD chose parent and community participation in the local LCAP input measures as the way to measure Parent Engagement. In the 2015-16 school year, PVUSD held two parent and community LCAP input meetings, and a total of one person attended and provided input. In 2016-17, PVUSD held three parent and community LCAP input meetings, and a total of 130 people attended and provided input.  In 2017-18, PVUSD held six parent and community LCAP input meetings, as well as four service club organization meetings.  There were over 148 attendees at these meetings, an increase of 18 attendees.|Met|This local priority was presented to the Palo Verde Board of Trustees on November 6, 2018.  A hearing was held at that meeting to allow for public comment.|2018
37681060000000|Escondido Union High|3|Escondido Union High School District is proud of the parent/guardian stakeholder engagement designed to support the development of an impactful and effective Local Control Accountability plan for our educational community. During the 17-18 school year, EUHSD administered a local survey to our educational community. The intent was to gather stakeholder input as well as to promote parental participation in programs across the district’s five LCAP Goals. Surveys administered in prior years proved that this method of gathering stakeholder input was highly efficient and provided meaningful feedback. The survey served as a critically important tool to plan for the 18-19 LCAP and establish LCFF priority areas. EUHSD partnered with Hanover Research for the administration and major findings based on participants’ feedback.   The key finding from the survey related to seeking input from parents/guardians in school and district decision making is to encourage teachers to remain accessible to parents. EUHSD should assist teachers in making communication with parents more impactful. Although 75% of respondents agree or strongly agree that parents are able to communicate with teachers when needed, only 53% feel that teachers communicate with parents effectively.   Respondents ranked the following items related to promoting parental participation in programs as 1st ,2 nd or 3rd priority: providing regular two-way communication on students’ academic performance (58%),  provide regular two-way communication on students’ behavior issues (47%), hold information sessions to help parents prepare students for college (45%) and provide additional opportunities for parents to support their child’s learning environment (41%).    This survey was conducted in order to gauge parent input and priorities for each of our district’s 5 LCAP Goals. The findings outlined above relate specifically to LCAP Goal 4 on parent engagement. Other survey findings were used to refine the LCAP related to Goals 1-3 and Goal 5.||Met||2018
15101570124040|Grimmway Academy|3||In order to increase participation of our Spanish only parents in family nights and parent meetings we added translation devices to campus.  The translations devices have allowed our school community to build better relationships among our Spanish speaking and has increased participation in school events.|Met||2018
37682210101360|Integrity Charter|3|Parents and community members  strongly agreed that they participated in the schools decision making process.  They also strongly agreed that they had many opportunities to participate in the schools family activities.  The survey showed that 95 % of the parents strongly agree with the statement that this school offers plenty of opportunities to be involved in their child's learning.   Integrity Charter School chose this survey as it addresses each area of the money that is being used to support student learning.  The survey is aligned to our Local Control and Accountability Plan.||Met||2018
51713730000000|East Nicolaus Joint Union High|3|ENHS presented a parent survey to all the parent/guardians of the East Nicolaus Joint Union High School District during the 2017-2018 school year to prepare for our upcoming WASC visit. The key findings from the survey are: `the majority of the parents liked the small school environment of ENHS , the school has a positive sense of a community and family that is centered around ENHS, the school has many great extracurricular activities for students such as clubs, CTE, FFA, and athletics for students to be a part of. Areas of improvement for the school can be made in the following areas according to the parents: communication between all stakeholders of the school, curriculum development, and staff turnover.   At the end of the 2017-2018 school year ENHS provided an opportunity for all parents/guardians and stakeholders to partake in a survey for our new Superintendent/Principal for the 2018-2019 school year. The key findings from the survey were very similar with that of the other parent survey that was given for the was report with the addition of the following: `the majority of the parents/guardians and stakeholders wanted a experienced school leader that had high school experience. They wanted a leader that would stay around for a length of time that was focused around students. Areas of improvement for the school can be made in the following areas according to the parents: communication between all stakeholders of the school, curriculum development, school culture and climate and staff turnover.   Another form of parent participation and engagement with regards to decision making processes is through our schools site council, our AG advisory board, and our booster club. During these various parent advisory groups the school and parents come together to move the school forward in a positive direction.   The school chose these various avenues for parents to provide feedback from parents/guardians because an LCAP goal of ENHS is to promote stakeholder engagement throughout the year.||Met||2018
10751270000000|Mendota Unified|3|A local survey was developed and administered to gather meaningful opinions, comments, and feedback with respect to (1) seeking input from parents/guardians in school and district decision making and (2) promoting parental participation in programs. Parents/guardians of students in grades 3, 7, & 11 were afforded the opportunity to participate in the survey.  (1) Key findings with respect to seeking input from parents/guardians in school and district decision making. The survey consisted of five statements in favor of seeking input. One-hundred percent of the 7th grade parents surveyed agreed that the school does a good job of seeking input from parents. Ninety-three percent of 3rd grade parents agree that the school(s) do a good job of seeking input from parents. The percentage significantly decreased in this area for the parents of 11th grade students; only 73% of the parents agreed that that school does a good job of seeking input from parents. In addition, 35% of the 11th grade parents surveyed indicated that they do not feel part of the decision-making body at the school at any level.  (2) Key findings with respect to promoting parental participation in programs. The survey consisted of six statements in favor of promoting parental participation. One-hundred percent of 7th grade parents surveyed agreed that the school does a good job of promoting parent participation. For grades three and eleven, the percentages were 98% and 81% respectively. Noted is a significant decrease for the parents of 11th grade students. Twenty-three percent of the 11th grade parents surveyed indicated that they do not receive event information in a timely manner.  Overall, parents of 7th grade students give the school/district a better rating in the two indicated areas, followed by the parents of 3rd grade students.  Parents of 11th grade students rate the school/district lower in these two areas.  (3) The survey was developed and created with goal #2 of the district’s LCAP in mind. The statements of the survey that parents/guardians were asked to rate can and will be used as data to help measure progress on goal #2. Actions #4 and #7 of goal #2 detail services that the district will implement to increase parent/guardian participation. Results of this survey will be used to modify as needed the services that are currently outlined in the 2018/19 LCAP.||Met||2018
36677770000000|Morongo Unified|3|Annually, the Morongo Unified School District surveys all stakeholders (parents, students, teachers, classified staff, administration and community members) for input on our Local Control Accountability Plan (LCAP).  Within this survey, are targeted questions regarding parent involvement at each site and at each grade level.  Additional meetings with parent groups and School Site Councils are held to exchange ideas and receive input and comments from parents and community members.  This input drives our focus for Morongo's LCAP priorities.  Each sites School Site Council reviews individual school site data, programs, allocations and budgetary allowances to make all necessary decisions for their site Single School Plan for Student Achievement (SPSA). The school site councils also align goals to both District and school needs by aligning SPSA's with the LCAP.  All SPSA's and the LCAP go before our Board of Education and the public every year.   The fall 2017 LCAP survey resulted in the following numbers: 1, 923 surveys returned of which 703 were parent surveys. Of the total amount of surveys, 72% feel welcome at schools, 49% of parents feel they are included in a site advisory committee like the ELAC, School Site Council, or a District committee like DELAC, LCAP advisory committee, or Parent Advisory Committee.  This is up approximately 8% from last year.  71% of respondents know of the family events at their schools.  This information was used in the LCAP to increase our parental involvement by communicating this to our school sites and addressing this at the site level as well.  The CHKS was also utilized in the development of the site SPSA goals and focus areas of action planning to increase parent involvement in decision making.  Our survey results indicate an increase from last year with respect to parent knowledge, though we would still like to grow in this area.  We hope to increase the number of parents participating in our electronic LCAP survey through the use of site incentives on Parent Conference Day in November as a rally for parent decision making.||Met||2018
16639580000000|Kit Carson Union Elementary|3|Key findings include: 81% of parents believe that teachers set clear expectations for students. 32% of parents believe that the content being taught is too difficult for students 84% of parents believe that the teacher has explained content standards to parents 91% of parents report that they remind their child of the importance of getting a good education 81% of parents believe that teachers try to understand parents problems and concerns regarding their child's education 88% of parents report that their child feels safe at school 88% of parents report that teachers communicate well with parents 91% of parents report that their student is learning skills that will help them be successful in high school 100% of parents report that the school holds events at convenient times for parents to attend 95% of parents report that their child feels safe traveling to and from school  The LEA chose the parent survey to align with the LCAP goals and the mission and vision of the LEA.  The findings relate to the goals of the LCAP; specifically, Implementing the California Standards, Maintaining a Positive School Climate, Maintaining a High Level of Stakeholder Engagement, and Providing Access to a Broad Course of Study.||Met||2018
47701850000000|Big Springs Union Elementary|3|All families were given the opportunity to fill out a survey on Parent Engagement and out of the 90 only 21 responded which is about 23% of our population.    We surveyed 3 different areas which included:  1) the district values and encourages parent participation,   2)  there are enough opportunities for parents to volunteer or attend special events, and  3) there are factors that inhibit parent involvement (if agree, they were to give a response why).    • In category 1, 17 families agreed or strongly agreed, 3 had no opinion and 1 strongly disagreed.   • In category 2, 20 families agreed or strongly agreed and 1 strongly disagreed. • In category 3, 15 agreed but gave no response, 5 disagreed. Overall, it seems parents feel that they are included in the everyday operations at Big Springs Elementary as per the 3rd goal in our LCAP.||Met||2018
36678920134247|California STEAM San Bernardino|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for California STEAM San Bernardino is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.    Another goal that parents and students have supported on the LCAP is the goal of professional development for teachers, administrators and staff.  Teachers meet in professional learning communities at least once a month where topics such as social emotional growth are discussed.  Teachers, administrators and staff meet together at least two times a year at the annual school conference and the Summer school conference.  The school also provides advanced university coursework to teachers in order to support continued academic innovation and achievement.  The school also provides other professional development opportunities such as iNACOL for teachers and staff to report back to their peers about cutting edge online and independent study educational practices.|Met||2018
54722980000000|Woodville Union Elementary|3||As part of the process for developing the Local Control Accountability Plan, Woodville will create a Google Form to seek input from parents for school and district decision-making.  In, 2016-17, Woodville USD local measures: 1. Parent Input Measure: Parent opportunity in completing Parent Survey a. 55 % of parents responded and returned their parent survey. b. Approximately 35% of parents (253) attended parent education nights to explain state testing and the California Dashboard Accountability. Parents also participate in the PIQE Program, family literacy classes as well as nutritional classes. Woodville USD chose to measure the percent of parents participating in surveys, parent meetings such as LCAP committee, SSC, and ELAC and parent classes to complete our needs assessment that is part of our LCAP annual updates. Parent Involvement is part of our LCAP under Goal #5.|Met||2018
42750100134866|California STEAM Santa Barbara|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for California STEAM Santa Barbara is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.    Another goal that parents and students have supported on the LCAP is the goal of professional development for teachers, administrators and staff.  Teachers meet in professional learning communities at least once a month where topics such as social emotional growth are discussed.  Teachers, administrators and staff meet together at least two times a year at the annual school conference and the Summer school conference.  The school also provides advanced university coursework to teachers in order to support continued academic innovation and achievement.  The school also provides other professional development opportunities such as iNACOL for teachers and staff to report back to their peers about cutting edge online and independent study educational practices.|Met||2018
51714150132761|California Prep Sutter 8-12|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for California Prep Sutter 8-12 is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.    Another goal that parents and students have supported on the LCAP is the goal of professional development for teachers, administrators and staff.  Teachers meet in professional learning communities at least once a month where topics such as social emotional growth are discussed.  Teachers, administrators and staff meet together at least two times a year at the annual school conference and the Summer school conference.  The school also provides advanced university coursework to teachers in order to support continued academic innovation and achievement.  The school also provides other professional development opportunities such as iNACOL for teachers and staff to report back to their peers about cutting edge online and independent study educational practices.|Met||2018
28102800000000|Napa County Office of Education|3|Napa County Court and Community Schools strive hard to engage parents through offering support groups, home visits, regular communication, and daily outreach that empowers them to better support their children. Napa County Court and Community School has made progress with this local indicator by offering a variety of opportunities for parents and families to share input for decision making and participate across school programs. We selected the Local Measures Narrative option to report on our progress with parent engagement as we felt that a narrative explanation would more fully capture how our school engages with our families. The findings for this Local Indicator connect to and will be reported in our LCAP goal #2. - Our Site Council and Advisory Group reviews and develops our program goals and provides input for decisions that help drive the development and refinement of the LCAP. - We offer at least two formal opportunities a year for parents and other stakeholders to provide input into the LCAP review and development process. Local stakeholders, including parents, help make decisions for LCAP actions. - We have two family nights during the year where we educate parents on school programs and we ask for input on program decisions; approximately 40 people attend per year. All school programs provide translation services to allow parents to participate fully. - We have a parent liaison who reaches out to parents on behalf of staff. The liaison also runs two parent support groups (one in English and the other in Spanish) and makes home visits. - We have a Child/Welfare and Attendance Specialist who works with our chronically truant students and those students with extreme behavior problems. The CWA specialist also makes home visits to ensure families and students are supported. - Our School Social Worker stays in regular contact with parents and our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs. - This past year, parents expressed (via a local survey) appreciation for the Restorative Justice program and help with appropriate dress/clothing for students. They also asked for: social skills classes for students, parenting classes for parents, a new campus, more internship opportunities for students, vocational CTE pathways programs, an expanded arts program, other enrichment classes for the students, and to continue the after school program including sports.||Met||2018
51714150132753|California Prep Sutter K-7|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for California Prep Sutter K-8 is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.    Another goal that parents and students have supported on the LCAP is the goal of professional development for teachers, administrators and staff.  Teachers meet in professional learning communities at least once a month where topics such as social emotional growth are discussed.  Teachers, administrators and staff meet together at least two times a year at the annual school conference and the Summer school conference.  The school also provides advanced university coursework to teachers in order to support continued academic innovation and achievement.  The school also provides other professional development opportunities such as iNACOL for teachers and staff to report back to their peers about cutting edge online and independent study educational practices.|Met||2018
04615316112999|Paradise Charter Middle|3||During the 2017-18 school year all stakeholders of PCMS were invited to be involved in the development of the LCAP.  The principal met with The PCMS Board and the Parent Leadership Board on a monthly basis throughout the school year sharing data including: attendance rates, state testing data, technology inventories, report card data, and master schedule.  These monthly meetings allowed a large cross section of the parent community to give direct input on the formation of the LCAP goals and budget plans.  The parent survey that was utilized for two consecutive years was instrumental in helping guide decisions concerning the LCAP.  It was determined that using the survey on an every other year basis was optimal, therefore in the winter of 2019 the survey will be sent out.  Parents and staff agreed that the Parent Survey was invaluable in past years for securing input from families.  One example of this; The latest goal added to the LCAP came from this input and has led to improvement to the school grounds for better access for all students along with a free\reduced lunch program that was launched this year.|Met||2018
23656070000000|Round Valley Unified|3||A1- Teachers and administration are continuously attending PD opportunities to help support them in the classroom and their efforts in communication with parents. Each teacher at Elementary school has a monthly parent log sheet they use to call parents and turn in and at High School each teacher is assigned 15 students to keep in contact with weekly. The consistent contact has proven beneficial. A2- Our Special Education department does hold regular community meetings for parents and address learning and social emotional growth. We work with the tribal and they provide parent classes for those who wish to attend. A-3- We have great participation with our school site councils, Impact aid committee, FFA advisory committee is well attended, and board meetings are not well attended but are open for anyone who has a comment or concern. B1-We have excellent interpetation and translation services. Our HS secretary is bilingual and we have many aides at the elementary school that are bilingual and interpret when needed. B2- Same as A2- A3- Staff have been through many PD on how to effectively engage parents. We use the Mendocino County Office of Education Student Services staff to help with this annually|Met||2018
27660926118962|International School of Monterey|3||1. Measures related to input from parents/guardians in school decision making  Board parent percentage: 64% The ISM Bylaws ensure parent/guardian involvement in ISM governance by requiring that parents make up at least 50% of the Board of Trustees, and 7 of 11 2018-19 trustees are current ISM parents.  Committees/workgroups with parent members: 10+ Parents serve on a variety of advisory committees and workgroups. For example, the Strategic Advisory Team directly engages parents, teachers, staff, and school leaders in charting ISM’s future through the strategic planning process and development of the Local Control and Accountability Plan. Other examples include the library, health and safety, facilities, and advancement committees.   Scheduled parent input sessions: monthly (10) Coffee with the Admin provides a monthly opportunity for parents to meet with the ISM director and other administrators for updates, questions, answers, and input. Specific topics change each month with overall focus on providing all of ISM's 418 students with a great school experience. The discussion is conducted in English with concurrent translation provided in Spanish upon request.  Parent survey frequency: annual ISM administers a Parent/Guardian Survey at the end of the school year, with both English and Spanish versions available online and on paper. Students in grades 3-8 also complete an online survey in English during class time. ISM uses the data collected, which includes both ratings and open-ended questions, to guide improvement efforts and strategic planning.  2. Measures related to promoting parental participation in programs  Family hours: 518 ISM individuals logged 13,309 volunteer hours during the 2017-2018 school year. ISM asks families to volunteer 3 hours per month for the first student enrolled and 1 additional hour for each additional student. These Family Hours engage parents extensively in various school programs such as:  ~ Classroom assistance  ~ Fieldtrips ~ Family Connection (parent/guardian social organization)  ~ Library management ~ Monthly Saturday Work Days ~ Front office, lunchroom, and recess coverage ~ Garden development and maintenance ~ School community events (grandparents day, field day, etc.) ~ Academic events (science fair, arts festivals, etc.)  Parent support workshops: monthly (7) ISM hosts one Parent University session during 7 months of the school school year on subjects relevant for the ISM community, including parent support for student learning and social-emotional development.The ISM principal chooses many of the topics based on feedback received from parents.|Met|3. Why ISM selected these measures and how the findings relate to LCFF/LCAP goals  Board parent percentage: having board members with parent perspective ensures student-centered decision making in all governance, including development of the LCAP.  Committees/workgroups with parent members: having parent voices in the groups that set strategy and get work done ensures student-centered decisions and actions, including those in the LCAP.  Scheduled parent input sessions: having scheduled sessions connects with parents who might otherwise not speak up, and the voices heard have had a significant impact on both short-term actions by the school administration and longterm planning through the strategic plan and LCAP.  Parent survey frequency: asking all parents/guardians for input once per year ensures a voice for all and provides meaningful year-over-year data, including data that has guided LCAP goals, actions, and services.  Family hours: direct parent/guardian involvement in school programs strengthens home-school connections and makes parents participants and partners in the educational process as targeted in the LCAP.  Parent support workshops: parents share common challenges, and the school can help them learn how to address them, so that they become more engaged and successful stakeholders as targeted in the LCAP.|2018
44697994430229|Pacific Coast Charter|3|Key findings from our parent survey are: 1) 68.2% of those responding report that we are doing “very good” or “excellent” in seeking parent input for school decision-making. 27.3 % say we are doing “OK” and 4.5% say “other”, but no comment listed below. 0% say we are doing “poor” or “terrible”. K-5 parents especially enjoy the opportunities to give input on workshops and field trips during small informal meetings on the lawn a couple of times per year. 2) The following percentages represent the responses as to how we promote parent participation in programs: through our supervising teachers 77.3%, through the school newsletter, flyer, website, or other communication 68.2%, through their own children 59.1%, by posting notices and signs in prominent locations throughout the school 54.5%, through the school office 40.9%, through other staff members 40.9%, “other” listing website 4.5%, “other” with no comment 4.5%. 3) We chose the survey because, as a homeschooling and Independent Study program, parents could respond from home. Findings could be related to the goals established in our LCAP such as increasing parent involvement, parent training, increasing communication with parents, and /or assisting low-socioeconomic or otherwise needy families with materials and supplies for success in school.||Met||2018
15638590000000|Wasco Union High|3||Seeking Input in School/District Decision Making (#3 - Participation in Advisory Committees)  The Wasco Union High School District offers multiple events that allow parents/guardians the opportunity to provide input to the local governing board and advisory committees. Participation rates vary and parent/guardian participation fluctuates based on the content or topic of meeting. Although parent participation occurs in numerous advisory committees, the district continues to explore ways to increase participation and respond to the needs and requests of the parent community. The following events took place last year (2017-2018) and are planned annually: Tiger Parent Club Steering Committee, English Learner Advisory Committee (ELAC), School Site Council (SSC), Migrant Principal’s Advisory Committee (PAC), CTE Advisory Committee, and the District Advisory Committee (DAC).   Promoting Participation in Programs (#1 - Access to Interpretation and Translation) The Wasco Union High School District serves a predominantly Hispanic population where nearly 60% of parents indicate they prefer Spanish as their primary correspondence language with the district and school. Therefore, it is essential that the district provide adequate access to interpretation and translation resources. The following interpretation and translation resources were provided in 2017-2018 and will be provided annually as needed: translation headsets and receivers for medium and large meetings, staff interpreters at small and medium meetings, individual interpreters (as needed), written translations (English / Spanish), interpreters for languages other than Spanish, and resources for languages other than Spanish.   Why the LEA chose the selected measures and whether the findings relate to the goals established in the LCAP The district chose “Participation in Advisory Committees” and “Access to Interpretation and Translation” as measures that were strongly supported in the district’s Local Control and Accountability Plan (LCAP). Goal #4 of the LCAP states: Maintain a positive school climate by ensuring an environment that promotes health, equity, respect, communication, dialogue, and positive relationships with all stakeholders. This goal identifies parent engagement and participation as a high priority for the district; LCAP expenditures support parent participation through the provision of translation services, insurance, communication, extra time for staff, refreshments, and parent information. Additionally, the District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and Tiger Parent Club Steering Committee review the draft LCAP annually and provide input and feedback prior to approval by the local governing board.|Met||2018
34752830126060|Leroy Greene Academy|3|In January 2017 a large effort was put into place to stakeholders face-to-face through PTA, ELAC, DELAC, regional meetings, and a Special Board meeting. Messaging was sent out to staff, parents, students, and the community that these meetings and online surveys were opportunities for stakeholders to provide feedback for both The Next 5 and the Local Control Accountability Plan as it relates to NUSD and LGA. The LCAP and the District’s The Next 5 strategic planning was synonymous. In addition to the meetings held at school sites that engaged over 470 stakeholders, six online surveys were sent out to stakeholders to gather information on what is working well, what is not working well, and what needs to be focused on over the next five years in Natomas and at LGA, and six nights of phone banking to allow for over 2,400 surveys to be completed. Student focus groups were held throughout the district to engage 160 students. In the 2017-2018 LCAP there is a specific list of engagement efforts throughout the year where stakeholders shared input about one or more of the actions and services included in the 2016-2017 LCAP as well as future actions and services for student success. Meetings were held with parents, pupils, school site council members, site leaders, District English Learner Advisory Committee members, local bargaining unit members, district staff, and Foster Youth advocates. NUSD and LGA discussed district data, both qualitative and quantitative, and met with stakeholders on this data throughout the school year. There was also ongoing social media engagement with stakeholders. LGA promotes parent participation via PTA and ELAC meetings. We host College Application and Financial Aid Workshops on campus for parents. Parents engage in Parent University events, workshops and trainings. New in 2019 will be a Parent/Community Design Night during which families will use design thinking, as our students and staff do, to help identify next steps and areas for growth based on stakeholder interviews.||Met||2018
44697730000000|Mountain Elementary|3|"Mountain Elementary School District deploys an annual online parent survey (paper version upon request) to seek feedback on inclusive practices in parent participation and district decision making. With the use of a student incentive and active parent recruitment, total survey responses have more than doubles in the past two years.   The survey is designed by the LCAP writing team, made up of 5 parents and 4 staff members (certificated, classified, and administration.)  The 3 core questions and key findings related to parent participation and inclusive decision making were as follows:  1. ""I have ample opportunities to become involved in school activities.""  Question 1 Result Total = 98% Agreed  (73% Strongly Agreed and 25% Agreed.)   2. ""I have volunteered to help at school.""  Question 2 Result Total = 91% Agreed  (56% Strongly Agreed and 35% Agreed.)   3. ""I am invited to meetings at the school and asked to participate in group discussions.""  Question 3 Result Total = 97% Agreed  (66% Strongly Agreed and 31% Agreed.)   This input is entirely consistent with and affirming of our LCAP goals related to Parent Engagement. We will continue to seek feedback from our parents to ensure we are accessible and responsive.  The 5-year trend validates these results.  Mountain Elementary School District is enhanced by active parent engagement on a daily basis, and we are honored to work side-by-side with our parent community in service to our students and their families."||Met||2018
19642610000000|Arcadia Unified|3|Arcadia Unified continues to reach out to our community to seek input through Thought Exchange, a network and engagement software AUSD uses to gather feedback and engage our community in matters that they choose relevant. Last Spring, parents participated in a Thought Exchange survey to answer the following questions: What concerns do you have about our school? What do you appreciate about our school? What are some other thoughts you would like to share about our school?   Information was collected from parents/guardians, staff and students. There were 1,620 thoughts shared from input received from 1,209 participants. Thoughts shared received a total of 19,774 ratings. Participants continue to share concerns about traffic safety, a need for balance of technology and social interactions, and a need for continued focus on Career Technical Education. There was an overwhelming response from participants for appreciation of our staff and the positive learning environments provided to students. Programs like Math Camp were also included and given a high rating for the learning taking place in Math Camp.  When participants were asked to share other thoughts, praise and acknowledgment of all staff and school excellence were the highest rated thoughts.   2017-2018 marked the third year of surveying our parents to get their input in school and district decision making through the use of Thought Exchange. In reviewing data over the past three years, traffic, safety, and homework and grading are recurring concerns. In response to the first concern, we maintain a close relationship with our local police department and review drop-off and pick up rules at sites with parents. In addition, all participants, parents and students, continue to share a great appreciation for teachers and staff, the emphasis on parent engagement, communication, and leadership. The positive comments about parents and staff continue to shine when community member are asked to share “other thoughts”.  Over the three year period using Thought Exchange as a local measure, the feedback has been consistent.   This measure allows for honest feedback. In reviewing the data, we can find out what thoughts are on stakeholder’s minds and share the information with our advisory committee to continue to gather input and prioritize needs for Arcadia Unified School District.||Met||2018
33752000000000|Murrieta Valley Unified|3|Murrieta Valley Unified School District conducts an annual stakeholder survey of parents, students and staff.  MVUSD had 2394 parent responses, 1361 student responses and 784 staff responses.    From our results, we note that 46% of parents agree or strongly agree that they feel like they have a say in the decision-making process.  While most parents are highly satisfied with the education their students receive, we strive to improve the perception of parent involvement in decision making processes.  The district has developed parent advisory councils including:  Action Team Partnership (ATP), African American Parent Advisory Council (AAPAC), and Latino Parent Advisory Council (LPAC) and continues to offer District English Learner Advisory Council (DELAC) and Special Education Parent Advisory Council (SEPAC).  One of the purposes of these advisory councils is to garner feedback and input regarding district decisions, policies and procedures.   Seventy-five percent of parents feel encouraged to participate in events or activities at their child’s school.  As a result of our parent advisory councils’ feedback, MVUSD offered a district-wide parent informational program to promote assistance with mathematics and English instruction, technology and related school/district programs and social emotional supports.  In addition to this district-wide program, school sites engage parents through a variety of programs and events including:  Parent Teacher Associations (PTAs), School Site Councils, parent nights, Back-to-School nights, Open House nights, booster clubs, Watch Dog Dads, student performances, and a variety of clubs, programs and activities.  The Murrieta Valley Unified School District (MVUSD) stakeholder survey was developed in partnership with Hanover Research.  The survey garnered feedback on overall satisfaction, student achievement and programs, engagement, communication and policies/procedures.  This feedback and the district’s response are reflected in district services and initiatives that are supported through the LCAP particularly Goal 4 – Engagement, Culture and Climate.||Met||2018
36676940000000|Cucamonga Elementary|3|The LEA created a survey based on the standards of seeking input from parents on decision making and promoting parental participation. The survey also included measures on communication, which is a component of our LEA LCAP plan. Below are the results of the survey. The percentages are the combination of strongly agree and agree ratings for each item. 81% - My child’s school provides updates using tools such as the communication online, printed reports, or direct contact with the teacher to monitor my child’s progress and assist in their learning. 82% - My child’s school offers opportunities and encourages parents to participate in local decisions 82% - My child’s school offers opportunities and encourages parents to participate as volunteers of school activities. 81% - I am satisfied with the level of communication with the school of my child 81% - We like our schools and we feel like partners in the education of our children.||Met||2018
19757130000000|Alhambra Unified|3|Parent engagement impacts student success and fosters a positive school climate.  A parent school climate survey, adapted from the California School Parent Survey, offered insight into the needs of the District’s families.  Outside agencies like UCLA  assisted in distributing and analyzing survey results.  The school climate survey results indicated that parents found parent and family engagement programs facilitated by the District’s Student Employee Welfare Division, Gateway To Success, beneficial to their child’s success and positive engagement at school, TK-12.   Gateway To Success, a nationally recognized student mental health program,  develops, plans and implements services facilitated by its own counseling team and community/school-based mental health professionals and agencies.  Parent engagement sessions are offered in topical workshops where parents have an opportunity to interact with the presenter, parent colleagues counseling interns, and professionals in the field of mental health.  Survey results indicated a need for meaningful parent engagement, the District created the Parent Engagement Counselor position, to specifically facilitate and develop programs to address the needs of families and parents at sites and District levels.  This position was captured and funded through LCAP that resulted in a uniform approach to engaging parents.  The Parent Engagement Counselor is a fully credentialed counselor who specifically engages parents with evidenced-based programs.  Programs are offered in a number of languages to provide access to the entire district community.  The counselor organized a Family Engagement menu offered to all schools that included:   The Parent Project: 10-week course that reduces family conflict, destructive adolescent behavior, and increases family communication.  Strengthening Families: 10-week course to support parents in building the foundation for students to experience success.  Incredible Years: 12-24 week course for families with children ages 3-12, which helps parents relate to their child, manage challenging behaviors, improve social competence and improve school readiness.  Triple P for ages 5-12: 5 classroom sessions and 3 telephone conversations that provide parents with an in-depth understanding of positive parenting.  Triple P for ages 13-24: 8-week course that is offered as a 5-week classroom session and 3-week phone conversation to support parents in their quest to positively parent their older children.  The Food Pantry: a monthly event coordinated in conjunction with the Tzu Chi Foundation to provide food to families with a farm to table approach.||Met|In addition to these long-range workshops are the following topics that are offered and facilitated at a number of schools on an ongoing basis:  Parent Portal, Effective Communication, Mental Health Awareness, Parenting Styles, Time Management, Goal Setting, Conflict Resolution, Growth Mindset, Bullying, College and Career 101, Drug Awareness.   A pre and post survey is administered at all parent/family engagement sessions.  Approximately, 89% of parents want to return in order to create a positive home environment for their child, as well as learn new strategies to support their child's academic and social skill set.|2018
19642460000000|Antelope Valley Union High|3|"The district administered surveys to parents through both the California Healthy Kids Survey in the Fall and through a local survey in the Winter at each school's second Back to School Night. The findings show consistent growth from last year to the present year in all areas. According to the CHKS, Staff agreed that the ""School encourages parental involvement"" with 88% agreeing in 2016-17 and growing to 91% in 2017-18. Additionally, Staff agreed that ""Parents feel welcome to participate at school"" grew from 84% in 2016-17 to 88% in 2017-18.  Furthermore, on the Parent Surveys, ""School allows input and welcomes parents’ contributions"" had a 72% agreement rating, ""School encourages me to be an active partner with the school in educating my child"" had a 75% agreement rating, ""School actively seeks the input of parents before making important decisions"" had a 54% agreement rating and ""Parents feel welcome to participate at this school"" had a 69% agreement rating. Finally, the surveys administered to parents at the community forums revealed increased satisfaction in every LCAP area. These results were shared with the Board of Trustees on June 8, 2018."||Met||2018
50711750000000|Modesto City High|3|Modesto City Schools provided a Local Control and Accountability Survey during the 2017-18 school year. The results were included in the district LCAP and presented to the Board of Trustees at the June 2018 meeting. A total of 1,365 parents completed the survey. Sixty-three percent of parent respondents state that the school provides ample opportunities for them to be involved, and they most commonly participate in Back to School Night (55%) and Open House (45%). Furthermore, between 68 to 94 percent of parent respondents believe that the school and/or district values their participation or input in a variety of parent involvement activities. Of the parent respondents who indicate that they did not participate in any parent activities this year, 45% report that they had scheduling conflicts and 21% were not sure how to participate. A more detailed analysis of the survey can be found on our website at https://www.mcs4kids.com/district/lcff-and-lcap/workshops-201||Met||2018
19646260000000|Hughes-Elizabeth Lakes Union Elementary|3|Key finding 1: Low parental responses to the survey. Options to take the survey were online and paper survey. Key finding 2: The parents who responded agree the school district promotes, advertises, and attempts to recruit parental participation in programs and in decision making. Key finding 3: We chose this survey to measure parents' perception of their participation in the school decision making.||Met||2018
39767600000000|Lammersville Joint Unified|3|A local survey was delivered to parents of all students for Lammersville Unified School District (LUSD).  The questions were aligned with local measures and the three LCAP goals.  For Goal 1 - Instruction and Curriculum Efficacy - the following are the survey results: 73% surveyed agreed that the schools of LUSD prepare students academically for success in life.  62% of parents believe the schools of LUSD challenge their students to develop their academic potential.  For Goal 2 - Systematic Closure of the Opportunity Gap - the following are the survey results: 53% of parents believe the schools of LUSD provide students with all abilities equal encouragement. 54% of parents believe the schools of LUSD provide the necessary tools to help teachers make learning rigorous.  For Goal 3 - 21st Century Outcomes and Stakeholder Communication - the following are the survey results: 67% of parents believe the schools of LUSD provide effective technology. 77% of parents believe the schools of LUSD communicate effectively and timely.  The given survey was delivered to glean information from parents related to the three LUSD LCAP goals.  The anecdotal and quantitative data the District received from the survey data was shared with constituents and the board to drive future LCAP discussions.||Met||2018
34673220000000|Elverta Joint Elementary|3|The Elverta Joint Elementary School District has chosen to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCAP) in the Local Control and Accountability Plan. Surveys indicate an overall satisfaction with the schools. Students, parents and other stakeholder groups indicated that safe schools and clean, well-maintained facilities are top priorities. Those surveyed make the connection that safe schools and clean, well-maintained facilities are essential to the overall learning environment. It is the goal of the Elverta Joint Elementary School District to actively seek this input on a continuous basis. As a result, priorities have included continuous improvements to all district facilities. The Alpha Middle School on the Elwyn Avenue campus was re-opened in 2012. Alpha Charter School was opened in 2013, providing an educational option within the district for students in grades 9-12. The district upgraded all campuses to high-speed internet in 2013. School offices at Elverta Elementary, Alpha Middle School and Alpha Charter High School received paint and other major upgrades in 2013, with the goal of providing excellent service to the public. Ongoing improvements to the athletic fields began at Alpha Middle School and Alpha Charter High School in 2013, including a baseball diamond and backstop, batting cages, and dugouts. Computers were made available in every classroom at Alpha Middle School, Alpha Charter School, and Elverta Elementary School in 2013; all students at Alpha Middle School and Alpha Charter School have their own assigned laptop computer. A Computer Lab with a 30-student capacity was created at Elverta Elementary School in 2014. Elverta Elementary School received a new roof and new courtyard in 2015. The kindergarten classroom was renovated at Elverta Elementary (new paint and reconditioned restrooms) in 2015. The parking lot at Alpha Middle School was resurfaced in 2016. New desk printers were added in each classroom, office, library and cafeteria at all district sites in 2016. The district upgraded and added additional security features, including security cameras, at Alpha Middle School, Alpha Charter High School, and Elverta Elementary School in 2016-2017. Each classroom, library and cafeteria at Elverta Elementary received paint in 2016-2017. The garden and gravel area at Elverta Elementary School was reconditioned in 2016; additional sidewalks were added in 2017. The cafeteria wall at Elverta Elementary was subject to significant structural repair in 2017. Proposition 39 Energy Efficiency initiative funded lighting replacement and upgrades resulted in all interior and exterior lights throughout the district being replaced with LED lights and light sensors in 2017. Drought-resistant landscaping was added in 2017. Additional security cameras and a security fence was added in 2018.  Continual stakeholder input is sought.||Met||2018
34673220127860|Alpha Charter|3|The Elverta Joint Elementary School District has chosen to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCAP) in the Local Control and Accountability Plan. Surveys indicate an overall satisfaction with the schools. Students, parents and other stakeholder groups indicated that safe schools and clean, well-maintained facilities are top priorities. Those surveyed make the connection that safe schools and clean, well-maintained facilities are essential to the overall learning environment. It is the goal of the Elverta Joint Elementary School District to actively seek this input on a continuous basis. As a result, priorities have included continuous improvements to all district facilities. The Alpha Middle School on the Elwyn Avenue campus was re-opened in 2012. Alpha Charter School was opened in 2013, providing an educational option within the district for students in grades 9-12. The district upgraded all campuses to high-speed internet in 2013. School offices at Elverta Elementary, Alpha Middle School and Alpha Charter High School received paint and other major upgrades in 2013, with the goal of providing excellent service to the public. Ongoing improvements to the athletic fields began at Alpha Middle School and Alpha Charter High School in 2013, including a baseball diamond and backstop, batting cages, and dugouts. Computers were made available in every classroom at Alpha Middle School, Alpha Charter School, and Elverta Elementary School in 2013; all students at Alpha Middle School and Alpha Charter School have their own assigned laptop computer. A Computer Lab with a 30-student capacity was created at Elverta Elementary School in 2014. Elverta Elementary School received a new roof and new courtyard in 2015. The kindergarten classroom was renovated at Elverta Elementary (new paint and reconditioned restrooms) in 2015. The parking lot at Alpha Middle School was resurfaced in 2016. New desk printers were added in each classroom, office, library and cafeteria at all district sites in 2016. The district upgraded and added additional security features, including security cameras, at Alpha Middle School, Alpha Charter High School, and Elverta Elementary School in 2016-2017. Each classroom, library and cafeteria at Elverta Elementary received paint in 2016-2017. The garden and gravel area at Elverta Elementary School was reconditioned in 2016; additional sidewalks were added in 2017. The cafeteria wall at Elverta Elementary was subject to significant structural repair in 2017. Proposition 39 Energy Efficiency initiative funded lighting replacement and upgrades resulted in all interior and exterior lights throughout the district being replaced with LED lights and light sensors in 2017. Drought-resistant landscaping was added in 2017. Additional security cameras and a security fence was added in 2018.  Continual stakeholder input is sought.||Met||2018
42691380000000|Buellton Union Elementary|3|1. The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSAs, and volunteering in the classrooms and special events. 2. The key area of needed development district-wide was 'timeliness and effectiveness' on school-parent communications. To help increase the quality and fidelity of teacher/school/district communications with parents, the district has purchased an online, mobile communications platform called Parent Square. This is our second year of implementation and the feedback has been very positive from the community. 3. This aligns to Goal 4 of the LCAP: The Buellton Union School District will foster a school environment that ensures safety, engagement, and connectedness of students, staff, and families.||Met||2018
56725536120620|University Preparation Charter School at CSU Channel Islands|3|Annual Survey Parents are asked to participate in an annual climate and input survey.  In the 17-18 school year the parents were surveyed on a variety of topics related to school climate, culture, safety, academics, home-school communication, and parent education opportunities.  Parents were also given the opportunity to share ideas and suggestions for the school. 97% of parents surveyed stated that they feel welcome at the school.  92% of parents surveyed stated that they receive regular information from their child’s teacher regarding how their child is performing, which is a significant increase from last year.  Home-school communication is important, so parents were surveyed to find out how they would like to receive information.  88% prefer email, 62% automated phone calls, 79% Parent Square, 69% Newsletter, 36% Website, 30% Facebook, with other forms falling much lower.   This input supports our use of the Parent Square application as it sends emails, does phone calls, or can be accessed through the phone app.  Parents were also asked whether their child wants to come to school, 84% of parents say their child often wants to come to school.  98% of parents say that their child feels safe at school. 93% of parents say their child is treated with respect by other students at school.  99% of parents say their child’s teacher treats their child with respect.  100% of parents say the school administrators treat students with respect.      Relation to the LCAP  In the 17-18 LCAP UPCS set AMOs regarding parent education nights/Family Resource Events, ELAC participation, and Coffee with the Director events.  University Preparation Charter School administration held several parent/community engagement opportunities in English with translation in Spanish as necessary.  Meetings included SSC (School Site Council), ELAC (English Learner Advisory Committee), Coffee with the Director, and Board of Directors meetings. The meetings were designed to both explain the LCFF funding formula, including the focus on underserved populations, and to garner input from community members. School demographics, outcomes, and goals were shared as well as the metrics used to evaluate the current needs of students at the school and specifically the current needs of the underserved populations outlined in the LCFF regulations.  It is important to have open lines of communication, over a variety of opportunities, and be receptive to the needs of families.  Parents have expressed the need for workshops on ways to support parenting skills.  We will be offering workshops for parents to support these needs.  By building up our PTSA we are finding more parents are getting involved and contributing to the community in positive ways.||Met||2018
23656150115055|River Oak Charter|3|River Oak gathers input from parents through an Annual Parent Survey.  Results from the 2017-18 survey show:  98% feel their children are safe at school         96 % are satisfied with the educational program of the school          90% are satisfied with specialty classes -- Spanish, Music, Art, Handwork, Woodwork, Electives         90% are satisfied with the leveled Math classes for 5th-8th graders  92 % are satisfied with communication to parents  92% feel welcome in the classroom   93% feel their child likes school|Parents are an integral part of ROCS and their involvement is crucial to the success of the school.  ROCS welcomes parent involvement, encouraging all families to volunteer as often as possible throughout each year.  Parents volunteer in the classrooms, on field trips, serve on school committees, work on school site needs and support fundraising efforts.  Parents serve on the Charter Council (governing board), the Parent Council, and the School Site Council.  The Parent Council is comprised of one parent representatives from each classroom (10 members plus a chairperson).  This council recommends parent members to the Charter Council, and is instrumental in fundraising, supporting the faculty, and serving on important committees. School information is translated into Spanish and posted on the school's website for our growing number of Spanish speaking families. Each year, Parent Education Nights are provided by classroom teachers 3-4 times per year, and an educational expert is invited to the fall Back-to-School Night to present information on Waldorf education, curriculum, and child social and emotional development and growth.|Met||2018
42691950000000|Goleta Union Elementary|3|The parent survey results were generally positive. We had 648 respondents, representing 23% of our families in Kindergarten through sixth grade. Kindergarten, 3rd, and 5th grade parents responded the most but there was representation across the grade levels and schools. Respondents noted that they felt involved in their child's education. Parent Square and then Friday folders is the source most often used for school information. Out of 29 questions, 19 items were positive. When combining Agree and Strongly Agree, positive responses that were greater than 90% pertain to communication, expectations, and interactions. Parents have multiple opportunities to participate in decision-making and advisory committees- School Site Council, English Learner Advisory Council, District Advisory Council, Gifted Education Services Committee, Wellness Committee, and Parent/Teacher Associations. Ninety percent or more of parents feel their child is safe (90%), teachers are respectful (92%) and are respected (97%), the school expects quality work (90%), and families support their child at home (98%). Of the seven items below 80%, five pertain to recess and/or social settings. After school supervision is a concern (67%) among families. It’s not clear if the concern pertains to a programming need or the effectiveness of current programs. GUSD staff will pursue focus groups for those who volunteered contact information.||Met||2018
30665060000000|Fullerton Elementary|3|The Fullerton School District (FSD) aims to “Increase parent and community involvement and communication throughout the district.” In support of this aim, FSD engages parents through site community activities, district training programs such as Words Alive, School Smarts, 10 Educational Commandments, as well as through district and school level advisory committees. The District provides translation services in both Korean and Spanish and access to translation sets for meetings.  Gathering actionable feedback is essential to achieving our mission of working collaboratively with the community to provide innovative, high-quality, educational programs for all students. To address the need for district-wide feedback, FSD continued its partnership with a California-based national nonprofit, YouthTruth.  To provide an overview of findings from the 2017-18 YouthTruth Family Survey results the survey was administered in October 2017 and represents feedback from over 3,300 parents/guardians across all elementary and middle schools.   This survey was designed for parents and guardians of students and included questions related to the themes of Parent Engagement and Empowerment, Communication and Feedback, and School Culture.   Parents and guardians at the elementary school level positively scored School Culture at 86%, Engagement & Empowerment at 78%, and Communication & Feedback at 81%. Families that provided feedback at the junior high level scored School Culture at 81%, Engagement & Empowerment at 66% and Communication & Feedback at 70%. 91% of elementary parents and 83% of middle school parents reported that they have opportunities to contribute to helping their school. Elementary parents rated roughly the same from the year prior, however, the middle school favorability rate increased by 3% points. Parents also gave high ratings in response to the question: “Parent/family members are included in planning school activities” – 79% of elementary parents and 69% of middle school parents agreed. One parent/guardian shared, “I feel that the school has a number of well-rounded services and resources for families.”  Another parent/guardian added, “It’s nice to know that we are not the only ones who care about our children’s education; knowing you have support from others is a great relief.”||Met||2018
19647330131847|Public Policy Charter|3|"1) 30% of parent participants ""Strongly Agreed"" and 38% of the parent participants ""Agreed"", that the school ""Actively seeks the input of parents before making important decisions"" .  2) 42% of parent participants ""Strongly Agreed and 42% ""Agreed"", that ""the school encourages me to be an active partner with the school in educating my child"" AND 51% of parent participants ""Strongly Agreed"" and 35% ""Agreed"" that the ""School allows input and welcome parents' contributions"".  3)  The CA Healthy Kids Survey, developed and analyzed by WestEd was selected since they are an Independent 3rd party and a well-recognized organization. This survey was used in developing the school's 2018-19 LCAP to assess Parent Participation and School Culture."||Met|In addition to the Survey, the school’s Executive Director/Principal and teachers/staff, elicit input from parents on an ongoing basis through various modes of communication; written communication, telephone calls and face-to-face meetings and conversations. The information gathered are especially focused on student performance, resources provided to students, campus safety and cleanliness and opportunities provided for parent involvement.|2018
10623800136754|California Academy of Sports Science Fresno|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for California Academy of Sports Science Fresno is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.|Met||2018
42750100136630|Valiant Santa Barbara|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for Valiant Santa Barbara is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.|Met||2018
19753090130955|Valiant Academy of Los Angeles|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for Valiant Academy of Los Angeles is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.|Met||2018
37680490131169|Valiant Academy of Southern California|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for VASC is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.|Met||2018
37680490136747|California Academy of Sports Science|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.|One of the LCAP goals for CASS is to support parent and student engagement.  This is accomplished through meet up activities and a variety of online and instructional support activities.  Both the parents and the students indicated on the surveys that they support this goal for the school.  Parents are welcome to join the school site council and ELPAC committees and parents and the community are welcome to join the local governing board meetings which are held in person and virtually.|Met||2018
37683380124347|City Heights Preparatory Charter|3|City Heights Prep values family involvement and recognizes that the active participation of families plays a significant role in the learning process of our students.Throughout the year, theschool holds various family meetings and invites all students and families to attend to increase parent participation.  In these meetings, families are included in the school decision-makingprocessand are informed about important changes on campus. Each meeting also has an education component and families have access to translation in approximately 26 different languages including Spanish, several different Arabic dialects, Karen, Somali, and more.  The meetings are held triennially and at these meetings, the school’s mission and vision, LCAP, LEAP (SPSA), LCFF funding, school updates, and academic progress are reviewed and parent input is sought for updating. Lastly, Seminar teachers seek input from the families on a monthly basis and relay those messages to Administration at regularly scheduled meetings.|The current family engagement process includes the following: Calling all gatherings “Family Meetings” rather than “Parent Meetings” to reflect the broader involvement of extended family that is common in the community. Encouraging student leaders to serve as translators at meetings so that all families can participate (typically 10-12 languages are simultaneously translated during family meetings). Gathering feedback in focus groups and having 1:1 translator provide a written transcription of family feedback. Teachers and Teachers Assistants attend meetings to promote more parent/teacher interactions.  As a result of these meetings, our parents have provided the following feedback on how the school can improve its educational program:     Providing more college-readiness and college field trip opportunities *     Updating policies related to suspension, expulsion, or mandatory expulsion*     Increasing availability of opportunities for physical sport-related activities*  * We have implemented the starred recommendations above. * Data retrieved through linguistically sensitive focus groups. Translators were provided to all non-English speaking parents and families.|Met||2018
31668450117150|Loomis Basin Charter|3|LBCS students, staff, parents and community members were provided the opportunity to give input to the priority areas for the LCAP. Based on the responses received through a survey that gathered both quantitative and qualitative data, LCAP Goals and Action steps were revised to ensure that the LCAP addresses needs identified by all stakeholders. Based on data collected from this survey, the majority of surveyed parents/guardians agreed or strongly agreed that they were provided with opportunities to be involved in their school communities.    - 97.6% of parents surveyed agreed or strongly agreed that, “Parents and community members are provided with opportunity to be involved in our school community.”   - 88% of parents surveyed agreed or strongly agree that, “My child’s teacher effectively communicates with me regarding expectations, academic progress and events.” - 86.9% of parents surveyed agreed of strongly agreed that, “My child’s school effectively communicates with me regarding expectations, academic progress and events.” - 85.9% of parents surveyed agreed or strongly agreed that, “ LUSD effectively communicates with me regarding district-wide announcements and events.”|During the 2017-18 school year, our school district, LUSD, offered 4 Parent Information Nights that were designed to educate parents, guardians and community members on curriculum and instructional programs offered in Loomis, including topics such as Digital Safety and Supporting Students in English-Language Arts & Math. LBCS sends out a weekly newsletter outlining our IB attribute of the week, current events, opportunities to volunteer, and programs offered.   In addition, the LBCS and LUSD websites continue to provide information and resources to our families and the public, including information regarding programs offered and the LUSD Board of Trustees. The website is updated on a regular basis and is a primary forum for communication of school and district events and activities. The LBCS PTC also created an Ap for families that pushes out information and opportunities for our families. Parents of Loomis Basin Charter School are invited to run for Parent Teacher Club office or School Site Alliance office, attend any PTC or SSA meetings, and to volunteer at school. Meeting dates are available to parents and community members via the website and push notifications.  Furthermore, in collaboration with the Loomis Basin Educational Foundation (LBEF), LBCS participates in four main events which serve not only as a fundraiser for LBEF, but also as a mechanism to increase family and community involvement in the schools. These include the Manda Run in the fall, the Holiday Home Tour in the Winter, and the Manda Ride and Go The Distance events in the Spring.|Met|Parent involvement is a huge part of our school community and culture. We believe that the education of our students is a partnership, and we value input and feedback. Our PTC president and our SSA members work closely together to create opportunities for families to join in provide input on a regular basis. Additionally, the annual parent surveys have high rates of participation, and the feedback is used to make decisions.|2018
51713810000000|Franklin Elementary|3|A local educational survey was given to parents of students in grades kindergarten through eighth that provided a valid measure of participation.  The results of this survey were shared at the April 30 Site Council meeting, the May 8 Franklin Elementary School Board meeting, and the staff meeting held on April 9.  The findings of this survey indicated that 96% of parents feel that the school is good at staying in touch with them.  Findings from the survey also indicated that 97% of parents feel welcome when they come to the school and feel that the school promotes parent involvement through the Parents Club, School Site Council or as a volunteer.  After an analysis of the survey’s findings, the LEA is determined to continue with opportunities for parents to participate in their student’s academics.  Parents are encouraged to participate in:  Back to School Night, Open House, field trips, classroom volunteering, awards assemblies, and the Spaghetti Dinner.  Franklin School will continue to provide information through the Monday Message, the Franklin School web site, Phone calls (auto-dialer) as a means of communication.  This survey did provide adequate information for the LEA to establish goals in participation for the yearly LCAP.||Met||2018
37682130129668|County Collaborative Charter|3|County Collaborative Charter School distributes an annual parent survey to determine the effectiveness of its seeking input from parents and the effectiveness in the promotion efforts to encourage parental participation. The results of the survey are presented to the school board and all stakeholders and collaboration on how to improve parent engagement is discussed.  Positive School Climate and Connectedness 90% agree that they are reminded of opportunities to participate in any meetings and events.  Overall Satisfaction and Input 90% agree that they are satisfied with the school in providing input opportunities to participate in the school and their child’s education.||Met|The County Collaborative LCAP Input Survey results relate to our LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement (Establishing Connections and Partnerships).|2018
43104390131748|Voices College-Bound Language Academy at Morgan Hill|3|In the 2017-2018 school year, Voices Morgan Hill provided a parent climate and culture survey supported and analyzed by the Survey Research Institute from Teachers College at Columbia University. Survey questions sought information about satisfaction with the academic program, the school environment, and the effectiveness of the school’s teachers and administrators. The parent survey had 31 survey items and two open-ended questions. 166 parents took this survey (86%).  76% of parents gave Voices Morgan Hill an “A,” compared to 73% in 2017. Furthermore, 99% of parents rated the academics as very effective. 98% of parents felt empowered to help their child succeed and 92% attended parent meetings and workshops offered by the school. These survey results provided alignment with the LCAP goals.||Met||2018
36675870000000|Adelanto Elementary|3|The following are survey results from the title I survey conducted this year: 1.91.2% responded yes to the question: I am well informed of the activities at my child's school. 87.3% responded yes to the question: I receive clear information regarding my child's academic progress.42.6%  responded that inconvenient schedule and times is a cause that limits their participation in the child's school activities meetings or conferences. 4.82.3% responded yes to the question: were you involved in the planning of the parent involvement policy and school parent compact. 87.3% responded yes to the question: do you feel your child is safe at school. 92.4% responded yes to the question: the school is clean and kept in good repair . 95.6% responded yes to the question: the school keep me informed about school rules, classroom policies, and school schedules. 79.3% responded agree or strongly agreed to the question: I receive information in a timely manner for my child's school. 68.5% agreed or strongly agreed to the question: school staff considers my opinion when it comes to decisions concerning my child. 8.79.3% responded agree or strongly agreed to the question: I receive information in a timely manner for my child's school. 68.5% agreed or strongly agreed to the question: school staff considers my opinion when it comes to decisions concerning my child. These results in the Title I survey provide immediate feedback on the areas for schools to focus on to support their families to engage in a meaningful manner in education decisions related to the child.|AESD conducts and uses the data from the State Title I survey each year. This opens in the fall and remains open throughout the year to receive parent feedback on programs and services currently being offered and to promote parental participation in programs. The results help in the development of the site SPSA and district LCAP as well supports what program are offered to parents in the Family Engagement Center. In addition, DELAC and site ELACs provide feedback on programs and services necessary for parents and students in the English Learners program. Annually, the LCAP report to the Board includes an update on goal 3 which talks about parent and family engagement and school culture and their associated funding to support the activities and programs for the school year. All DELAC, and SSC meetings receive translation services as needed. through district translators. All parents are trained annually on SSC, DELAC and ELAC guidelines. We use these three formal committees to promote parent participation in programs and we also communicate directly to parents and the community regarding program details offered through the Family Engagement Center (FEC)which is a formal program for parent education. Annual parent survey is also conducted by the FEC to request input on the kind of programs and services parents and caregivers would like us to provide for the following year. A similar survey is also conducted through the formal organizations listed above. The findings from the survey allow the district to offer programs and services both at the school level and at the FEC to support parent engagement and ongoing education related to today student success in school. The findings from the survey support goal 3 which is focused on school culture.|Met|AESD is a very transient district with a vast majority of our students moving in and out of the district all throughout the year. The district also serves 42% of its population below the federal poverty line, and 85% of our students are on the national school lunch program. The district constantly reaches out to the community to increase parent engagement, both at the site and district level. Programs promoting literacy and parent educational skills such as ESL, literacy nights are offered at school sites under the district. Workshops to support parents with student discipline is also offered through Mindfulness training and the five-part workshop that was introduced this year at two sites. Since the district demographics shows almost 65% Hispanic and about 19% AA, the district provides services that specifically address the AA community through the Family Unity Project (FUP) and the Hispanic community through services from Plaza de Communitaria. In order to ensure that invitations are reaching every family, the district makes every effort to send home flyers, all calls, and other forms of announcements. Parent participation is historically low in certain campuses which are situated in high poverty parts of the city. Therefore even as an elementary district we have established the FEC as an area for parents to learn together and expanded the classes in the evenings at multiple campuses to allow more access.|2018
37684523730942|Guajome Park Academy Charter|3||Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program.   Our School Site Council has been established for the purpose of ensuding GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. ?They review the budget and programs provided to students.  After implementation, they look at student achievement to determine if the programs are effective.  They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness.   In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance.   The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings.   Guajome Schools has made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, weekly newsletter, automated calls, flyers, website, social media , and the school marquee. All notifications are available in English and Spanish.|Met|Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.  GPA has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, & community resources.|2018
31669513130168|Horizon Charter|3|Horizon conducts surveys to parents/guardians across all grade levels TK-12 annually.  The surveys cover topics such as parent engagement, involvement and collaboration.  The purpose of the surveys are to support and assist the school in measuring the effectiveness of school practices. These surveys are directly tied and related to the school’s Local Control Accountability Plan (LCAP). LCAP goals and/or actions are often created or revised as a result of parent input.  Additionally, as partners in the education of their children; parents are frequently offered opportunities to participate with school staff to collaborate, share experiences, and participate in workshops and/or meet-ups.  During the 2017/18 school year, a survey was administered to allow the school the opportunity to identify areas of strength and areas of needed growth.  Key findings from the 2017/18 school year survey indicate that 83% of parents surveyed strongly agree or agree that Horizon staff communicates frequently and effectively with both parents and students. This finding demonstrates a 3% decrease from the 2016/17 survey results, but still demonstrates that by enlarge parents who participated in the survey feel well communicated with by Horizon staff.   Goal 5 of the Horizon LCAP states that “Our students will experience increased success, safety, and health by strengthening family and community engagement.  Horizon met the Annual Measurable Outcome (AMO) addressing Priority 3. This AMO was to increase parent attendance at scheduled Parent Educator/Liaison Workshops and Meet-Ups.  HCS experienced a dramatic increase in participation year over year from the 2016 to 2017 total year attendees reaching 751 in 2017 vs. 81 in 2016.  In addition to meeting this Measurable Outcome; Horizon also increased parent participation in the school wide climate survey year over year.  These increases tie to LCAP Goal 5 action #5 (Refine and support the Parent Network) and #6 (Increase communication and interaction with all stakeholders) Horizon will continue to pursue increased parent partnership, participation and engagement.||Met||2018
19644770000000|Eastside Union Elementary|3||The Eastside Union School District seeks input from parents through multiple advisory and outreach events.  Five district coordinated Eastside Parent Advisory Council (EPAC) – renamed to and re-formatted to Parent Universities (18-19 school year) meetings are held each year. Training in how to support student achievement in collaboration with schools, access to district and community resources, and LCAP progress are all included at each Parent University. Additional district advisory committees include: District English Learner Advisory Committee (DELAC), the District Advisory Council (DAC), Local Control Accountability Plan Advisory Committee, and the Budget Advisory Committee. Coffee with the Principal and Assistant Superintendent of Educational Services provide informal opportunities to engage in two way conversations. Participation of parents at school and district advisory meetings is measured through sign-in sheets and training is documented through agendas and meeting minutes. To ensure increased parental input Bilingual Parent Liaisons have been hired for each school site and we continue to support a district parent liaison and a district Spanish translator  The district coordinates parent education classes (Project 2 Inspire) and hosts these in collaboration with school staff and parents. The curriculum provides instruction linked to student learning and social-emotional development and growth. All of our parent engagement strategies and programs are aligned with the LCAP Goal 2 – promote increased involvement of families.|Met||2018
54720900000000|Rockford Elementary|3|1.  Parents/guardians responded positively that their voices our involved in some of the district decision making.  An example of this was positive feedback after parental requests for the campus to be fenced for student safety.  The decision to fence the school started from parent suggestions. 2. 130 parents/guardians out of 131 who responded, marked that parental involvement is important, with 80 of these responses reporting it is very important.  The parents responded that the evening activities that were provided by the school that included parents were highly attended and interactive. 3.  The LEA chose the selected survey after meeting with other districts and aligning with goals in the LCAP and LCFF. The goals of the survey are aligned with goals in the LCAP.||Met||2018
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|3|Voices West Contra Costa will be administering their first month of school local survey for parents in October. Questions on the survey will include feedback on how welcoming the school has been, successes and ways to improve.||Met||2018
43694500113662|Voices College-Bound Language Academy|3|In the 2017-2018 school year, Voices Franklin McKinley provided a parent climate and culture survey supported and analyzed by the Survey Research Initiative from Teachers College at Columbia University. Survey questions sought information about satisfaction with the academic program, the school environment, and the effectiveness of the school’s teachers and administrators. The parent survey had 31 survey items and two open-ended questions. A total of 394 parents took the survey in 2018, compared to 165 parents in 2017. This led to much more feedback for Voices Franklin McKinley. More than half the parents who took the survey (58%) gave the school an “A” rating. 97% of parents felt that school  was clean and the school took actions to ensure their children’s safety. Additionally, 98% of parents felt empowered to help their child succeed and 84% of parents attended workshops and meetings throughout the school year. The feedback provided by parents shows alignment with our LCAP goals, more specifically goal 2 (providing a safe climate) & 4 (parent engagement).||Met||2018
49709616052302|Twin Hills Charter Middle|3|We selected to use a parent survey covering the 8 priority areas because our experience shows that we have greater parent participation. The annual parent survey informs the development of the LCAP. Key findings from the survey show that 78% of parents who completed the survey state the school seeks input from parents/guardians and encourage parent participation.||Met||2018
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|3|In the 2017-2018 school year, Voices Mount Pleasant provided a parent climate and culture survey supported and analyzed by the Survey Research Initiative from Teachers College at Columbia University. Survey questions sought information about satisfaction with the academic program, the school environment, and the effectiveness of the school’s teachers and administrators. The parent survey had 31 survey items and two open-ended questions. 58% of parents gave the school an “A,” a 2 percent increase from 2017. In addition, 100% of parents felt Voices Mount Pleasant set high standards for academic success, compared to 99% in 2017. Nearly every parent, 98%, felt empowered to help their child succeed, and 73% of them attended parent workshops and school meetings. The survey results provide alignment with our LCAP goals.||Met||2018
19644440000000|Culver City Unified|3|The Culver City Unified School District is committed to engaging all stakeholders in student success by promoting a variety of opportunities for parents, students, staff, and the community that strengthen communication and meaningful participation. These opportunities, including site-based parent committees and PTA organizations, district advisory councils and committees, parent education workshops and family involvement evenings, all serve to encourage parents to participate in decision-making and to become involved at school. Since 2014, CCUSD has administered a yearly LCAP survey to all stakeholders to gain feedback regarding our district goals. Results from the Spring 2018 survey, completed by 551 parents across all school sites revealed that 85% of parents/guardians were satisfied/very satisfied with their school's efforts to encourage parental input and participation. Additionally, 97% had attended at least one event/meeting at their child's school, 40% attended 3-5 events, and another 32% attended more than 5 activities. The data from this survey has been analyzed by the District Advisory Committee and demonstrates community and parent perceptions on CCUSD’s strengths and weaknesses. This information and subsequent discussion help to guide the following year’s actions and services to best meet the needs of all CCUSD students and parents.||Met||2018
31668370000000|Foresthill Union Elementary|3||FUSD utilizes several opportunities to survey stakeholders including during PAC meetings, Back to School Night, and Open House. These are designed to engage and acquire feedback that is directly connected to the five district goals established in the Local Control Accountability Plan (LCAP). Goal #1- FUSD will increase student attendance, decrease suspensions, keep expulsions at zero and provide positive behavior reinforcement programs and incentives.  98% of parents approve of the current positive behavior support system and its continuance in upcoming school years. 77% of parents surveyed feel the learning environment is supportive and inviting.  Goal #2--Students will have access to a broad range of classes. Although 6th-8th grade students are offered elective choice classes, parents express a strong desire for on campus music programs. Additionally, parents have inquired about establishing GATE classes. Intervention/GATE time was added into the 6th-8th grade schedule providing enrichment to all students in these grade levels.  66% of parents state FDS provides high quality education. Goal #3 Provide and maintain a safe, secure, and welcoming school environment for students, staff, parents and community members. Survey data shows 86% of families feel their students feel safe and welcome on campus. While 52% feel the campus is clean and well maintained.  FUSD continues to improve conditions on campus yearly including updating lighting, painting exterior surfaces, replacing down spouts and rain gutters, and maintaining landscaping . Goal #4--Increase current levels of community and parent involvement and provide communication that is clear and consistent to enhance student learning and engagement. 66% of parents surveyed state the school welcomes parents’ contributions.  68% state the school encourages them to be an active partner.  Methods used to communicate included social media, School Messenger, FUSD website, flyers, email, phone calls, the school marquee. Goal #5: All students will receive high quality education, delivered by highly qualified staff, and receiving learning opportunities utilizing CCCSS curriculum aligned materials and instruction designed to support students in achieving high standards in ELA and Mathematics. 66% state FDS provides high quality instruction while 34% disagree.|Met|FUSD conducts a parent survey each year.  This data is used to direct staff in providing communication and opportunity for participation for parents.  Meeting times have been varied throughout the year to accommodate parents work schedules.|2018
39686760119743|Stockton Early College Academy|3||Parent engagement and involvement continues to be an important priority for Stockton Early College Academy and Stockton Unified. Analysis of the 2017-2018 Stockton Unified parent involvement survey (16,773 responses) and the 2018 LCAP parent survey (696 responses) indicated that parents felt SUSD encouraged parental input and participation. Across multiple measures, over 88% percent of parents on the parent involvement survey strongly agreed or agreed that the district involved parents in the joint development of the school plan, educated school personnel in collaboratively working and communicating with parents, ensured information presented was accessible, or supported schools’ and parents’ potential for strong parent involvement activities.  Additionally, 65% of  parents on the LCAP survey strongly agreed that school’s encouraged participation in school and district events. The three top activities attended by parents on the parent involvement survey included: back to school nights, parent trainings or workshops, and parent/teacher associations. During the 2017-2018 school year across SUSD, Realizing the Academic Dream (RAD) academies were hosted at 94% of schools, parent coffee hours at 97% of schools, and the Parent Ambassador Program was established at 13 sites. We closed the 2017-2018 school year with 95 family involvement activities,  2 Father Engagement STEM Workshops (160 Attendees), 4 Parent Involvement Professional Development Staff Trainings and provided 337 free books to families. SUSD will provide continued district-level workshops/trainings and cohorts to assist site staff and parents/guardians in planning and implementing effective strategies, and seek input from parents/ guardians in developing the workshops. Stockton Early College Academy parents participated in these surveys and all activities were available to them.|Met||2018
18642040000000|Westwood Unified|3||The LEA improved parent input, decision making and participation through the following: letters home, distributing flyers, all-call system, Westwood Facebook page, WUSD website and Self Reflection Tool/Parent Surveys/Sign-in Sheets.  3c. Participation for parents of students with exceptional needs show 90% of parents attended IEP meetings and graduation.|Met||2018
45752670000000|Gateway Unified|3|Gateway Unified School District administers a local annual survey to all parents/guardians. Survey questions are grouped according to PTA National Standards for Family-School Partnerships. The results are measured using the Family and Community Engagement Metric from Butte County Office of Education. Each of the six standards is measured as Emerging, Progressing, Excelling or Building Capacity. The key findings from the survey indicate that the district as a whole is: Progressing for Standard 1 Welcoming All Families into the School Community; Progressing for Standard 2 Communicating Effectively; Progressing for Standard 3 Supporting Student Success; Progressing for Standard 4 Speaking Up for Every Child Advocacy; Progressing for Standard 5 Sharing Power and Leadership; and Progressing for Standard 6 Collaborating with the Community. Standards 1 & 6 showed improvement while standards 2-5 remained the same. The survey for the 2017-18 school year had a significant increase in the number of parent & community member responses (less than 50 in 2016-17 to 220 for the 2017-18 survey).||Met||2018
37683530000000|San Pasqual Union Elementary|3|"San Pasqual Union School facilitates meaningful parent/guardian input and participation in District programs.  Active parent/guardian groups include the San Pasqual Union Parent Teacher Organization (PTO), San Pasqual School Foundation, School Site Council (SSC), District English Learner Advisory Committee (DELAC), Red Barn Arts, and SAGE School Garden.    Each year, parents, guardians, students, and staff are encouraged to take the California Healthy Kids Survey.  This survey tool is chosen as the results specifically reflect experiences and views in regards to school climate and parent outreach.  Further, the survey supports LCAP Goal 3, ""Increase academic achievement and school climate through student, staff, parent, and community engagement, involvement, and connectedness within the school environment.""    Key findings from the survey related to seeking input from parents/guardians in school and district decision making include the following: • 94% agree or strongly agree that the school allows input and welcomes parent contributions. • 82% agree or strongly agree that the school actively seeks the input of parents before making important decisions.  Key findings from the survey related to promoting parental participation in programs include the following:  • 96% agree or strongly agree that the school encourages me to be an active partner with the school in educating my child. • 98% agree or strongly agree that parents feel welcome to participate at this school.   • 94% attended a school or class event"||Met||2018
19647330129866|Village Charter Academy|3|The Village Charter Academy Parent Survey was administered in April-May 2018.  82%% of school families returned the survey. The survey assessed parent feedback on the following areas:  1.) A safe, clean and good physical environment  2.) Effectiveness of the educational environment  3.)  Access to technology and student support services  4.) School culture  5.) An instructional program that provides for the success of all students 6.) Effectiveness in meeting the goals of the school mission and vision.  100% of parents surveyed agreed that Village Charter Academy maintained a school environment as very clean, safe and one that is in good physical condition.  100% of parents surveyed agreed that the VCA academic program provided their children with an effective educational environment.  99.5% of parents surveyed rated access to technology and additional support services at Village Charter Academy as very effective.  100% of parents surveyed stated that Village maintains a very positive school culture and a place where children enjoy coming to school each day.  100% of parents agreed that Village Charter Academy’s staff is effective in implementing classroom programs that meet the learning needs of a diverse student population.  99.75% of the parents surveyed agreed that Village Charter Academy was meeting the goals and school mission as outlined in the school’s charter petition. They survey questions address the goals of the LCAP.||Met||2018
43695750000000|Moreland|3||This priority area aligned to and is measured in Moreland's LCAP Goal 2.  We used our district's biennial perception survey from Spring 2017 and the LCAP survey results from Spring 2018.  Highlights from the survey related to parent participation include parents being informed of school events at 97% and parents being informed of their child's academic progress at 91%.  Parents also shared that 82% felt they provided input which impacts decision making at the school site.|Met||2018
29663326111140|Grass Valley Charter|3|GVCS implements an annual survey to parents to garner feedback. Below are the summary results of the survey conducted during the 17/18 academic year. A change was made in the timing of the survey this year.  In the past, the survey was given towards the end of the year.  The 17/18 academic year we moved the survey date to occur during student led conferences.  Our hope was that this would increase parent participation in the survey.  The change proved to help as there was more than a 50% increase in participation.  Note that when results are summarized in percentages, those percentages reflect the percentage of parents who took the survey. The numbered entry is the statement in the questionnaire. The bulleted entry is the summary statement of responses.  1. There is strong parent involvement and engagement at GVCS.       • 87% state they can be involved in the classroom      • 79% state they can be involved in school-wide groups      • 94% state they are aware of activities that happen at school      • 90% state the school communicates with them effectively  2. Students are supported at GVCS.       • 93% state GVCS supports students' physical well-being      • 94% state GVCS supports students' intellectual well-being      • 89% state GVCS supports students' emotional well-being  3. Do programs (Science Garden, Intensives, Electives, Computer Lab, Adventure, PLG, etc...) at GVCS add value to student's experiences?       • Each of these programs were polled separately.  Results indicated that in most cases over 90% indicate that these programs do add value to student experiences.  GVCS is a K-8 school.  Some programs only apply to students at certain ages.  Programs that apply to students of all ages (or most ages) received over 90% approval ratings.   This specific method was chosen as it captures most parents.  As the surveys were conducted during Student Led conferences, GVCS had chromebooks available for families to utilize in taking the surveys.  The specific survey was created to collect data on:  student engagement, student master of knowledge and skills, student character development, and the physical, intellectual, and social emotional well-being of students at GVCS.||Met||2018
52715480000000|Gerber Union Elementary|3|Gerber Elementary School administers a local survey to all parents/guardians. This survey asks questions about school climate, culture, and engagement. This local survey was originally presented as a data source necessary for a counseling grant that the district qualified for. Local advisory committees, which include parents/guardians, reviewed the survey and felt that it would be a valuable tool to help measure school climate, culture and engagement. All stakeholders had an opportunity to provide input to the survey through our local advisory committees; School Site Council (SCC) and (District) English Language Acquisition Committee (ELAC/DELAC). Key findings from the survey are reported to SSC, ELAC/DELAC, other staff members, and the board at least once per year. Information is used as one of our multiple measures when making recommendations for LCAP goals and spending priorities.||Met||2018
31750850117879|Maria Montessori Charter Academy|3||As a public charter school, our parents vote on who our Board of Directors are - parents literally have ultimate oversight at the school level regarding school operations. Additionally, we have a parent commitment policy whereby we request each family contribute (40) hours of volunteer time with school related functions per year. Last year, we had over 8000 hours of volunteerism on our campus. The goals within our LCAP related to parent participation in our various programs and communicating their benefits to our overall school community. One small example of a parent engagement activity from our LCAP was to start a WatchDOGS program at our school site, where by we have a different dad volunteering every day at our school.|Met||2018
50710920000000|Hart-Ransom Union Elementary|3|In April of 2018,  a survey was sent to all parents and guardians in the TK-8 grade school.  There were 523 families who received the survey and 177 responses were received.  This participation rate is 34%. The survey focused on parent involvement in school activities and parent involvement opportunities. * 97% of respondent families believe their children are safe at school - Goal 4;  * 99% feel welcome at school and that the school communicates well with them - Goal 4;   * 98% believe their children are engaged in the learning process. - Goal 4  * 87% believe their child receives a quality education at Hart-Ransom - Goal 1  * 70% participated in Back to School night  - Goal 4  * 81% attended Parent Teacher conferences - Goal 4  * 96% are award of our PBIS program and the BIG 3 values  - Goal 2  Key findings regarding district decision making:  1) continue and increase Visual and Performing Arts and band and choir opportunities for students,  reflected in Goal 2; 2) continue and increase family educational and community building events, reflected in Goal 4;  3) continue and increase 3) provide continued tutoring for students, reflected in Goal 1. In the 2018-2019 school year the district plans to seek input from parents in decision making, and to increase participation of parents in the survey and in committees that impact decision making in the LCAP process.||Met||2018
54719510000000|Hot Springs Elementary|3|Hot Springs elementary School is a Necessary Small School District in the Sierra Nevada Mountains. The district has only one school and 19 students at this time. Progress related to seeking input from parents/guardians in school/district decision making: The Hot Springs School District/School has a parent/teacher/community group that is welcome to all parents. The stakeholder’s meetings/ agendas are planned by the elected leaders and shared with shareholders on social media as well as mentioned in personal contacts. Stakeholders can give input at community events held at the school as well as those held by the Campeneros Club Community Center(a community organization) and the Senior Center, board meetings, and stakeholders’ meetings scheduled for the purpose of discussing the LCAP and its goals and priorities. Progress is measured through sign-in sheets of stakeholder events, notes home, attendance of school planning meetings logged, LCAP input sessions, and school board meetings. Participation rate for ‘17-18 was 96% and the goal is to increase another 2% in ‘18-19. LEA’s progress related to promoting parental participation in programs: Parents and community members participate in numerous ways: field trips, school events (at least one each trimester), classroom volunteers, etc. Our goal is to have 100% of parents attend Parent Conferences. The staff takes every opportunity to involve parents in school functions and community events. Why the LEA chose the selected measures: Parent engagement is key at Hot Springs School for student engagement and student success. The more involved the parent is, the more likely the student will thrive, learn and excel. The survey results this time were overwhelmingly positive. Parents surveyed indicate that all but one parent felt that the school promoted academic success for all students. All parents felt that the school is a safe place for students, has adults that really care for students and gives the students opportunities to make a difference by helping others. The majority of parents felt welcome at school and school activities.||Met||2018
41690130000000|San Bruno Park Elementary|3||In the Fall of 2017-18, the Superintendent's Advisory Committee (the LCAP development committee) and the District English Learner Advisory Committee provided input to to update the annual parent survey.  The survey was adjusted to more closely align with the goals of LCAP.  Results indicated that 88.3% felt communication from the school is positive, open and timely.   There was a response rate of 351 parents (19%).  Additionally, the Superintendent's Advisory Committee and the District English Learner Advisory Committee each met five times during the 2017-18 school year to provide input on the development of the LCAP. Interpretation services were provided at all district meetings in order for parents/guardians to fully participate.|Met||2018
21654330000000|Ross Elementary|3||The Ross School District provides bi-monthly workshops for parents that are directly related to student academic learning and general student wellness.  The agendas are typically constructed through parent input collected in various parent organizations including Parent Teacher Organization, Ross School Foundation, Ross Endowment, Ross School Site Council, Ross Financial Advisory Committee, and the Ross School Board of Trustees.  The Ross School District continually monitors parent perception of involvement and input opportunities in the Ross School District's work through the use of the California Healthy Kids Survey.  This survey provides the district administration with critical data for ascertaining strategies that make a substantial impact on parent engagement while correcting past actions that may have limited or inhibited effective engagement.|Met||2018
49708390000000|Oak Grove Union Elementary|3|The district provided a variety of opportunities for families to participate. Student showcase events were held for every grade TK through 6th and stakeholder engagement meetings were held twice, one time at each site. Parent-teacher conferences, Back to School Night and Open House evenings were held, along with other school-wide celebrations and events. Our district website and other social media venues provide a way to connect families to life within the schools. This has been an effective way to communicate with some of our sub-group populations that did not as readily use email as a main medium for communication. The district continued its efforts to recruit parent members to be part of school and district committees and advisory groups. Each group was well represented with a variety of parents from different backgrounds. The district continues to fund a Bilingual Liaison position and we are considering increasing these services to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Participation at monthly OGEP (Oak Grove Education Partner) meetings has dramatically increased.  This is a group that combines foundation activities in support of our arts and experiential learning programs with more typical community-building PTO functions.  Overall, our district was able to implement all actions within the goal of family and community engagement. Last year, we restructured our parent survey to increase participation as one key way to gather input from a large percentage of families within our district; we will continue implementing this new format.||Met||2018
35675530000000|Southside Elementary|3|Parent survey participation totals are being calculated by the California Healthy kids survey, parent portion. Only 5% of parents of 4th-8th grade students participated in the 2016 survey. In the 2016-2017 survey, 100% of third and fourth grade students participated but in the fifth grade only 13 students or 52% of students participated. Our goal is to increase parent participation school feedback systems in order to engage parents and students engagement and school climate. We will do so by encouraging parent participation, administration of the CHKS survey in the 2018-2019 school year and with weekly school to parent emails highlighting school activities and parent participation opportunities.||Not Met||2018
18641960000000|Susanville Elementary|3|On our annual survey administered in November of 2017, we received responses from a cross-section of parents from all grade levels in the Susanville School District.  The new format for the California Healthy Kids Survey (CHKS) made some comparisons to prior years difficult.  New questions and new format will establish a new baseline for measuring successes/failures in the coming years.  The fall 2017 results will establish our baseline and be used to make comparisons in future years.  76% of parents felt that the learning environment was supportive or inviting; 80% of parents felt that the school kept them well-informed about activities; 80% of parents reported feeling that the schools respond promptly to them; 85% of parents felt that the schools had well-maintained facilities.  Throughout the year, parents participate in a variety of school and district committees including:  school site councils, DELAC, Title VI Parent Advisory Committee and the LCAP Committee.||Met|"The Susanville School District has worked hard to increase parent involvement through improved communication through Facebook, our district website and parent portal, communication apps such as ""Remind"" and has offered participation in decision-making through outreach with parent surveys and participation on school committees.  The District elected to use the Healthy Kids Survey because of its comprehensive approach to school culture and parental input.  The District plans to use this same survey each year to gather information from parents, staff and students."|2018
19644510000000|Downey Unified|3|"Downey Unified seeks input from our parents/guardians through our Annual Stakeholder Engagement Survey.  The key findings from the survey provide the district feedback around our 5 Goal Areas (Student Achievement, Whole Child, Best Staff, Parent Engagement, Infrastructure) that incorporate the 8 state priorities.  A total of 6,174 parents/guardians, representing grades TK-12, participated in the Annual Stakeholder Engagement Survey for the 2017-2018 school year.  Parents are asked a series of questions around 3 focal areas: -School Climate -Learning Environment  -Parent Communication The results shown below reflect the percentage (%) of parents/guardians that Strongly Agree/Agree to the statements around the 3 focal areas: Parent Communication:   ""I am well informed about what is going on in Downey Unified."" - 79% ""I am well informed about what is going on within my child's school."" - 84% ""My overall experience with Downey Unified has been positive."" - 88% ""My overall experience with my child's school has been positive."" - 87% ""My child's teachers communicate with me about their academic performance."" - 81% ""My child's teachers are accessible to me if I have questions or concerns."" - 91% ""The administrators at my child's school are accessible to me if I have questions or concerns."" - 90%  School Climate: “My child feels safe at school.” – 92% “I feel welcomed when I visit my child’s school.” – 92% “My child’s school is clean and kept in good condition.” – 91% “My child’s school enforces rules consistently.” – 91% “The students in my child’s school treat each other with respect.” – 82% “My child’s school meets his/her social-emotional needs.” – 89% “My child is positively impacted by CHARACTER COUNTS!” – 92%  Learning Environment: ""I understand the academic standards my child must meet."" - 95% ""My child is appropriately challenged in his/her curriculum."" - 92% ""My child's teachers motivate him/her to learn."" - 92% ""My child's school has the technology he/she needs to learn."" - 94% ""My child's school has other resources he/she needs to learn."" - 94% “My child can get extra academic help, before, during, or after school.” – 89%  Parents are asked to provide us feedback on the parent educational opportunities they would like to see at the district and site level.  Based on 6,174 parent responses, the following are 4 key areas parents would like as educational opportunities: -Preventing Bullying (2,615 responses) -Teaching Responsibility and Decision-Making (2,348 responses) -Building Self-Esteem (2,275 responses) -Promoting Positive Behavior (2,028 responses)  Downey Unified chose to utilize a survey to capture a significant representation of our parent stakeholders and to monitor and review the LCAP.  The Stakeholder Engagement Survey is directly related to the District Vision that states all students will graduate with a 21st Century education that ensures they are college and career ready, globally competitive, and citizens of strong character."||Met||2018
54755230000000|Porterville Unified|3|The California Healthy kids survey was used in 2017-2018 as a baseline to get parents’ input. Survey content overview is as follows: characteristics of parent respondents and their children; student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation); how welcoming the school is to parents; the scope and nature of parental involvement in school activities and decision-making; the scope and nature of school communications to parents; parental involvement in their children’s education; and parental perceptions of student risk behaviors (how much of a problem at the school). The  questions  are  aligned  with  the  staff  and  student  surveys  so  information  obtained  across  these  three  stakeholder groups can be compared. The total number of respondents were 367 parents. Elementary 240, Middle School 67, and High School 59 and 1 NT (Alternative School). Parents were given the option of: Strongly Agree, Agree, Disagree, Strongly Disagree, and Don’t Know. Here are the Summary of Key Survey Indicators. For the Parental Involvement section the overall percent of parents who agreed or strongly agreed that their school allows input and welcomes parents’ contributions was 84%. The overall percent of parents who agreed or strongly that the school encourages parents to be an active partner with the school in educating my child was 83%. The overall percent of parents who agreed or strongly that their school actively seeks the input of parents before making important decisions was 71%. The overall percent of parents who agreed or strongly agreed that parents feel welcome to participate at this school was 85%. This priority ensures that PUSD increases parent engagement by promoting parental participation and involvement in completing the survey. The data source for this priority is the local survey that parents completed during the 2017-2018 school year. 25% of Parents are involved in parents surveys, informational nights, and parent leadership programs 2017-2018. PUSD will maintain Parenting Leadership classes throughout the district.  Currently, 16 out of 22 school sites have provided parent leadership classes.  In 2018-2019, two (2) more school sites will be implementing English as a Second Language on their sites. Four LCAP parent meetings were held to share updates and parents were able to give input on the needs of the district. Parents reviewed all local indicators and made suggestions and recommendations in the LCAP Parent meetings. PUSD also ensures that students and parents are aware of the importance of attendance, through district wide and school site parent informational nights. All school sites hold four School Site Council meetings and four ELAC meetings a year to inform parents about their school site plans and share LCAP district meeting information.||Met|PUSD provides opportunities district wide and school wide to actively advocate for parent volunteers and increase parent engagement so that all parents (consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless) understand that their active involvement will increase academic achievement outcomes for their students and in addition the Local Control Accountability Plan (LCAP) process. . PUSD partner with other agencies and institutions to provide leadership and guidance to parents in their efforts to support their child's education through online and in person workshops, handouts, and other communications|2018
49706800000000|Forestville Union Elementary|3||(A3) Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees.  Parent Connection: Forestville school community meeting to informally discuss topics of interest and areas for improvement. Parents request topics to be discussed and may include: academic standards, volunteer opportunities, internet safety, social media, age appropriate behavior expectations, and the LCAP process.   DELAC: English learner parents and economically disadvantaged parents are involved in goal setting and decision making and meet on a regular basis.   Foundation Meetings: Parent group meets once per month to plan activities schoolwide, support enrichment classes, and support teachers with projects. Administration gives the group a monthly update on school issues and activities.   Staff Meetings (Certificated and Classified): Ongoing meetings with staff covering topics of interest and concern. Update on funding formulas and LCAP bi-annually   LCAP Meetings: Meetings regarding the update and goal setting of LCAP. Meetings include members from the classified and certificated staff, community members, parents, and board members. Discussion included updates from staff and DELAC, surveys, CAASPP scores, local assessments data   Board Meetings: Monthly meetings regarding the governance body. LCAP updates monthly beginning in February 2018.   Surveys: Parent, student and staff survey regarding school climate and curriculum. A second survey is administered to parents, staff, and students specifically regarding technology.   Student Forums: Participated in Healthy Kids survey, Technology survey, Students from grades 4-6 volunteered to meet with the Superintendent and school psychologist discussing areas that are going well and areas that need improvement  Bargaining Units: Each bargaining unit, both certificated (FTA) and classified (CSEA), are included and consulted in the LCAP process through staff meetings, community meetings, surveys, and LCAP meetings.   Forestville tracks all volunteer activities through the visitor sign in process. Schoolwide events have a parent sign in. Parents are encouraged to attend all recognition and BEST assemblies. Parents have access to the weekly bulletin, Facebook, and the website.  (B1): Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  Our bilingual liaison works with EL students, attends parent conferences as needed, provides homework support, and is available to provide translation at meetings. Our bilingual liaison meets with EL parents regularly and assists them with planning a school wide event. Documents translated in Spanish include but are not limited to the weekly bulletin, report cards, the LCAP, parent correspondence, annual parent notifications, the parent handbook, and emergency forms.|Met||2018
10101080111682|Hume Lake Charter|3||1. In 2017 the Hume Lake Charter School parent survey indicated that one of the largest concerns was a need for stronger internet and greater technological abilities for the students and teachers.  In response to this feedback, the HLCS administration pursued a technology grant. When the grant was acquired, significant staff/personnel time was given to working with the company that was leading the upgrade for the school.  In addition, HLCS made adjustments to their on-line course provider for specific classwork.  The change was made with the intent of a greater user-friendly and increased interactive learning experience.  With the implementation of this grant the internet strength in our remote location increased significantly. Prior to this change, on-line course work was often delayed or intermittent.  Following the update, HLCS has incurred very little internet interruptions.  In addition, both students and parents have given very positive feedback regarding the positive experience with the on-line provider. Overall, HLCS designated significant budgetary expenditures as well as staff time to implement solutions to the need for improved technology. 2. In order to encourage greater participation of parents/guardians in school programs and activities, HLCS chose to cover the cost of Live Scan and TB tests for potential volunteers.   This allows a greater number of parents/guardians to be involved in volunteering in the classroom, on field trips, and with other school activities where the cost of this requirement could be prohibitive, for many.  In addition, HLCS paid for the Live Scan company to come on-site, to encourage and promote convenience to parents. The HLCS Board voted to direct budgetary funds to incur this cost in the spring of 2018.  24 parents took advantage of this opportunity. This allowed for greater parent involvement for not only that current academic year, but for the years to come.  3. The HLCS technology upgrade was an important choice because it impacted every grade level, K-12, in addition to the teachers and staff.  It was a positive benefit for every constituent and the value goes beyond the classroom.  In addition, the tools and resources used in the field of technology are cross-curricular.  Every subject area benefitted from this increase and upgrade. Training, techniques and skills acquired by students will benefit beyond the current classroom, but into their future as well. The Livescan/TB cost was chosen because of the opportunity it created to impact the greatest number of parents/guardians as possible and open the door for them to be involved with their students, in addition to brining potential support to teachers and other students as well.  As with the technology upgrade, this choice impacted every grade level, every subject level, every teacher and every student, either directly or indirectly.|Met||2018
47705160000000|Yreka Union High|3||Yreka Unified School District is committed to engaging parents and other stakeholders and incorporating feedback in the decision-making process.  We have events that have been established to initiate outreach and make connections with parents.  Parents are invited to attend our annual Back to School night that takes place at the beginning of the school year, and this year’s parent participation was at its highest.  This initial communication allows parents to hear about the different programs we offer at Yreka Union High School, and parents get the opportunity to attend each class and meet with the teachers.  Establishing these connections and developing relationships leads us to better involvement from our parents.   Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level.  In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school.  In addition to these informational nights, parents are invited to serve on our School Site Council committee.  This parent engagement opportunity provides a more meaningful input in decision making.   The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs.  The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year.  This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.|Met||2018
19644690000000|Duarte Unified|3||1. Duarte Unified values parent engagement in the district decision making process. Parents have been key participants in the development of our Competitive Advantage Plan (CAP), a living document that encapsulates our district’s direction. The thorough development of this plan involved community surveys, focus groups and informational meetings.   Ongoing formal structures are in place for parents to voice their input and be actively involved with important decision that impact students. Each of the following groups trains its members on working collaboratively and communicating to other parents.   The Duarte Unified Community Education Council (CEC) facilitates community input in a cooperative environment to study issues and guide policies that will improve the educational opportunities and achievement of all students. Local Control Accountability Plan (LCAP) stakeholder engagement meetings provide input and consultation to inform and update the district’s LCAP. These meetings are essential for two-way communication about district goals and actions taken to address the needs of all students.  District Advisory Committee (DAC) is a group of parents, staff, students and community members elected by School Site Committees. The purpose of DAC is to provide a communication forum to share interests, experiences, knowledge and concerns. The District English Learner Advisory Committee (DELAC) is comprised of elected representatives from each school’s English Learner Advisory Committee (ELAC). The DELAC is established to advise the district on programs and services for English learners.  2. The home-school connection is essential to student success. All sites host formal meetings such as School Site Council, ELAC and Coffee with the Principal. Parent attendance is collected and minutes are shared widely. Site administrators have been trained and have been provided materials to train these advisory groups in effective parent involvement. All school sites have budget allocated for parent engagement. School sites provide trainings and workshops for parents/guardians on topics that relate to student learning and their social-emotional development. Topics include: Early Literacy, Cyber Safety Training, Guided Reading Training, Inquiry Learning, Parenting Tips, How to Help Your Child at Home, College Application and Financial Aid, Handling Issues Related to Drugs and Alcohol, Violence and Mental Health Issues.  3. The development of the Local Control Accountability Plan (LCAP) is based on data from a variety of sources. Input from all stakeholder groups is a crucial data set. We chose to analyze parent engagement by collecting multiple measures. Due to the ongoing and consistent nature of these activities, we measure parent participation in district meetings and whether school sites offer training. The findings from all forms of parent engagement relate to the goals that have been established in the LCAP or from suggested revisions.|Met||2018
12626790127266|Redwood Coast Montessori|3||1. LEA’s progress related to seeking input from parents/guardians in school and district decision making: RCM seeks input from parents/guardians in many ways. RCM has a school board of directors, a Parent-Teacher Organization, a leadership committee, and an “open door” approach to providing parents/guardians the opportunity to provide regular feedback. RCM has involved parent/guardian involvement in the site surveys, visioning meetings, and LCAP development. 2. LEA’s progress related to promoting parental participation in programs: RCM encourages parent/guardian participation in a variety of ways including: volunteering in the classroom, field trip chaperone and driving, parent/teacher conferences twice per year, participation in school-wide educational events, use of weekly newsletter for communication with stakeholders. Through the school resource center, RCM also offers parenting classes. 3. Why the LEA chose the selected measures: RCM includes LCAP Goal 2: “Maintain or improve communication and connections with parent, student, and community.” To accomplish this goal, RCM relies on several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. Use of regular and open communication with stakeholders, maintaining an active PTO, and continued use of parent/guardian input through site development surveys and LCAP surveys all valuable tools for promoting stakeholder participation.|Met||2018
12626790137653|Redwood Coast Montessori|3||1. LEA’s progress related to seeking input from parents/guardians in school and district decision making: RCM seeks input from parents/guardians in many ways. RCM has a school board of directors, a Parent-Teacher Organization, a leadership committee, and an “open door” approach to providing parents/guardians the opportunity to provide regular feedback. RCM has involved parent/guardian involvement in the site surveys, visioning meetings, and LCAP development. 2. LEA’s progress related to promoting parental participation in programs: RCM encourages parent/guardian participation in a variety of ways including: volunteering in the classroom, field trip chaperone and driving, parent/teacher conferences twice per year, participation in school-wide educational events, use of weekly newsletter for communication with stakeholders. Through the school resource center, RCM also offers parenting classes. 3. Why the LEA chose the selected measures: RCM includes LCAP Goal 2: “Maintain or improve communication and connections with parent, student, and community.” To accomplish this goal, RCM relies on several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. Use of regular and open communication with stakeholders, maintaining an active PTO, and continued use of parent/guardian input through site development surveys and LCAP surveys all valuable tools for promoting stakeholder participation.|Met||2018
27659790000000|Bradley Union Elementary|3||Bradley School is a small school, so seeking teacher and parent input is not as difficult as it may be in a large, unified district.  Bradley staff has a great deal of input into all decision making, with regular meetings, which allow for and even require input.  Bradley School also holds monthly Parent's Club meetings, four School Site Council meetings, and two open forum town hall's each to seek parent input.  Bradley also sends home bi-annual survey seeking parent input on District priorities and programs.|Met||2018
30666700135897|Advanced Learning Academy|3|Advanced Learning Academy is dedicated to working collaboratively and comprehensively with staff, parents, and the community to strengthen a learning environment focused on raising the achievement of all students and preparing them for success in college and career. To further foster an inclusive community, the school has prioritized engagement with all stakeholders by developing a Wellness Center. The function of the Wellness Center is to be a place for teaching and learning with stakeholder groups including local businesses, community/civic organizations, and parent groups to establish, develop, and leverage mutually beneficial relationships that improve the academic success of all students.  Parent engagement is one of the most important characteristics of a positive school climate and quality education.  When parents are involved at school, children perform better in both behavior and academic achievement.  To further expand community engagement and relations, the school supports Wellness Centers that offer a range of classes and resources. The California School Parent Survey (CSPS) was completed by 104 parents. Results indicate the majority of parents surveyed agreed with being engaged in school and are informed of the decision making process and promotion of participation in programs.  In regards to their feelings related to school and district seeking input in school decision making, 96% of the participants agree schools actively seek the input of parents before making important decisions and 95% of parents agree school staff take parent concerns seriously. Participants agree that the school promotes parental participation in programs. Over 96% agree schools allow input and welcome parents’ contributions and encourage parents to be active partners in the school. 92% of participants feel welcome to participate at school and 91% agree the school staff treat parents with respect.||Met||2018
21654090000000|Nicasio|3|"1. In February 2018, a total of 40 parents participated in the annual parent survey (from our 28 families total). Of this year’s 40 participants, 11 (28%) were from Spanish-speaking households, which is a close representation of the overall percentage of Spanish-speaking households school-wide (39%). 92% of parents agree that communication between the school office and home is sufficient. 89% agree that email is an effective way to communicate between home and school. 78% agree the online Parent Portal is an effective way to communicate weekly school news. 83% of parents consider communication between teachers and parents sufficient. Communication from school-related organizations are viewed as sufficient as follows: Parent Club (82%), Nicasio School Foundation (71%), and School Board (47%). 2. At the start of each school year, the administrative team collaborates with the Parent Club and Nicasio School Foundation to include a questionnaire in Back-to-School Packets to survey parents about their preferred method of communication, either by email notification and weekly online communications from the school via the Parent Portal or with hard copies sent home every week. This questionnaire also includes volunteer interests and availability to participate as members of the Parent Club and Nicasio School Foundation. 3. The parent survey and questionnaire relate directly to Goal 4 of our 2018-19 LCAP which states, ""Ensure all parents are active participants in the school community."" Our complete LCAP can be found at:"||Met||2018
39686760123802|Health Careers Academy|3||Parent engagement and involvement continues to be an important priority for Stockton Unified. Analysis of the 2017-2018 parent involvement survey (16,773 responses) and the 2018 LCAP parent survey (696 responses) indicated that parents felt SUSD encouraged parental input and participation. Across multiple measures, over 88% percent of parents on the parent involvement survey strongly agreed or agreed that the district involved parents in the joint development of the school plan, educated school personnel in collaboratively working and communicating with parents, ensured information presented was accessible, or supported schools’ and parents’ potential for strong parent involvement activities.  Additionally, 65% of  parents on the LCAP survey strongly agreed that school’s encouraged participation in school and district events. The three top activities attended by parents on the parent involvement survey included: back to school nights, parent trainings or workshops, and parent/teacher associations. During the 2017-2018 school year across SUSD, Realizing the Academic Dream (RAD) academies were hosted at 94% of schools, parent coffee hours at 97% of schools, and the Parent Ambassador Program was established at 13 sites. We closed the 2017-2018 school year with 95 family involvement activities,  2 Father Engagement STEM Workshops (160 Attendees), 4 Parent Involvement Professional Development Staff Trainings and provided 337 free books to families. SUSD will provide continued district-level workshops/trainings and cohorts to assist site staff and parents/guardians in planning and implementing effective strategies, and seek input from parents/ guardians in developing the workshops.|Met||2018
01612420000000|New Haven Unified|3|Parents / guardians indicated increased and strengthened communication with the school and the District. In 2018, 92% of parents / guardians described being engaged in ongoing feedback communication with the school  - 97% of middle school parents; 96% of high school parents, and 83% of elementary parents. However, few selected to participate on formal committees, with less than 5% of respondents indicating participation in School Site Council or English Language Advisory Council, and fewer than 10% reported being part of their school’s Parent Teacher Organization. The majority of parents and guardians, (78%), indicated participation in ongoing communication with their child’s teachers - with a high of 92% of elementary, followed by 65% of middle and 62% of high school parents and guardians.  Parents and guardians indicated that that email is the primary method of contact for all parents, followed by phone, in-person conferences and information nights for parents, as well as other electronic methods, including Google classroom, Class Dojo, and Classroom Connect. Our key findings show that the schools appear to promote engagement and provide a positive atmosphere for parents and guardians to engage in school programs. Of all parents and guardians, 96% indicated feeling welcome - 98% of elementary and 94% of secondary parents and guardians; and of all parents and guardians 46% “strongly agreed” that they feel welcome at the school. The District provides a variety of communication methods, including email, phone, in-person, parent conference, School Site Council, English Language Advisory Committee, Academic Parent Teacher Teams, and use of multiple online systems and text messaging. These resources appear to promote parent and family engagement. Notably over 80% of parents and guardians use email to communicate with the school. These data were consistent with those that responded using paper and online surveys, indicating that the majority of families now have email access. It also suggests that the District’s efforts to reduce the digital divide have been effective. We adopted this survey for its capacity to provide quantitative and qualitative data and its alignment to the goals established for the Local Control and Accountability Plan. The base survey instrument has been administered annually since the 2013-14 year. It has been designed to provide ongoing formative and summative results and longitudinal comparison data over time. The instrument was initially created for the Race to the Top District grant, and was approved by the U.S. Department of Education for its use in providing leading indicators of progress in the areas of parent and family engagement. The questions and responses have been used at schools to inform their progress data review for their School Plan for Student Achievement (SPSA). The instrument’s design is flexible with a set of annual core questions.||Met||2018
53717460000000|Lewiston Elementary|3|A survey was given to parents last school year. We chose a survey because we have a small, close-knit community that would respond to a survey. The key findings regarding seeking input from parents/guardians in school and district decision making as well as participation in programs is that communication regarding the two questions be presented to them and received by them in paper format. Parents are most receptive to the paper coming home from school that informs them of participation and decision making opportunities.||Met||2018
37682130123224|San Diego Virtual|3|The Annual Parent and Student Survey found that over 94% of students and families were satisfied with the amount of academic support the students were given in their classes. With the amount of engagement the teacher provides for both students and families, over 97% felt that communication and interactions were safe and effective. Furthermore, the survey found that students were provided opportunities to make connections with the real-world based on information learned in their classes. The survey also demonstrated that students and families felt SDVS clearly explained and outlined the expectations for learning in an online environment. Students and families felt that social interactions were appropriate and that they were given opportunities to participate in decision making regarding events. SDVS chose this survey based on areas that need focus which were identified by test results, demographics of our students, and environment. SDVS feels that the results from the survey shows growth in the school, as well as satisfaction among parents and students schoolwide. Results from this survey also helped guide future events and opportunities for students and families, such as educational field trips, parent workshops, and student-led clubs and activities. Lastly, it provided feedback that helped our highly qualified teachers make modifications and revisions to the curriculum to better meet the needs of each student. Although the results proved excellent and students and families seem satisfied, SDVS is always striving to provide the best educational experience possible and align its goals to the LCAP.||Met||2018
27659870000000|Carmel Unified|3|Carmel Unified School District administers a school parent survey that is a modified version of the California School Parent Survey. This survey has been selected for use in CUSD because it prompts input from parents and guardians on their involvement in both their student’s education as well as their student’s school.  Several questions on the survey align with specific parent engagement categories (Priority 3) on the California School Dashboard. CUSD added questions to the survey to gain additional information from the parent community.  Questions are organized into the following categories:  Curriculum Programs, About This School, Health & Wellness, Participation, Communication, School Calendar and Other Initiatives.   On the most recent administration of the survey in 2018, findings indicate that 93% of respondents strongly agree or agree that schools seek and welcome parent contributions; this was reported at 98% at the elementary level, 95% at the middle school level, and 86% at the high school level. The results of the 2018 survey demonstrate a 7% overall increase from the previous administration.  The results also reflect increasing agreement/satisfaction at all levels- elementary (+6%), middle (+7%) and high school (+14%).   Additionally, two questions survey parent participation in school programs:  95% of respondents strongly agree or agree that schools encourage parents and guardians to be active partners with the school educating their student. Elementary parents and guardians reported this at 99%, middle school parents at 95%, and high school parents at 90%. These results represent an overall increase from the previous administration of 9%. Each level demonstrated increases - elementary (+7%), middle (+7%) and high school (+18%).  When prompted to indicate their method of participation, 92% of parents attended a school meeting, 91% participated in a school or class event over the last year, and 74% attended a parent-teacher conference. A large percentage of parents report they attended a fundraising event (77%).  A smaller percentage of parents reported they volunteered at school (69%) or attended a meeting of the parent-teacher organization (42%). Nearly half of high school parents (47%) reported they met with a guidance counselor.  Each school site within the district receives an individual report in addition to the aggregate district level report. All summary results are analyzed and utilized in LCAP review and planning, District goal setting, and site goal setting.||Met||2018
30665300000000|Huntington Beach City Elementary|3|Data for LCFF Priority 3 for Parent Engagement is assessed through a variety of anecdotal data as well as an annual survey instrument. The Panorama Education surveys were selected as our survey instrument given their strong alignment to the LCAP Goals, Actions, and Services. The surveys demonstrate a strong research base as designed by the Harvard Graduate School of Education, allows for triangulation of data within question categories for our key populations of families, staff, and students, and highlights the comparison of our data with national percentiles.  Key findings are reported from the Annual Survey for Families with an emphasis on the following topics: seeking input from parents/guardians in school and district decision making, promoting parental participation in programs, and an explanation describing why the district chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP.  Results from the Annual Survey for Families were reported to the Board of Trustees in spring of 2018 reflecting a 22% overall response rate and favorable ratings in School Safety (86%), Special Programs (80%), School Climate (74%), School Fit (71%) and overall Family Engagement (33%). The 33% Family Engagement rating is near the 70th percentile based on the national data set and addressed questions regarding parent visits to school, involvement in parent groups, and the regularity of parent meetings with teachers.  Parent feedback related to engagement focused on Barriers to Engagement with varied factors ranging from 42% (busy schedules) to 96% (student does not want parent to contact the school). Open ended survey responses provided feedback with parents requesting more text and email communication, as well as meetings in the evening to accommodate work schedules.    The data informs the needs of the district during the stakeholder input and engagement phase of LCAP development in addition to individual site-level SPSAs. The needs that emerge through the survey data, along with other means and methods for stakeholder input, inform the district’s goals. This survey is preferred because of its strong base in research, triangulation of data within the questions categories for families, staff, and students, and the ability to compare our data with national percentiles.||Met||2018
54722150000000|Tipton Elementary|3||Tipton Elementary School district has chosen to examine promoting participation in programs because it is an area where a need for improvement has been identified by both parents and staff.  Our goal is continued growth and ability to engage our parents and build their capacity to support their children as aligned with state LCAP priority 4 and as well as our local LCAP goal 5.     1.  Tipton School provides access to translators for 100% or parent/teacher conferences, ELAC, SSC, and LCAP meetings, as well as individual meetings scheduled with teachers and administrators at the parents request.  2.  Tipton school has not hosted workshops to support parent learning.  In order to increase our capacity to support our parent the district is hiring a parent liaison to assist with the coordination and implementation of parent support and training opportunities.   3.   Tipton School administration has attended parent engagement training within the last two years.  Tipton teachers and support staff have not.  Our goal over the next few years is to increase our opportunities for professional growth in this area.|Met||2018
37681970000000|La Mesa-Spring Valley|3|The district LCAP parent survey is the primary method for engaging parents for feedback about education matters and is offered annually to all parents and guardians. The survey, sent to all families, and translated into Spanish, was created and selected because it includes a range of questions and provides insights outside our traditional parent meetings including SSC, ELAC, DELAC, parent-teacher conferences and various action committees. We also gain input from our District Advisory Committee, which is comprised of parent representatives from each school site. Specific survey results show 70% of parents are satisfied with their ability to participate in decision making as it pertains to their child’s education and are satisfied with their level of engagement. This was a 1% decrease as compared to last year’s survey results.  The district continues to prioritize parents’ capacity to participate in decision making pertaining to their child’s education.  Additional findings of the parent survey to promote parental participation in programs, including parent education and participation in school-sponsored events, indicates that 47% of parents regularly participate in such activities. While there was no change in the percentage of parents who regularly attend school sponsored meetings; there was a significant increase of 8 percentage points (from 40% to 48%) of parents who found trainings at school useful.  Sites continue to offer a variety of parent engagement activities.  In 2017-18 over 87 workshops were offered with a total of 2,794 attendees.  Additionally, multi-session effective parenting classes were offered at six different sites with an average attendance of 20 parents each week.  Based on input from parent advisory groups, such as DELAC, and the results of our parent survey, the goals and priorities for the 2018-19 LCAP have been shaped. The goals and priorities focus on developing structures to increase parent participation in governance, decision making and awareness of matters affecting their children.  The district is considering a different survey tool to obtain broader and more detailed information that can lead us to be more strategic in meeting the needs of our stakeholders.||Met||2018
37683610000000|Santee|3||Stakeholder input throughout the year was collected and categorized into the areas of Conditions of Learning, Pupil Outcomes, and Engagement. This data was analyzed to identify themes for suggested changes to the LCAP. The following general themes were identified for consideration by the District: 1) ATTENDANCE IMPROVEMENT: Investigate and alter, if needed, the Student Attendance Review Team (SART) process and implement SART contracts; use the Student Attendance Review Board (SARB) process; continue to use the District Attendance Review Team (DART) process: Impact to LCAP: An action was added to the LCAP to increase the student attendance rate and reduce chronic absenteeism. A Coordinator position is being shifted to Director level with added responsibilities for monitoring and improving student attendance. 2) ENGLISH LANGUAGE LEARNER SUPPORT: Increase Bilingual Assistants; provide more support for English learner students: Impact to LCAP: The District is maintaining the current level of Bilingual Assistants and Language Arts Specialists/Intervention Resource Teachers to support English language learners. The District and schools continue to seek and procure evidence based instructional/intervention materials and provide professional development on effective instructional strategies. 3) PROFESSIONAL DEVELOPMENT: Increase professional learning for staff in specific areas and provide more choice: Impact to LCAP: Continue developing an annual Professional Development Plan. The plan for 2018-19 will incorporate professional learning in various curricular and instructional areas to improve student outcomes. Choice is provided for teachers through the Personalized Learning Plan (PLP) which includes receipt of a stipend. 4) SOCIAL-EMOTIONAL LEARNING SUPPORT: Increase counseling services, increase mental health support: Impact to LCAP: The District plans to increase counselors/social workers from 6.0 FTE to 7.0 FTE and will analyze and adjust school service levels based on need. Two Coordinator positions are being shifted to Director level with added responsibilities for overseeing mental health/counseling services and social-emotional learning.  5) STRENGTHENING STUDENT CONNECTEDNESS: Reduce class size and caseloads, reduce/eliminate combo classes, emphasize personal relationships with students: Impact to LCAP: Teacher/student ratios are part of the District's Core/Base program. The District monitors these ratios regularly and will continue to monitor and adjust ratios where appropriate, and minimize combo classes as much as practical; considering special circumstances, including, but not limited to, mainstreaming and student needs. Student connectedness is also a part of our overall Student Support Systems which includes social-emotional learning. The District will continue to refine and improve these systems in order to strengthen student connectedness.|Met|The District values parent involvement as volunteers in schools. All schools maintain a volunteer log for the number of hours that parents volunteer at schools. From 2016 to 2017, Santee schools experienced an increase in the number of hours that parents engaged in volunteering to support student learning. Additionally, the Santee School District maintained parent participation on district and site committees from the previous year. These committees represent an opportunity for parents to engage in decision making and stakeholder input.|2018
03739810000000|Amador County Unified|3|Two parent/community surveys were chosen: Our annual communication/trust survey and the parent portion of the California Healthy Kids Survey (CHKS). These surveys were chosen because the first is an annual measure of continuous improvement efforts in stakeholder communication; and the parent portion of the CHKS is connected to LCAP goal 2 tied to school connectedness and parent/family engagement. We conducted our first communication survey in Spring 2016 and have implemented several communication tools and strategies addressing the feedback. We conducted a similar survey in Spring 2017, adding questions about the new tools as well as the level of trust in the district. The most recent survey was in May 2018. There was little to no change in stakeholder knowledge about a variety of aspects including our mission, plans and policies; events; day to day operations; accomplishments; and challenges. The survey included questions about the most positive aspects of the district's communication efforts and ways we could improve, including specific tools we could be using more often. Our families reported the best things about our communication are, “The use of email and automated calls, The district uses many different ways to communicate and, They do a good job.” Suggestions for improvement were, “Fewer calls/adjust calls, More transparency/openness, Nothing to improve, More communication, and keep websites updated.” The tools families wanted to see us use more often were, “email, text, social media, and websites.” Another question was, “How does your level of trust this year compare with last year?” The 2018 survey was conducted during campaigning for the County Superintendent position and immediately following some high-profile district challenges, which we believe had a negative impact on the results. 16% of our families said it increased compared to 31% last year, 53% said it remained the same compared to 53% last year, and 31% said that it decreased compared to 16% last year. We also administered the parent portion of the CHKS in May 2018. There were 145 respondents out of our 4,000+ students. 31% Strongly Agree that the, “School allows input and welcomes parents’ contributions” compared to 32% last year. 39% Strongly Agree that the, “School encourages me to be an active partner with the school in educating my child” compared to 37% last year. 35% Strongly agree that, “Parents feel welcome to participate at this school” compared to 33% last year. 21% of respondents Strongly agree that the, “School actively seeks the input of parents before making important decisions” compared to 19% last year. We are putting many resources and much effort into LCAP goal 2 around social-emotional wellness, school climate, and parent/family engagement. We understand it will take time for these efforts to produce different results. We also recognize the low number of respondents as an area of focus moving forward and hope to see this number increase.||Met|Through the LCAP process, stakeholder meetings were conducted in every school community to share data, solicit feedback, and establish common goals, priorities, and actions. The stakeholder engagement meetings provided a framework for discussion about how to improve educational performance related to the California State Priorities. Stakeholders engaged in open discussions about current district data, results from surveys, and ideas for future district goals.  All participants were asked to complete a survey at the conclusion of the meetings. Survey data provided input regarding needs as well as strengths. Survey results were prioritized and aligned to the newly and collaboratively developed LEA Strategic Plan.  The feedback from this process is what drove development of our LCAP. Stakeholders not able to attend a meeting were able to access the presentation materials and survey on the district website. For the 2018-2019 school year, each site has a parent engagement goal as part of their Single Plan for Student Achievement.|2018
27660920000000|Monterey Peninsula Unified|3|“Your Input Matters … Join the Conversation!” continued as the theme of this year’s MPUSD’s stakeholder process this year. This year, the district promoted community input through its online English and Spanish surveys. The district printed postcards inviting stakeholders to participate, and the postcards were made available at school sites and district and school wide events. Paper copies were made available upon request, and stakeholders were provided an opportunity to use computers in the district office if they did not have access to a home computer. A total of 493 surveys were completed this year – a 51.2% increase over last year. Responses reflected an equal mix of parents/guardians, community members and staff, as well as an even distribution across school sites both elementary and middle.  In an effort to maximize community input at already publicized and regularly attended meetings, the district invited the public to provide input to the LCAP during its Board meetings on February 13, March 13, and April 10 during LCAP update presentations. Additionally, the district offered a community engagement meeting on April 30 for stakeholder groups, and on May 16 for the District English Learner Advisory Committee. During the two stakeholder meeting, stakeholders were provided an overview of district accomplishments and the LCAP process. Participants broke into one of five break-out stations to provide input on the stage priorities grouped as follows:  - Basic Services/Course Access - Implementation of State Standards/Student Achievement - Student Engagement - Parent Involvement - School Climate  The district made a significant effort to solicit student voice, and engaged with students at our middle and high schools in face-to-face meetings. During the meetings, the Superintendent and/or Chief of Communications asked students a series of question prompts to gather input on what they valued at school, what they would like to see more of at their school, and what may or may not be working, and areas where the district and their school could improve. More than 200 students were engaged in person this year from our middle and high schools.  HIGHLIGHTS FROM PARENT INVOLVEMENT PORTION OF SURVEY  Priority 3: Parental Involvement: On the online survey, respondents ranked the following priorities as extremely important or important:  • 94% Parent resources (e.g., parent engagement workshops and classes, web-based tools to assist students in homework support) • 94% Parent/student activities (e.g., art nights, math nights, college and financial aid planning rights, visiting college trips) • 90% school meetings (e.g, Site Council, English Learner Advisory Committee, Parent Teacher Association, Coffee with the Principal, etc.) • 97% School-Family communication (e.g., all call, email, website, newsletters, social media, parent app, etc.) • 92% Parent survey • 95% Back-to-School Night, Open House, Parent-Teacher Conferences||Met||2018
19647331938612|Taft Charter High|3|Based on positive responses by parents on the School Experience Survey, Taft Charter High School has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. 92% of our parents agreed or strongly agreed that our school provides differentiated information to them. On another question, 92% of our parents indicated that the school provided information in a manner they could understand.  On yet another question 88% of our parents feel welcome to participate at our school.   Based on the parents' responses on the School Experience Survey, it was determined that there was a need to continue providing training to our parents at our school. This determination was made due to 78% of our parents who agreed or strongly agreed that the school provided instructional resources to help support their child's education. The goal is to have 100% of the parents agreeing or strongly agreeing that a school provides resources. In order to increase the positive responses to this question, the school will share parent resources found on the Office of Parent and Community Services' website and local district PACE website with the school staff and with parent leaders on our SSC/Charter Councils and our ELA Subcommittee to SSC.  The School Experience Survey also indicated that 79% of our parents agreed or strongly agreed that the school included them in important decisions about their child's education. In addition, the survey demonstrated that 71% of the parents in our school agreed or strongly agreed that the school encouraged them to participate in organized parent groups. In order to increase parents' feeling of inclusion we will continue reaching out to parents and supporting them as school and District decision makers.  Our school through LAUSD is implementing three new parent study groups at Local Districts this year: one on the Local Control and Accountability Plan, another on the English Learner Advisory Committee, and a third on Title I. The study groups will meet all year to increase parent awareness regarding the Local Control and Accountability Plan; the support needed for English Learners; and the support for families whose students qualify for the Free and Reduced Price Meal Program. Our school sends representatives to these study groups.  In addition, parenting resources will be shared along with information on topics such as supporting student achievement, parent participation in school governance, budget, and data analysis. The study groups will provide opportunities for parents to share give input regarding these topics.||Met||2018
58105875830112|Yuba County Career Preparatory Charter|3||Parents are invited to attend their student's academic meeting which facilitates productive conversations with the teacher. This information is also available through the Illuminate Home Connect Portal which allows families and staff to review grades, assignments, notes and assessment results. Families are able to monitor and support students in a real-time, interactive setting that makes the process more meaningful and fruitful to the overall goal of achievement.  On 10/8/2018, continued staff articulation which focused on competency in operating and maintaining the student/parent portals. All reports of student progress in the Illuminate program are connected directly with the teacher gradebook and site/classroom-based input and information systems.  The counselor is able to monitor student progress in order to locate areas of support and student success and use this as a basis for parental contact and interpersonal student meetings. Parental involvement is welcomed and seen in our advisory board meetings which consists of three parents and one student out of nine board members.  Training programs are offered to students and parents several times throughout the year covering improving parenting skills, cessation classes, co-dependency class, and positive discipline all at little to no cost. For students struggling academically, we have three tutors and three RSP teachers available on-site daily for one-on-one assistance. At all meetings we are able to provide accommodations such as interpreters or translators to ensure accurate communication and understanding of the student's individual learning plan. Along with these procedures, classroom and IS teachers are making regular contact with parents regarding student progress and expectations, and documenting these interactions.  Students whose families or support staff make a request, receive a weekly progress report, which is emailed to the student email account and family account - this is done by the attendance and scheduling clerk, who maintains relationships with the families we serve and is able to include all relevant student information in the correspondence. Finally, our CTE Auto program holds an annual community auto show which encourages family participation, CTE awareness and community engagement.|Met||2018
19649980000000|Saugus Union|3||In order to increase family involvement and engagement for all SUSD families and address the needs of our English Learners, economically disadvantaged, foster youth and homeless students for the 2017-2018 school year, a plan with implemented actions and opportunities were put into practice. It was important that in the various family educational opportunities, translation services, childcare, refreshments and a convenient time for the parents to attend was available to all families. Parents’ feedback and surveys were also used to guide and plan the type of support, tools and workshops offered this school year.     Two professional development workshops with updated research, guidelines and best practices were presented by our parent liaisons to administrators and office staff. After last year’s professional development to our teachers, several teachers put new practices in to place to engage families, and the liaisons supported them in outreach, planning, and reflecting to plan for the next school year. The parent liaisons also presented on the importance of family engagement at the different advisory committees, which include the Parent Advisory Committee, District English Learners Advisory Committee, and the various school site English Learners Advisory Committees.   Several parent workshops were offered throughout the school year at various school sites. Those included three Family Academies, one in the fall and two in the spring. There were 154 parents who benefited from these events, with services including a family resource fair, a keynote speaker, and a total of 19 academic and social emotional workshops that provided support and tools for families. In addition, a valley wide picnic day for foster families was provided, allowing families the opportunities to network, earn credits toward their certification, and connect with local agencies.   At our Title 1 schools which have a higher population of English Learners, we offered the Parent Institute for Quality Education, a series of nine parent education workshops and the Parent Engagement Academy, which included seven workshop sessions for families to learn more about the Educational System, Getting Ready for College, 21st Century Skills, LCAP, ELAC, and school services. We graduated a total of about 50 families from the Parent Institute for Quality Education who were the majority English Learners. We are also witnessing a higher number of English Learner families attending our District English Learner Advisory Committee Meetings ranging from 20 to 50 parents at each meeting. This is due to the communication outreach, which include personalized invitations, personal phone calls, and automated emails and phone messages.     SUSD greatest progress includes the increase in parent involvement and engagement as evident in the active participation of parent meetings and academies. Our parent surveys are positive and we continue to see an increase in parent participation at all district events.|Met||2018
19647330111658|Alliance Marc & Eva Stern Math and Science|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.2 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded respective average responses of 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Marc & Eva Stern Math and Science High School (“Stern”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Stern’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #4 is to ensure all parents/guardians have access to meaningful parent engagement so that their children are prepared for college and/or are career ready. To meet this goal, Stern provides workshops and opportunities that involve parents more fully in the college and post-high school process.||Met|Annually, Alliance Marc & Eva Stern Math and Science High School (“Stern”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (“Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Stern, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environment.|2018
19647330127217|Alliance Alice M. Baxter College-Ready High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.1 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.1 and 3.2. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.2 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.4), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.0), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.0), and (e) The teachers at this school provide me with strategies to help my child learn more (3.1). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Alice M. Baxter College-Ready High School (“Baxter”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town hall meetings, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Baxter’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Baxter (1) provides workshops to prepare students and parents for a successful transition to college; (2) administers an annual satisfaction survey; and (3) hired a parent engagement clerk.||Met|Annually, Alliance Alice M. Baxter College-Ready High School (“Baxter”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Baxter, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve learning environments for students.|2018
49738820000000|Cotati-Rohnert Park Unified|3|The Cotati-Rohnert Park Unified School District sought parent involvement and input throughout the school year.  Parents were invited to a variety of venues to provide feedback and share insights regarding their children's academic and social/emotional experiences.  Parents were asked to complete a district survey and were invited to join a host of meetings including the Local Control Accountability Plan Committee (LCAP), the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), Town Halls, Site Councils, Wellness Committee and school connected organizations (PTA, Boosters).  This district used the student information system, district website, social media sites, and site newsletters to inform parents of meeting dates and opportunities for input.  Sign in sheets were gathered to measure parent participation and attendance at the meetings.  During the meetings, parents overwhelmingly indicated that they were satisfied with their student experiences in CRPUSD.  Parents focused upon needs assessments and indicated areas of growth which included potential curricular programs of desire.  The key findings from these focus group meetings included increasing advanced offerings for students who excel academically, expanding academic differentiation, and continuing support for students with special needs.  The districtwide parent survey indicated that 86% of parents felt welcomed at their students' school sites and that 82% of parents felt that the district values and encourages parent participation.  82% of parents also believed that there were many ways for them to be involved at their students' schools.  Additional survey feedback included the need for the district and sites to over communicate and provide more advanced notice of events.  Parents also reported that many families wanted to be more involved in school activities but they were juggling many responsibilities and obligations that prevented them from attending all of the events or volunteering in their children's classrooms.   CRPUSD encourages parent participation and aims to partner with our parents to ensure a thriving school community.||Met||2018
30739240000000|Los Alamitos Unified|3|Los Alamitos Unified administered a parent engagement survey to all parents and received 888 responses from parents of students in all grade levels TK-12. The findings were: 88.4% of parents are satisfied with the site’s ability to support student achievement. 84.9% of parents are satisfied with their school site’s ability to connect and engage their student(s). 85.5% of parents are satisfied with their school site’s encouragement of parent involvement. 82.7% of parents are satisfied with their student’s overall school site climate. 87.9% of parents are satisfied with technology and materials for their student’s school site. 88.6% of parents are satisfied with their student’s school facilities. 83.8% of parents are satisfied with course access and academic preparation of their student. This survey was selected to provide comprehensive feedback across each component of the LCAP and determine where strengths and weaknesses lie in order to create salient LCAP goals, actions and services to best meet the needs of students and parents.||Met||2018
19647330108936|Alliance Collins Family College-Ready High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.4), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Collins Family College-Ready High School (“Collins”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Collins’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #4 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Collins develops and supports parent programs aligned to the school goals. For example, we developed and supported parent programs aligned to school goals and outcomes, including Cafe with the Counselors, Parent Town Hall, Parent Conferences, and School Coordinating Council meetings. Our Parent Engagement Specialist also met with parents regularly to discuss student progress.||Met|Annually, Alliance Collins Family College-Ready High School (“Collins”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians. At Collins, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and parents. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve learning environments for children.|2018
54720820000000|Richgrove Elementary|3|In regards to the key findings from student, parent and staff surveys they are as follows:  -There is a need for more security guards. -Does school provide safe drinking water. -What is the homework policy, and is there too much? -Offer more varied times for parenting events. -Non-English speaking students should have more time to learn English. -There should be more of an emphasis on SARB. -More strict consequences for discipline issue students. -Offer more classes for adults in the community. -Need more advanced classes and career pathways. -Need more after school science and math classes. -Get more books home to parents so that they can read to their children.||Met||2018
19647330108894|Alliance Judy Ivie Burton Technology Academy High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.7 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.5 and 3.7. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.7 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.7 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.7), (b) This school has a main office that is responsive to parents (3.7), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.5), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.5), and (e) The teachers at this school provide me with strategies to help my child learn more (3.6). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Judy Ivie Burton Technology Academy High School (“Burton”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Burton’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Burton (1) maintains a bilingual Parent Liaison to increase parental input in school-wide decision making by assisting in coordinating town hall meetings and other events; and (2) supports the parent engagement program by advertising parent engagement events and recruiting parents to be a part of assorted school governing bodies.||Met|Annually, Alliance Judy Ivie Burton Technology Academy High School (“Burton”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians andminimizes measurement error. At Burton, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
19647330124891|Alliance Renee and Meyer Luskin Academy High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.1 from parents/guardians (Parents select 1-4 with 4 indicating highest satisfaction). Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.1 and 3.0. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.2 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.3), (b) This school has a main office that is responsive to parents (3.3), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.1), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.0), and (e) The teachers at this school provide me with strategies to help my child learn more (3.0). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Renee & Meyer Luskin Academy High School (“Luskin”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Luskin’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #4 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Luskin (1) offers parent academies throughout the year based on parent interest and student need; (2) maintains a full-time parent engagement specialist to help meet school-wide targets for parent/guardian participation and leadership; (3) communicates frequently with parents/guardians; and (4) expands opportunities for parent participation through varied family engagement activities.||Met|Annually, Alliance Renee & Meyer Luskin Academy High School (“Luskin”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians. At Luskin, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve the learning environment for children.|2018
19647330123133|Alliance Susan and Eric Smidt Technology High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded respective average responses of 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Susan & Eric Smidt Technology High School (“Smidt”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Smidt’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Smidt (1) offers parent workshops related to school goals (i.e., college, college admissions, financial aid, and high school graduation); (2) provides parent involvement and volunteer opportunities; and (3) offers parent education classes.||Met|Annually, Alliance Susan & Eric Smidt Technology High School (“Smidt”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians. At Smidt, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve learning environments for children.|2018
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.4 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded respective average responses of 3.5. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.6), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4), and (e) The teachers at this school provide me with strategies to help my child learn more (3.5). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Ouchi-O'Donovan 6-12 Complex (“Ouchi-O'Donovan”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Ouchi-O'Donovan’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #6 is to provide services and supports for parents and families to engage with the school in a meaningful way. To meet this goal, Ouchi-O'Donovan (1) offers parent workshops related to college, college admissions, financial aid and high school graduation; (2) offers ESL classes; (3) provides technology workshops for parents.||Met|Annually, Alliance Ouchi-O'Donovan 6-12 Complex (“Ouchi-O'Donovan”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Ouchi-O'Donovan, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use the data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
30666210000000|Orange Unified|3|The Orange Unified School District administered a survey for all parents during the 2017/18 school year to gather data to identify strengths and challenges of existing programs and services as well as facilitate information on areas for growth within the district. Survey items were developed to measure parents’ perceptions of the district’s efforts in achieving its Local Control Accountability Plan goals for 2017/18 school year. The Local Control Accountability Plan (LCAP) survey was chosen as a key local indicator because of its ability to address parent specific content and adjust questions based on the grade of the student that attend our schools. The survey was retrospective in nature and allowed parents to report on the degree to which they felt each item in the LCAP was met or achieved. Overall, 2,869 parents participated in the primarily on-line survey conducted from September to December, 2017. This represented a slight decline in parent responses from 2016-17, most likely due to the extensive number of questions in the survey.  Parents could access the survey directly on the district’s website and opportunities were given to take the survey during DELAC, district parent workshops, and at each campus during stakeholder meetings such as PTA/PTO, ELAC or SSC.  The strengths gathered from the responses were in the areas of technology, effective communication, academic focus, school connectedness, and growth opportunities.  The survey provided quantitative and qualitative data that was used to provide input for the Local Control Accountability Plan. The narrative comments demonstrated that a majority were overall satisfied with the schools and that facilities and mental health remain top priorities for the school community.  The survey allowed OUSD to compare parent responses with that of students and staff. The survey will be repeated yearly to allow for comparisons to demonstrate growth and continuous improvement.  In order to grow the number of parent responses for 2018/19, the survey has been re-evaluated and the number of questions has been reduced in response to feedback gathered during the 17-18 administration of the survey.||Met||2018
19647330128033|Alliance College-Ready Middle Academy 8|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.4 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded respective average responses of 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.6), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.36), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance College-Ready Middle Academy 8 (“CRMA 8”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting CRMA 8’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to provide services and supports for parents and families to engage with the school in a meaningful way. To meet this goal, CRMA 8 (1) Created/maintained a warm and inviting Parent Center with a library of resources for our parents and provided a team that is consistently available to support parents; (2) Offered a coherent program of parent workshops (related to charter goals & outcomes, college awareness, academics, social and mental health, nutrition); (3) Maintained a full-time parent engagement specialist who provided professional development to support teaching staff in increasing direct communication between parents and teachers.||Met|Annually, Alliance College-Ready Middle Academy 8 (“CRMA 8”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At CRMA 8, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use the data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
49705990000000|Alexander Valley Union Elementary|3|See Local Measures Below|"Alexander Valley Union School District was able to gain input from parents through our LCAP Action Month which took place in January 2018.  We received multiple surveys back from parents in regards to their feedback centered around our school goals.  One such measure that received feedback was on the topic of differentiation and additional programs for students during school and after school.  Programs like Odyssey of the Mind, Chess Club, and starting in 18/19 Move Over Mozart Piano enrichment courses. We also engaged our English Language Learner parents with six ELAC (English Language Action Committee) meetings throughout the year.  This was an increase from 3 meetings in 16/17, which was up from zero meetings in 15/16.  These meetings coupled with our AVS signature series Adult ESL Program for parents help move 14/18 ELL student to score at the highest range of 4 within the ELPAC state exam. A. 1. All employees participated in Social-Emotional Teaching and Learning Professional Development that was planned during the 17/18 school year. In addition, our parents have been supportive of our ""every two-year"" CPR training.  School Site Council, made up of parents and staff also were engaged and supportive of our professional development opportunities held at the school site. A. 2. We have over 32 parents that are active in various committees at our site.  This represents nearly 30% of all parents across the district.  AVSPC, WInter Performance, Spaghetti Dinner, and Author Night are just a few examples where parents work with staff to build capacity in our programs for students. A. 3. Advisory Committees such as ELAC, Site Council, AVSPC, Facilities, and AVUSD Board Meeting all have increased activity from parents/guardians through the year.  Each committee agenda is reviewed as well as the notes from each meeting at our monthly AVUSD Board meeting. B. 1. All AVSPC Meetings, ELAC Meetings, and Parent Education Nights, as well as flyers and information sent home in the Tuesday Mail,  are translated.  B. 2. The overall Social-Emotional growth of our students has been presented, discussed, and highlighted throughout our ELAC and Parent Club AVSPC meetings.  Professional Development Plans were developed during the course of the 17/18 year with parent participation in mind.  B. 3. Our entire staff treats feedback and parent engagement as an ongoing process.  Teacher and staff are often found in the hallways engaging parents before and after school.  Parent signups for community functions are happening at a high rate of success. We moved P/T conferences to an earlier date resulting in 96% of all parents attending. In addition, we have specific action plans within LCAP Goal #3 which highlights working in partnership with parents to achieve successful learning outcomes for ALL students."|Met|January is the dedicated LCAP month at Alexander Valley Shcool.  We solicit parents through survey collection highlighting their input across of four LCAP goals.  We present information in the Tuesday Mail, as well as present information seeking parent feedback at our monthly AVSPC meeting.  With 32 parents actively involved in our site committee work, we have the luxury of listening to parent input throughout the year in real time.  This gives our site the opportunity to implement changes quickly to benefit student outcomes.  One most recent example of this includes a parent that requested a student technology internet hotspot check out system for families who do not have access to the internet at home.  Within ten days our team built a partnership with T-Mobil and created hotspot backpack checkouts for students who needed internet access outside of school to help these students comeplete their clas assignmnmets/reports.|2018
19647330128009|Alliance Virgil Roberts Leadership Academy|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.2 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Virgil Roberts Leadership Academy (“Roberts”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conference, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Roberts' Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is that all parents will work in partnership with the school staff to promote high levels of community involvement and engagement. To meet this goal, Roberts (1) maintained a full-time Parent Engagement Specialist to help meet school-wide targets for parent participation and leadership; (2) Offered parents a broad spectrum of classes, workshops, meetings, and events throughout the school year based on academics, high school and/or college-readiness, leadership/advocacy, parenting issues, organization, and health-related topics; and (3) Provided translation for all materials and at all meetings so parents can fully access information.||Met|Annually, Alliance Virgil Roberts Leadership Academy (“Roberts”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians and minimizes measurement error. At Roberts, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve learning environments|2018
15735440000000|Rio Bravo-Greeley Union Elementary|3|In January of 2018 the district distributed LCAP Stakeholder Surveys including Parent/Guardian, Staff, and Students.  1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making:   - Desire for more opportunities to partnership in children's education  2. The key findings from the survey related to promoting parental participation in programs:   - Desire for more parent support for helping students academically at home   - Desire for additional measure for safety for visitors entering campuses   - Desire for mainstreaming parent group nights to reach more families and parents   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.   - The district has chosen for several years now to use the state recommended stakeholder survey templates. Additional questions and input portions have been added to meet the needs of our district demonstrating local control and accountability. The surveys are made available both online as well as on paper in both English and Spanish.||Met||2018
05100580530154|Mountain Oaks|3|Mountain Oaks was founded as a parent-choice school, and continues to uphold a tradition of parent involvement with the school. All but 2.5% of the parents felt a sense of involvement and welcome to the community. Mountain Oaks offers parent involvement through a series of committees, and through mentor teacher meetings with families. As the parents are the primary home educator of their student in the Mountain Oaks model, parent involvement is crucial to the school’s educational environment and student success.||Met||2018
51713650000000|Browns Elementary|3|We have the parents participate in a survey once a year.  We ask them each year in the spring by way of an online survey.  They are also invited to do a paper version if they wish.  The parents stated that they feel the school is clean and well maintained.  They feel they are invited to participate freely.||Met||2018
37681890000000|Lakeside Union Elementary|3||One hundred percent of the school sites in the Lakeside Union School District have an EL Aide whose responsibilities include providing liaison services for our Spanish speaking parents. They are available for interpretation and translation and provide a connection between home and school for parents whose language might otherwise have created a barrier. We also provide parent education in the form of School Smarts. Three schools offered School Smarts in 2017-2018 and will continue in 2018-2019. Our Coordinator of Pupil Services, several site Counselors, Assistant Superintendent and Superintendent have sought out opportunities to learn about parent engagement and equitable access.|Met||2018
39684860131789|NextGeneration STEAM Academy|3||School Site Council was an intricate piece of the school community as they collaborated with families and staff in order to continue established relationships with families and faculty.  Families and faculty have an Executive Committee that worked as a liaison to promote their ideas and to voice their concerns. The Executive Committee reflected a diverse balance of culture. The Parent, Teacher Organization provided communication opportunities for families to attend meetings, fundraisers, the Fall Festival and movie nights. Orientation Night, Back to School Night, Open House, Engineering Night, school assemblies, sports and after school clubs provided multiple opportunities for families to communicate with staff and help strengthen the school culture.|Met||2018
37682130000000|Mountain Empire Unified|3||Sites provide multiple opportunities for promoting parental participation. At the elementary level, parental participation is promoted through parent teacher conferences. All schools provide multiple student recognition assemblies, and parents are always encouraged to participate in the support/booster groups that support extracurricular activities and events.  Parents of our Native American students are encouraged to participate in our Title VII committee, which meets 6 times a year. Other parent engagement activities are encouraged through School Site Council participation and ELAC or DELAC committees. All schools send out a weekly announcement regarding upcoming events via a district wide all call system. These parent engagement strategies are identified in LCAP Goal 5, designed to increase parent engagement across the district. Parents have 24/7 access to grades, attendance records, and state test scores via the Parent Portal provided through our Student Information System.|Met||2018
31668860000000|Placer Hills Union Elementary|3|The feedback received from the various stakeholder groups was essential in helping PHUSD define and refine its priorities for the ensuing year.   Based on the survey responses from the Parent Survey, the following results were reported: Goal #1 School Environment 76% of respondents strongly agreed/agreed that: Students are provided with a learning environment that is safe and productive. Goal #2 Student Performance 92% of respondents strongly agreed/agreed that: That the curriculum and Instruction was aligned to the California State Standards. Goal #3 Target Intervention and Enrichment Opportunities 86% of respondents strongly agreed/agreed that: Students are showing progress in their learning.  Goal #4 Community & Social Relations 93% of respondents strongly agreed/agreed that: Parents are welcome and have opportunities to volunteer at schools.||Met||2018
27659790135111|Uplift Monterey|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.||Met||2018
17101730000000|Lake County Office of Education|3||LEA’s progress related to seeking input from parents/guardians in school and district decision making: The Lake County Office of Education seeks input from parents/guardians in a number of ways.  Both the Clearlake Creativity School and Hance Community School have Parent Advisory Councils or School Site Councils.  At both sites additional opportunities for input are available during intake meetings and family celebrations.  Additional formal input meetings, including PAC meetings, will be scheduled during the 18-19 school year. LEA’s progress related to promoting parental participation in programs: The Lake County Office of Education will promote parental participation in a variety of ways.  Working with the California Collaborative for Educational Excellence, we provided professional development for superintendents on effective parent/guardian engagement in May of 2018.  We will continue this professional development during the 18-19 school year.   Though LCOE schools have only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. Why the LEA chose the selected measures: The LCOE LCAP includes the goal “Lake County Office of Education (LCOE) schools will develop and implement a comprehensive, tiered support and intervention framework to address ALL students’ social, emotional, and behavioral needs in an environment that allows staff, students and stakeholders to feel safe and included so they can participate fully in student learning and the school community.” In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.|Met||2018
45699480000000|Columbia Elementary|3|We administer an annual survey to all grade levels serving TK - 8.  The surveys are aligned to LCAP & District Priorities.  Results are reported annually.  Respondents indicate 95 - 98% satisfaction.||Met||2018
47104700137372|Northern United - Siskiyou Charter|3|Northern United - Siskiyou Charter School distributed two local surveys to the parents/guardians of all students that the school serves.    The first survey, a parent satisfaction survey had 15 parents respond.  Of those parents, 93% responded that they feel they are provided with ample opportunities to to be active participants in their child's education.    The second survey was a parent input survey and it asked for parents to give input in school decision making regarding school priorities.  We had 15 parents help in decision making.    Northern United - Siskiyou Charter School chose these surveys because they target parent input and parent satisfaction.  The findings of the parent satisfaction survey relate to Goal 3 within the LCAP.  This goal addresses parent participation, satisfaction and input.  The parent input survey findings guide the school priorities which help Northern United - Siskiyou Charter School form all LCAP goals and actions.||Met||2018
19646340000000|Inglewood Unified|3|"Inglewood Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision making process. For the 2017.18 School year Inglewood engage the community in the development a new five year Strategic Plan. We began the work with several community meetings throughout the district. Community membership included but were not limited to parents, business partners, and local organizations. The feedback from the community members was very informative and gave stronger insight regarding their expectations for Inglewood Unified. The feedback helped us develop our four pillars for the Strategic Plan, particularly Pilar B-Strong Relationships with families and community-""recognizing schools can do it alone"".  Various programs and events have been established to initiate and make connections with parents, including back to school night, school tours, parent training institutes. Parents are also invited to participate in decision- making opportunities such as School Site Council, English Language Acquisition Committee, District English Advisory Committee and the LCAP advisory committee.  Also, the parents and students had an opportunity to participate in our annual LCAP survey. Both parents and students were very honest in their responses and indicated that taking part of the survey will help make a difference in how we operate in IUSD.  The survey results were an integral part of the how we updated our goals, actions and services for the 18.19 school year. Our goals reflecting the survey input are based on basic services, academic achievement and a safe and welcoming environment. As a result our strategic plan and LCAP are aligned to focus on engagement strategies."||Met||2018
19646670000000|Lancaster Elementary|3|In 2017-18 Lancaster School District (LSD) conducted a family engagement survey in order to serve the purpose of understanding the needs of our families as related to our students, to seek input regarding district decision making, understand how to more actively engage our families, and to more fully understand the needs of our families as they pertain to our students and their learning outcomes. Findings are reported below pertaining to seeking input from parents in decision making:   92.3% say they feel respected when they come to the office 66% stated parents are encouraged to participate in schools 55% say “my school gives me clear information about how my child is progressing” 70% say they are welcomed and treated with respect at their child’s school. 33% of parents are satisfied with the programs offered 30% of parents agree that the school sees them as partners  It was observed, that whereas parents feel that they are respected within the school and that they feel welcomed at schools within LSD, they do not feel as though they are partners in decision making in schools. This is evident in the amount of families that we have out for communal events, however when in the process of district and school planning, they may not feel as though they have access to being a partner with the school or district.   Some key findings based on focus group questions and answers provided that parents within LSD are interested in: Parenting Classes, Workshops that provide understanding as to how to work with the school; Common Core classes; Information as to what to expect at each grade level; How to help with homework; Parenting tools; Life skills; Safety skills; Computer systems; Math, reading and science classes; Positive discipline; Access to resources; Helping kids through trauma (divorce); Bully awareness; and both Art and STEM courses.   The Local Education Agency opted to create a local climate survey tool, and provided the medium of both digital and paper scoring of the tool in order to garner information for use and utilization pertaining to district planning. Due to the high nature of low socioeconomic status within the LSD, we were successful in securing 5,080 responses with both paper copies as well as online surveys completed.    The findings within the survey have provided direct actions within our Local Control and Accountability Plan. Due to the increased nature of family input, we have determined to provide parent training via an outside provider, whom was able to train our parents in methods towards being more involved within the schools. We are currently piloting this program now, and will be expanding in the near future. We have provided for more streamlined parent communication via our blackboard systems, and are currently researching other areas to get parent and family opportunities out to parents regarding decision making bodies that parents can be a part of.||Met||2018
30664490000000|Brea-Olinda Unified|3|"1.  The District issued two surveys to parents: one through Google Surveys and the other via Thought Exchange.  The survey revealed that parents were pleased with the education that the BOUSD provides to its' students.  Parents and community members were looking for additional educational opportunities for all students, intervention for struggling learners and resources on how to build better relationships among staff and students.  2.  Parents were interested in learning more about ways they could be engaged and suggested ideas to more inclusive of parents.  3.  The BOUSD chose two different survey tools in an effort to attract as many participants as possible.  The Google Survey was more traditional with open ended questions on a focused topic.  Thought Exchange is a digital communication tool that allowed the District to ask a broad question and participants could respond.  Other participants could ""star"" or ""rate"" others comments as well as add their own.  These tools were very informative and provide information that informed the LCAP."|1. The LEA engaged the public and received approximately 1000 responses. We received feedback on the instructional programs and the desire to see additional opportunities for all students.  As a result, BOUSD has implemented a GATE program for high achieving students, Project Kinship for students needing intervention at the high school and the Futures Academy for students with special needs.  BOUSD continues to provide instructional assistants to help students in small learning groups in elementary school to improve literacy. 2. Parent participation in parent education nights, workshops and school-site organizations has increased. 3.  There has been an increase in parent involvement at the School Board meetings.  1.  Translation services are available at parent conferences, workshops and school site meetings when necessary. 2.  The LEA has provided a series of training's that are linked to socio-emotional learning, behavior modifications and restorative practices.  3.  The LEA has provided professional learning opportunities to staff on Parent Engagement.|Met||2018
58727510000000|Wheatland|3||In the Wheatland School District parents/guardians participate in School Site Council meetings, ELAC/DELAC Meetings and other site-based meetings. At the District level the parents have the opportunity to attend and give input at the local governing board meetings.  The School Sites in the Wheatland School District provide trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth. These trainings/workshops are Math Nights, Science Nights, Parent Teacher Conferences and other site-based opportunities.       The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process|Met||2018
24658210000000|Planada Elementary|3|"The parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2018.  The sample included 27 responses in an LEA with an estimated family count of 507 for a response rate of 5.3%.  The key findings of the survey were: 1. Parent Input:  When parents were presented a series of statements about parent input into district decision making, like ""The school actively seeks the input of parents before making important decisions."" the average response was 3.85 on a sliding scale from 1 to 5 with 5 being strongly agree.  2. Parent Participation:  When parents were presented a series of statements about parent participation in district programs designed to help them support their students academically like, ""The school sponsored workshops that helped me better understand my child's needs"" the average response was 3.78 on a sliding scale from 1 to 5 with 5 being strongly agree.  The LEA chose this parent survey tool because it is based on research by Michael Krist SBE President on what effective districts do to involve parents. It has also been used by the district for 4 years of LCAP, so there is longitudinal data to compare growth.  The survey assists the LEA in measuring the outcomes of goal 6. ""Parent and community participation in and connectedness with the schools will increase."""||Met||2018
19647330109934|Our Community Charter|3|Our Community School (OCS) knows that parent engagement and input are essential to the success of our school. In 2005, OCS was founded by a group of parents, teachers, and administrators that wanted a new and different educational experience for their children. Today, OCS constantly seeks parent input through various means.   Annually, OCS uses our Family-LCAP Survey to gain feedback from stakeholders. This survey was developed to be consistent with the school's mission, LCAP, and charter. The survey showed 65% of respondents feel OCS provides a welcoming environment for stakeholder input. 78% of respondents feel the school personnel respond thoughtfully to parent and family input. 91% feel that volunteers are welcome at OCS.  The school's LCAP Goal #2 addresses broader community and family supports to increase home-school collaboration. Therefore, in 18-19 OCS began using a school app that will greatly increase two-way communication with teachers and parents, and school administration and parents.   Parents receive more frequent and clear communications about school meetings and events through multiple modes of communication: weekly newsletter, Sangha app, school website, OCS Facebook page, school email, Illuminate Parent Portal, Parent/Student Handbook, teacher newsletters, posters/flyers sent home, and an OCS Google Calendar of meetings and events. 80% of respondents feel there is consistent communication to stakeholders about student progress, school events, and activities. According to the survey, the top 5 most popular forms of communication with the school are the weekly newsletter, school emails,  classroom Shutterfly account, classroom newsletter, and robo calls. Parents participate in regular parent events including an annual Back to School Night, Open House, Parent Orientation Meetings, Student Assemblies and class and school performances. Parents are encouraged to attend the annual Family Conferences and Student-led Conferences.   OCS continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication while ensuring continued parent representation in decision-making at the school. In 2018-19, OCS is undergoing our Strategic Plan process which includes parent involvement at community meetings and as members of the task force. All parents are encouraged to run for elected positions on the School Site Council and Panda Partners (parent organization) and to attend meetings of Wellness Committee, Board committees, Board meetings, and Panda Partners (PTO).||Met||2018
15633210000000|Bakersfield City|3|Bakersfield City School District (BCSD) has measured its progress toward increasing parental involvement based on local measures as follows: Measure of parent participation in meetings of the local governing board and advisory committees: LCAP Community Forum participation increased from 395 parents in 2016-17 to 911 parents in 2017-18. Parent Advisory Committee participation increased from 344 parents in 2016-17 to 426 parents in 2017-18. According to a parent climate survey completed by 14,959 parents in Spring 2018, 90.7% of parents strongly agreed or agreed that they feel welcome at their student’s school. Measure of whether school sites and District support staff provide training for parents that are linked to student learning and/or social-emotional development and growth. The District operated 24 regional Parent Resource Centers at school sites across the District in 2017-18. The Parent Resource Centers are designed to provide parents and families with skills, support, and knowledge on the following topics: 1. How to support and monitor their student's academic success 2. How to promote positive behaviors in the home and school 3. Using technology to support student learning 4. How to become an active volunteer or PAL (Parents As Leaders) 5. How to navigate school, district, and community resources 6. Creating school communities through partnerships and the building of relationships Parent Resource Center visits more than tripled, from 15,240 in 2016-17 to 109,808 in 2017-18. Parents as Leaders (PALs) participation also increased from 282 in 2016-17 to 715 in 2017-18. All school sites in the District employed a Family and Community Engagement (FACE) Liaison to provide a variety of parent engagement opportunities (parent cafes, parent education sessions, community agency presentations, school community partnerships, parent leadership). Each school site also provided quarterly family education training focused on equipping parents and families with skills to support student learning in the home. Parent University classes were held on Saturdays with a keynote speaker and breakout sessions to provide parents and families with additional learning and collaboration with their schools, district, and community. The number of Parent University Graduates increased from 281 in 2016-17 to 379 in 2017-18. According to a parent climate survey completed by 14,959 parents in Spring 2018, 89.7% of parents strongly agreed or agreed that their school provides regular opportunities for parents to participate. The District chose the measures described above because these measures are key indicators that provide evidence of the significant progress made by BCSD to involve parents in school and District decision-making and promote participation in programs that help them support their student’s education. The findings above directly relate to the District’s goals established in the District’s Local Control and Accountability Plan.||Met||2018
52715220000000|Evergreen Union|3|"The Evergreen Union School District administers two local surveys annually to our parents. Our Open House parent survey is conducted each year at each site during the open house events. Additionally the LCAP Survey is administered around mid year. Each survey is done electronically in order to reach as many parents as possible. While the surveys cover many topics, the three questions below specifically gather information regarding parent input and involvement: ""EUSD effectively communicates with parents and provides opportunities for parents to engage with their school."" This question received a positive rating of 4.2 out 5 on the 2017/18 survey. ""How can EUSD help more parents become involved in our schools?"" ""Please check the following that would help YOU participate more often in school functions, activities, and planning events?"" Responses gathered from the two open ended questions are used to direct our LCAP goals and ensure that we have systems in place to support parent involvement at many different levels. These two surveys (LCAP and Parent) were chosen and developed with the input from our Site Councils, Administrators and staff. The questions represent information needed to guide and direct our goals.  In addition to our surveys parents participate through involvement in our Site Councils at each site, our District Leadership Team and our various parent groups/clubs at each campus."||Met||2018
07618120000000|Walnut Creek Elementary|3|1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making were as follows:  a.  78% of elementary families and 62% of middle school families report they are included in planning school activities. These percentages are 5% higher than reported by typical schools nationally. b.  59% of elementary families (4% less than reported by typical schools nationally) and 44% of middle school families (7% less than reported by typical schools nationally) feel empowered to play a meaningful role in decision-making at their school.  2. The key findings from the survey related to promoting parental participation in programs were as follows:  a.  81% of elementary families (5% higher than reported by typical schools nationally) and 56% of middle school families (2% less than reported by typical schools nationally) report feeling engaged with their school.   b.  96% of elementary families and 86% of middle school families believe they have opportunities to contribute to helping their schools. These percentages are 7% and 10% higher, respectively, than reported by typical schools nationally.  3.  Seeking input from the parents/guardians in WCSD supports our Strategic Plan and all of our LCAP Goals. WCSD chose to establish baseline data with the Youth Truth Survey in 2017-18. We will administer the family survey again in 2018-19 in order to monitor progress.||Met||2018
19646340121186|Children of Promise Preparatory Academy|3||Q1: In order to promote parent input into school decision making, COPPA hosts Quarterly School Site Council meetings where parents are actively involved.  In the 2017-18, COPPA increased the amount of time in SSC meetings dedicated to parent input on critical areas of school planning, such as LCAP, SBAC performance, school culture, implementation of Math, ELA and English Learner programs, as well as creating the Single Plan for Student Achievement and other areas of school life.  COPPA has committed and devoted parents whose input is highly valued and have a voice in school plans and decisions.  Question #2: COPPA seeks to promote and increase parent engagement in school activities and events.  Overall, parent involvement and participation increased in 2017-18 as measured by attendance at parent meetings, parent-teacher conferences and parent volunteerism.  COPPA increased parent/community outreach and community event opportunities.  It conducted monthly parent meetings with topics that were relevant to the progress of students and helped build parental skills regarding academic success.   This year there were Two Performance & Arts programed that had over 300 parents in attendance. Also, the Music program carried out two Music Concerts that had over 100 parents in attendance.  We also have an open policy where parents volunteer in their student's classroom, helping the teacher with special projects or simply assisting in the classroom.   In consulting parents on ways to increase engagement, we learned that day and time of opportunities were influential factors in facilitating parent involvement in school events as well as obtaining feedback.  Coffee with the Principal was highlighted as a successful way to create a safe space for parents to discuss and brainstorm school-wide initiatives.  COPPA will continue to increase participation and ensure that programming is relevant, meaningful and accessible to all parents.  Question #3: COPPA selected the measure of 1)opportunities for parent input through the SSCl and 2) parent participation in school activities and events as local measures of parent engagement because they are central to the vision of the school and the LCAP process and plan.  Devoting more time in SSC meetings to the LCAP cycle of continuous improvement ensures that COPPA is fulfilling the vision of local control and accountability.  COPPA's efforts to increase the relevance, impact and accessibility of its events and to increase parent participation in these events are directly linked to COPPA LCAP goals # 2 and #3: ? Goal #2: All stakeholders will help develop and nurture the whole child by identifying the gift, talents, and abilities within each student and use their strengths to promote greater academic achievement and social and emotional development. ? Goal #3: Students will participate in activities that foster community engagement and that will promote and assist in the discovery and development of their leadership skills.|Met||2018
54755310000000|Dinuba Unified|3||Parent engagement has been a key priority for Dinuba Unified over the past several years.  All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC) where they seek parent input in site level decision making related to instruction, parent engagement activities, English Learner programs and on site level budgets and expenditures.  The district ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications.  Community Liaisons assist in reaching out to parents regarding student attendance and school activities.  They also lead the district initiative of Parenting Partners, a forum for engaging parents in the education of their children.  At the District level parents are involved in the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the opportunity to attend forums hosted by the Superintendent throughout the year.  High School parents have the opportunity to participate in Parent University, a series of meetings which inform parents about college preparation.|Met||2018
19734370132845|Today's Fresh Start-Compton|3|1. During the 2017-2018 school year a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on -line as well as hard copy. The data collected from the 218 returned surveys, 94 on-line and 124 paper surveys, indicate that 84% of the parents have a positive perception of the school in relation to seeking input from parents/guardians in school and district wide decision-making. Data was disaggregated using 2 grade level spans; TK-3 and 4-8. Analysis of the data show a slight percentage decrease from 88(TK-3 grade level span) to 84(4-8 grade level span) of parents holding a positive perception of the school in relation to seeking input from parents/guardians in school and district wide decision making. Of the surveys returned 172 were from parents of students in grades TK-3 and 45 from parents of students in 4-8. Analysis of the data show a slight percentage increase from last year's percentage of 83%. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only. 2. During the 2017-2018 school year a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as hard copy. Results from the 218 returned surveys indicate that 86% of parents have a positive perception of the school in relation to promoting parent participation in programs. Data was disaggregated using 2 grade level spans, TK-3 and 4-8. Of the surveys returned 172 were from parents of students in grades TK-3 and 46 from parents of students in 4-8. Analysis of the data show parents holding a positive perception of the school in relation to promoting parental participation in programs stayed the same. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only. 3. During the 2017-2018 school year a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as hard copy. Today's Fresh Start Charter School chose the selected survey as a means to collect data regarding parents' perception of the school in a manner, which would maximize the sample size; encouraging input from all parents/guardians. The purpose of employing a quantitative approach was to ascertain the degree to which parents hold positive perceptions of varied aspects of the school. The findings relate to the goals established for the other LCFF priorities in the LCAP.||Met||2018
15636280000000|Maricopa Unified|3|1. Key Findings-Decision Making: Based on parent surveys, parent input sessions, and parent Local Control and Accountability Plan Advisory (LCAP) input, the district has made changes to our programs and personnel to support student success. Overall parents are very supportive of the district/schools with all ratings of 70% or higher in all areas surveyed, except for Q6 Parent Support/Resources. The average of all 12 question responds is 84.32%. 2. Key Findings-Parent Participation: Based on parent surveys, parent input sessions, and parent LCAP Advisory Team input, the district has made gains in having more parent participation at School Events (i.e. Back-to-school/Open House/Parent Nights), and Parent Conferences (i.e. SST/IEPs). See Question 9 on survey below, data shows 81% approval for parent participation. See Question 5 on survey, data shows 100% approval for teacher/parent participation. See Question 7 on survey data shows 71% approval for parent support and resources.  3. Rationale for Surveys: The district provides many different avenues for parent input meetings including questions on the below survey that supports our LCAP review and input for setting our goals for expenditures of our Local Control Funding. Each year, the District conducts many parent input sessions (i.e. SSC/LCAP/ELD/Supt Mtg.) and also conducts a parent survey for all parents TK-12 grade. 103 parents provided input during the 2017-18 school year. Parent Survey Results (Agree): Q1 Textbooks for All=96.6% Q2. Safe/Clean=79.3% Q3. College/Career Mission=96.6% Q4. Teachers Take Time with Parents=96.6% Q5. Enjoy School=89.7% Q6 Parent Support/Resources=58.6% Q7. Learning is Understandable=89.7% Q8. Parent Involvement=89.7% Q9. Common Core Standards=75.9% Q10. ELD/Sp Ed. Support=71.4% Q11. Actively seeks parent input=86.2% Q12. The district provides a high quality educational program 81.5%.  Maricopa Unified School District listens to our parents, students, and staff to help us make needed improvements for our schools!||Met||2018
19646340119552|Today's Fresh Start Charter School Inglewood|3|1.During the 2017-2018 school year a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as hard copy. The data collected from the 133 returned surveys, indicate that 84% of the parents have a positive perception of the school in relation to seeking input from parents/guardians in school and district wide decision-making. Data was disaggregated using 2 grade level spans; TK-3 and 4-8. Analysis of the data show a percentage decrease of parents holding a positive perception of the school in relation to seeking input from parents/guardians in school and district wide decision-making. Analysis of the data show a slight percentage decrease from last year's percentage . If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only. 2. During the 2017-2018 school year a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as hard copy. Results from the 133 returned surveys indicate that 75% of parents have a positive perception of the school in relation to promoting parental participation in programs. Data was disaggregated using 2 grade level spans; TK-3 and 4-8. Of the surveys returned were from parents of students in grades TK-3 and parents of students in 4-8. Analysis of the data show parents holding a positive perception of the school in relation to promoting parental participation in programs decreased slightly. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only. 3. During the 2017-2018 school year a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as hard copy. Today's Fresh Start Charter School chose the selected survey as a means to collect data regarding parents' perception of the school in a manner which would maximize the sample size; encouraging input from all parents/guardians. The purpose of employing a quantitative approach was to ascertain the degree to which parents hold positive perceptions of varied aspects of the school, including the perception of parents regarding parental input in school/district decision making and parental participation in programs. The findings relate to the goals established from the other LCFF priorities in the LCAP.||Met||2018
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.4 and 3.5. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.5 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Marine-Innovation and Technology 6-12 Complex (“Marine”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Marine’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Marine (1) offered parent workshops related to school goals (i.e., college admissions, financial aid, etc.); (2) maintained a full-time parent engagement specialist (and an additional person to support with parent engagement) to advertise and promote parent engagement opportunities; and (3) tracking parent involvement and volunteer opportunities.||Met|Annually, Alliance Marine-Innovation and Technology 6-12 Complex (“Marine”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians and minimizes measurement error. At Marine, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
27661910000000|Santa Rita Union Elementary|3||The SRUSD LCAP development process has involved the entire community. All stakeholders: Parents, students, teachers, CSEA/SRTA, Board Members and District Leadership has been involved. A description of the times and dates is as follows: Ongoing LCAP UPDATES were incorporated into regularly scheduled meetings on all levels from October through the end of May, including weekly Leadership Meetings, monthly School Board Meetings, monthly School Site Council (SSC), English Language Advisory Committee (ELAC) and District English Language Advisory Committee (DLAC). The SSC and ELAC meetings were held on the following dates: December 14, 2017, February26, 2018, March 22, 2018, May 21, 2018. On February 7, 2018- March 12, 2018 LCAP Surveys were released to Parents/Committee members, Students, and Staff. Over 1700 results were garnered from LCAP surveys distributed to stakeholders in order to determine the degree to which SRUSD is meeting the LCAP goals and the 8 State Priorities. The School Board and the community were updated on progress made towards all goals around student achievement regularly throughout the school year. The goal of every meeting was to provide key/essential information about the Local Control Accountability Plan (LCAP) and to garner ongoing feedback from all stakeholders. The SRUSD 2017-2018 LCAP Draft was posted on the district website for public review/feedback on June 18, 2018. The process of developing SRUSD's LCAP over the last three years has been a challenging 'call to action' of district leadership together with all stakeholders to mold a unified vision for student achievement that is aligned with community desire which results in a comprehensive, actionable, measurable plan. This year we saw the need to simplify the LCAp associated budget structures by incorporating school based expenditures within like areas of district actions. It was also evident that it was time realign actions with appropriate goals within the LCAP. No actions were removed, though they may be repositioned within the goals. The LCAP is a living document in that it takes diligent oversight and adjustment to address the every changing needs of our students and educational community. District Leadership focused on garnering ongoing and steady representation of the Parent stakeholder group this year. This has been monumental in helping us maintain equity across our school sites. This year's Stakeholder Engagement process included the following outcomes: Assess whether the plan reflects meaningful Stakeholder Engagement Analyze the Annual Update for 2017-18 to determine the degree to which the district met the goals, actions and services of the plan. Review the goals & actions for 2017-18 to discern what should stay the same or should change. Review what actions the district plans to take to improve outcomes for high-need students. Monitor the expenditures of the district to affirm that all LCFF dollars are being spent.|Met|From this year's Stakeholder Engagement results we have become much more aware of the deep desire of the community to be integrally involved in the LCAP development process. We are progressively learning how to more effectively partner with our stakeholders. It is very evident that students, teachers, parents and community members want to be part of the success story of SRUSD. From survey data and Stakeholder Engagement meetings there was a common theme of parents, teachers, classified asking to be an even more integral part of the LCAP development process. In response, the district has already developed a Stakeholder Engagement Process and Timeline for the 2018-2019 school year. We are committed to the following: To provide year round opportunities to engage stakeholder with the intention of building trust within the community and shared ownership. To involve stakeholders more effectively in the LCAP budget development process that intentionally and transparently links academic priorities to budget decisions. To institute continuous opportunities for garnering feedback from parent and district employees on what’s working and areas for improvement. To provide parents with leadership development to foster more effective school site councils, ELACs andand DELACs and assisting principals in communicating LCAP related information to their site based groups regularly.|2018
37682130121582|College Preparatory Middle - East County|3|This past Spring, surveys were developed and distributed for all of our stakeholders: parents, students and staff.  The surveys were created using the lens of the 8 State priorities as a guide, with the goal of creating our Local Control Accountability Plan.  Parent Survey Results were very positive with over 90% of our families subscribed to our school blog, 35% volunteering time at school and 30% attending PTSA meetings throughout the year. Over 90% (In each category) reported feeling welcomed at our school, felt that the school was a safe place for their student, that their student was cared for by staff, and that they were satisfied with the level of academic rigor that our program provides.  Staff identified the need for greater access to technology to more fully implement the on-line instructional pieces of our adopted curriculum. Language Arts staff would like to renew their emphasis on writing and assisting their colleagues in other departments to embed more writing into their instruction. Staff would like more time to collaborate and conduct peer observations to develop and share best practices. Staff would like to develop avenues for students to take ownership of their academic data, and be able to share that information with families so that they may better support their students learning at home.  As a result of the surveys, parents and staff assisted with the development of our school LCAP, which includes as a goal the development and implementation of a school wide assessment system aligned with the new California Standards that allows staff to analyze student performance data, improve instruction and ensure that all students make progress to meet or exceed grade level standards. This assessment information will be shared during a redesigned Fall parent conference program which includes the sharing of student diagnostic data with families, the presentation of a plan for academic progress for the year and how the family can help support their students academic growth at home.  Professional development for staff includes the development of best practices in the use of our adopted curriculum, and how to analyze and use the data derived from our standards mastery and diagnostics to lead instructional approaches in classes. Teacher leads have been identified and a new weekly format for staff meetings has been developed and as a result, grade level, department and full staff meetings have an extra emphasis on data analysis and the development of instruction to support student progress throughout the year.||Met||2018
54722560109751|Visalia Charter Independent Study|3|VCIS administers a parent/guardian survey once each year in the spring. VCIS chose this survey because it covers all of the areas of our school that we want to hear back from our parents. The results of this survey are used to measure many factors, including curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According the the 2017-18 Parent Survey results, 88.1% of parents feel that their decision making is valued. Although VCIS makes an effort to make sure all parents meet the teachers, only 87.5% of parents stated that they have had an opportunity to have a conference with their student's teacher. 82.2% of parents have had a conference/meeting with an administrator, and only 18.5% of parents attended Back to School Night. The surveys administered in the spring are also used tied to our Student Learner Outcomes: Shared support of student success by family, staff, and students. In addition to the Parent Involvement questions, VCIS also utilizes specific questions on the survey, year after year, to measure this SLO. *Parent Survey - Question 11: My student’s classes are helping to prepare him/her for the future. Question 12: My child is learning skills that he/she can use in the job force or in pursuing education after high school. Question 13: Upon graduation, VCIS students will be able to compete on an equal level with students graduating from other high schools. According to these questions, 85.8% agree/strongly agree with these statements. For the 2017-18 school year, that number decreased by 5.2% from the previous year.|Copy stakeholder engagement from LCAP report|Met||2018
19642790000000|Azusa Unified|3|AUSD developed and implemented a District Survey to gauge perceptions of staff, parents, and students in areas related to its Local Control and Accountability Plan (LCAP). Parent sample size was 1,101; it included parents in all grade spans. Parents responded to 24 statements addressing parent and student engagement aligned to district LCAP goal 4. Key findings indicate AUSD values parents’ participation and input in a number of contexts. Specifically, in decision-making contexts, responses reflect positively on district progress toward seeking input from parents. 72% of parents agree they have a voice in decision-making about their child’s education. Over 80% of parents involved in district and school advisory committees agree they have a voice in decision-making.  All participants in the district’s Parent Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. 67% of all parents agree their participation and input is valued at family and community forums. Survey findings indicate 77% of parents agree their school encourages parental involvement. In addition, over 2/3 of parents express satisfaction with their experiences at their child’s school. The survey was developed for use so valid data could be identified to gauge the district’s progress in the area of parent involvement/engagement for LCFF Priority 3 standards. The survey contained questions and resulted in data aligned to the district LCAP and served to inform the district’s continuous cycle of improvement in all areas. Additionally, AUSD increased opportunities for parents to participate in decision-making and leadership, which contributed toward district progress in meeting Priority 3. The Families in Schools program continued to train and empower parents as leaders and presenters, with all 18 schools implementing 2 sessions. These parent forums focus on student achievement and learning, providing opportunities for parents to have input in academic aspects of their children’s schooling. The opportunities occur alongside traditional activities supported by parents, such as PTA and class volunteering. Findings on Parent Engagement are directly related to other district LCAP goals. First, parent engagement impacts student achievement and access to state standards particularly for those students who are English learners, low-income, and foster youth. District LCAP goals 1 and 2 address student achievement and English learner achievement. Because parents are involved in learning about standards and curriculum, they are equipped to support implementation of state standards and subsequently impact student achievement. LCAP Goal 3 seeks to increase college and career readiness, thus several parent involvement opportunities support this goal.||Met|For a detailed report on Azusa Unified School District's Local Indicators, please go to https://ausd-ca.schoolloop.com/LCAP|2018
37680230138073|Learning Choice Academy - Chula Vista|3|The Learning Choice Academy Chula Vista surveys parents each spring semester.  The survey identifies parent concerns, parent levels of satisfaction and ways to improve parent participation. The survey findings  drive what classes, tutoring and extra curricular activities that will be offered, as well as actionable items embedded in the LCAP.|The Learning Choice Academy Chula Vista works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, Parent Advisory Committee (PAC), ELAC, parent workshops and monthly meetings with teachers.|Met||2018
21654170000000|Novato Unified|3|The district chose to measure progress in Parent Engagement (defined as seeking input in decision-making and promoting participation in programs) by Youth Truth survey reporting on the local measures defined in the district’s LCAP for the 2017-18 school year. Parents were surveyed and asked if they have opportunities to contribute to helping their school.  77% agreed that they did.  48% reported that they feel informed about important decisions regarding their school. 46% agreed that their school communicates a clear direction for the future. And 32% feel empowered to play a meaningful role in decision-making at their school. 42% reported feeling engaged with their school. 62% agreed that parent/family groups make meaningful contributions to their school. 44% agreed that parent/family members are included in planning school activities.  51% reported that they felt represented by parent/family groups at their school.  These numbers exceeded the state and national averages as gathered by Youth Truth surveys.||Met||2018
54718520000000|Columbine Elementary|3||Columbine wants to have parents and  community members work on our  LCAP Plan 3 to 4 times a year. This process gives parents and community members a voice and better understanding of Columbine's budget and needs. Examples of their participation are discussing, planning, consulting, reviewing, and recommending on the  LCAP. Plan. Columbine's School Site council and School Advisory Council spent time on LCAP Plan at 5 meetings. The meetings were held on October 4, 2017, December 12, 2017, April 5, 2018, May 17, 2018, and June 12, 2018. A bilingual teacher participated in our council and advisory meetings. She was available to translate  information  for Spanish speakers .Community members could also provide input on he LCAP Plan at Board meetings.. These meetings were held on February 14, 2018, April 11, 2018, May 9, 2018, and June 14, 2018.|Met||2018
55723970000000|Soulsbyville Elementary|3|The school administered the California Healthy Kids Survey and Parent Survey; you can find the survey results at csps.wested.org; seeking input key findings were 50% agree or strongly agree; promoting parental participation key findings were 91% agree or strongly agree;  we use the CHKS because it is a professional survey across California; the questions and responses are related to LCAP goals and priorities||Met||2018
29102982930147|John Muir Charter|3|The majority of JMCS students are over age 18 and parent/guardian involvement in their education is minimal. Therefore, JMCS surveyed students directly regarding a variety of topics. Key findings indicate that JMCS students feel safe, involved and heard at their school sites and in their classrooms. 98% of students feel safe, 99% of students feel welcome and 92% of students feel they have a voice in decision-making. Survey questions were written to align with our LCAP goals in order to gather appropriate feedback on our progress. JMCS aims to increase opportunities for student voice and leadership across our sites as well as incorporate methods for gathering parent/guardian input from those who are involved.||Met||2018
45701364530267|Shasta Charter Academy|3||SCA continues to progress in getting feedback from parents through many avenues and has implemented those items which are most important to its stakeholders. Parents and students participate and give feedback through many interactive avenues here at SCA: meeting face to face with the Director, sharing ideas in facilitator meetings, time available to speak at Advisory Board meetings, responses given on surveys. These methods are both formal and informal and allow for insightful, timely, and organic feedback to SCA's leadership. Suggestions and ideas help focus the Local Control and Accountability Plan.|Met||2018
42691796118434|Santa Ynez Valley Charter|3||The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School.There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising.   A clear indicator of participation in school decision making is that parents make up the majority of the school’s Board of Directors (6 out of 9). The Board oversees school finance and management, sets the policies of the school as well as maintains the mission and vision. The school’s mission is to be a collaborative community of stakeholders, and nowhere is this better exemplified than in the Board, which is comprised of teachers and parents. The school has been successful this year in filling open board positions with outreach to families.    Parent input is also found in the work of the Parent Teacher Student Organization that meets monthly to establish events and fundraising in support of the school, its teachers and families. The PTSO is a democratic body that encourages the full participation of families in volunteering, social events and in making decisions to distribute funds in support of school programs.   Communication with parents and families is enhanced by the use of ParentSquare, which enables teachers, program leaders and groups to post via email, text or app. A searchable directory of names allows community members to easily connect with one another and provide feedback in the way of comments, RSVPs, volunteer requests, etc. There is also a translation tool. A key use of ParentSquare is to publicise volunteer opportunities to parents, whether chaperoning, setting up and taking down events, helping with sports coaching, working in the school garden or helping in the office or classroom.   With high parent engagement at school, parents also provide a great deal of informal input through conversations, emails, and suggestions. The school also holds parent meetings specific to strategic planning (LCAP input). Parent meetings were held on the following dates: March 2 and 7, April 18 and 20, and May 16 and 18. SYVCS continues to be a connected school community with a robust level of parent involvement.|Met||2018
53765130000000|Trinity Alps Unified|3||Parent Engagement Survey TAUSD used a survey to gather feedback from parent advisory groups at each site. Following are the results of the survey:                                                          How well does the district/school seek input from parents in decision-making activities?  Quite Well = 86% Does the district/school promote parental participation in programs? Quite Well = 71% How well does the school encourage parents to play a role in school improvement processes? Quite Well = 71% Have parents been given opportunities to provide input into school decisions? Yes = 100% How well does your student’s school provide information that is easy to understand? Quite Well/Extremely Well = 86% How frequently do you participate in activities at your student’s school? Weekly = 86% How well do you feel the school creates a welcoming environment for parents? Quite Well/Extremely Well = 100%|Met||2018
15635030000000|Greenfield Union|3|The Greenfield Union School District administers an annual Parent District Needs Assessment Survey to collect input and data from parents who have students in grades TK through 8th grade.  In 2017-18, the district had 2,680 parents participate in this survey.   According to the results of the 2017-18 Parent District Needs Assessment: 88.5% of parents agree that the school actively seeks their input into decisions related to their child’s education. 83.9% of parents agree they have opportunities to plan and provide input on district programs. Parents are aware or participate in the following district programs:  43.4% Migrant Program 62.2% Family Resource Center 26.3% Parent Institute for Quality Education (PIQE) 46.6% School Site Council (SSC) 22.5% District Parent Advisory Committee (DAC) 24.0% District Parent English Learners Advisory Committee (DELAC) 71.7% After School Program  28.6% Parent Academy 26.2% Parent Project 38.9% English as a Second Language   * Results taken from the district’s 2017-18 Parent Needs Assessment Survey   The Greenfield Union School District administers an annual Parent District Needs Assessment Survey to seek unfiltered feedback from parents.  In an effort to survey all parents of TK through 8th grade students, parents are encouraged to take the District Needs Assessment Survey during parent/teacher conferences.  This survey is available online for parents to take from October to December, and a paper form is available at school sites.  The results from this survey are used to guide district planning to promote parent engagement.  Greenfield will continue to actively seek input from parents in school and district decision making committees.  In addition, the district will continue to offer parent education classes to increase home supports of student academics as stated in our LCAP actions 3.3 and 3.9.||Met||2018
11101161130103|William Finch|3|1.  The surveys reflected that the parents/guardians felt that they were positively informed and included regarding school decision making based on the regular communication they receive via: their independent study teacher, postal mailers, our website, Facebook page, digital/electronic board in the lobby and the new marquee sign on the front exterior of the school.  2.  The parents felt included in their students’ education, which is the very nature of independent study, to join in or sit in on their child’s classes, attend field trips, etc. 3. The survey used pertains to all grade levels and specifically to independent study programs.||Met||2018
55724210000000|Twain Harte|3|In the spring of 2018 we conducted the California Healthy Kids Parents survey for parents of students in all grade levels.  We had 74 of our 170+/-  families participate in the survey.  The majority of respondents reported that the school actively seeks the input of parents prior to making important decisions and that the school allows input and welcomes parent contributions.  Furthermore, 80% of parent respondents feel the school encourages them to be an active partner with the school.    The CHKS Parent survey was chosen in order to gain feedback on the school culture, programs, and services here at Twain Harte School.  One of our LCAP goals is to provide academic, social/emotional, and behavioral support for our students.  Stakeholder input and feedback on these programs is essential in monitoring their progress.  The survey also allowed us the chance to gauge the perspective of our parents with regard to our school culture, another LCAP goal we have.  Parent responses largely indicated a respectful and supportive culture here at Twain Harte School.||Met||2018
07618040000000|San Ramon Valley Unified|3|SRVUSD administered an LCAP survey in March 2018 to gather feedback from parents and community. We received 11,704 total responses, of which 3,424 were from parents.  1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making were as follows:       a. At least 72% of parents agree or strongly agree that the district encourages parental involvement.      b. 75% of parents feel comfortable participating in school activities.      c. Thirty-six percent of parents agree or strongly agree that they have a say in the decision-making process.  2. The key findings from the survey related to promoting parental participation in programs were as follows:       a. In general, 86% of parents participated in at least one parent or community activity in 2017-18.       b. As described in Goal 9 of the SRVUSD LCAP, our data shows that there are many opportunities across the district for Parent           Education in a variety of subject areas, including Math, Writing, Reading, Special Education, Digital Citizenship, Science.       c. Schools hold many events that support families and promote parental participation, such as  Multicultural Celebrations, Evening Book           Fairs, Literacy Nights, Soul Shoppe Parenting Workshops, Monthly Principal Dessert Nights, California Mathematics Council Math           Festival, Art Show, and CAASPP Nights.       d. School survey information shows that parents are highly involved in our school communities, and there continues to be an increase            in parent involvement. We continue to find new ways that include multiple stakeholder involvement across the district.   3. SRVUSD hired Hanover Research to develop a research survey to receive the most scientific data possible. The survey included questions related to all LCAP goals and the eight LCFF priorities: Parent Involvement, School Climate, Course Offerings, Professional Development, Communication, and Stress and Anxiety.||Met||2018
31667950000000|Colfax Elementary|3|This years LCAP is a result of extensive stakeholder survey feedback and review of student data.  We received almost 50% response of our  parents, over 90% of 3rd-8th grade students and staff surveys.  Student Learning as well as Student behavior data and community input meetings all result in development of the key features of this year's Local Control Accountability Plan.  The surveys that were given were selected after review and feedback from Site Council and Board of Trustees.  The following proposed goals are derived from stakeholder input from recent parent, student, staff surveys as well as student academic assessment and behavior data.   This year's LCAP covers the eight priority areas with specific goals and action plans as our key features.  Such key features are as follows:   Academic Goals in ELA and Math -Adopt and implement a new English Language Arts program  -Continue to improve and academic interventions -Additional support for interventions as permitted by funding and resources  -Implement master schedule with regular morning circle meetings in every classroom -Implement Multi-Tiered System of Support   Enrichment during the day, especially in the arts -Provide enrichment during the day for arts and other opportunities -Develop regular rotation of arts in weekly schedule  -Increase high school enrichment opportunites for upper grades such as dance and band and academics   Safe and Connected School Learning Environment  -Review and improve Positive Behavior Interventions Strategies -Review current PBIS and discipline program  and implement the next phase to full implmentation by 2020 -Develop Mentoring program with high school  -Pick-up Drop off clarification for families -Increased presence of School Resource Officer and Law Enforcement -Installation of surveillance cameras  -Improve attendance and chronic absenteeism        -Home visits       -Regular Check in and Check outs       - Recognition for good attenance        - More School-wide Events        -School Resource Officer Check-ins        - Mentor for chronic absentees||Met||2018
23102310000000|Mendocino County Office of Education|3||MCOE used multiple measures to assess progress toward increasing parent engagement. LCAP actions continue to focus on increasing two-way, home-school communication, participation in decision making through participation on the school's Site Council and training for parents and guardians linked to student learning and social-emotional development and growth. A parent survey was conducted through a Google Survey format and had a limited number of responses. In summary, the survey results indicated 50% of the parents feeling valued as a parent of a student at the school. Parents strongly agreed that their child feels respected, and stated overwhelmingly that the school rules apply to all students. 80% of the parents felt they were encouraged to participate at the school. All parents indicated that the program strives to prepare students for life after high school. Parents felt strongly that communication regarding their child's progress was clearly communicated. All parents felt that students are encouraged to become active participants in their communities. Goal 4 of the LCAP Annual Update provided some additional data.  There was an increase of 10% of parents participating in Site Council. A goal of 15% of families participated in at least one student recognition activity was met. Unfortunately, we had established a goal of 15% of parents participating in Open House and Back to School Night, but we only had 10% participation. However, we exceeded our goal of 10% of parents participating in a 10 week Triple P parenting class linked to student learning and social-emotional development and growth by 15% resulting in a 25% participation rate.|Met|MCOE Alternative Education program has approximately 75 students, including those that are incarcerated. Student mobility is a an ongoing challenge in when forming partnerships with parents since students often transition after a semester or one year. The program is designed to return students to their district of residence as soon as possible.|2018
19647330122838|Valley Charter Middle|3|Sixty percent of VCMS parents/guardians responded to the VCMS Program Evaluation Survey. Parents/Guardians are highly satisfied with the welcoming atmosphere at school in the main office and within the parent community. Parents/Guardians are highly satisfied with the school's weekly communication and communication from the administration regarding emergency procedures. Ninety percent of parent/guardian respondents believe that VCMS is achieving its goals as set forth in its Charter Mission Statement. The survey was developed to be consistent with the school's LCAP and the VCMS charter.||Met||2018
44754320000000|Scotts Valley Unified|3|Parent engagement: (elementary & secondary parent surveys) 36% of the parents in the district responded. The school site council questions asked parents if they felt they have opportunities for parents to give input, and the response increase by 5% to 35%..   The LCAP Parent Advisory Committee survey focused on communication. 7% of parents in the district responded.  Over the course or two years, the district parent engagement survey showed a positive increase in parents finding information they need on websites.||Met||2018
54721730000000|Sundale Union Elementary|3||The School gathered input from parents/guardians at multiple PTO meetings, School Site Council, Dad's Club, DELAC, Parent community group at the V Center and a Parent Resource Meeting.  During these meetings, Administration and the Curriculum Team shared student performance data, professional development for staff, technology use in the classroom, progress towards meeting LCAP goals and curriculum used.  Parents met in large and small groups to discuss needs and currently what is working well at the School.  Parents and Staff provided input, asked questions and provided suggestions.  At each of the meetings, there were an average of 15 parents in attendance.  Translation is always available as requested or as needed.  Parents are always welcome to attend School Board meetings, although the District finds attendance from parents to be more at School Site Council and PTO meetings.  DELAC meetings are conducted all in Spanish by a staff member (6 offered per year).  The District provided three parent education opportunities in the area of Curriculum/Programs used, Social / Emotional information and a Parent Resource meeting which included services provided to students (including counseling).  Parents are also offered parenting classes on and off campus (topics include:English classes, Nutrition, Technology).  At the beginning of each year, in addition to prior to conferences (3 times per year), the Administration collaborates with the staff on engaging parents effectively as they communicate the students strengths, areas of need, academic growth, and how ti increase and encourage effective parental involvement in and out of the classroom.  Sundale highly encourages parents to volunteer on campus, in the classroom, at school events, field trips, cafeteria, library, etc.  The first Friday of each month is dedicated to parent volunteer day with child care being provided for non school age children until noon.|Met||2018
24656980000000|Hilmar Unified|3||Input and Decision Making:  Using the 2018 Parent LCAP survey, almost 90% of K-5 parents, over 80% of 6-8 parents, and almost 70% of 9-12 parents reported school to home communication was effective. Promoting parental participation:  Using the 2018 Parent LCAP survey, over 90% of K-5 parents, almost 80% of 6-8 parents, and 65% of 9-12 parents reported opportunities for involvement in their child's education. Why survey and tie-in to LCAP:  This survey was created to solicit specific feedback related to HUSD LCAP goals and the 8 State Priorities, therefore the information directly ties to LCFF priorities and LCAP Plan.|Met||2018
49707890000000|Kenwood|3||"We have utilized our school site council and our school's Parent/Teacher organization to seek input from parents/guardians with regard to school decision making practices.  Parents were invited and encouraged to attend site council, parent/teacher organization meetings, and board meetings, as desired. Parents/guardians were included in discussions regarding professional development opportunities for teachers with regard to our newly adopted K-6 writing program. Parents were invited to participate in all public meetings of the board, as well as in our annual Community Conversation to gather feedback for our LCAP.  Our ELD coordinator was available at the request of any parents and/or staff. We identified social-emotional learning as a key component in our focus on ""Mindfulness"" for the upcoming school year.  We will continue to monitor and address the issue of effective parent/guardian engagement in the upcoming school year."|Met||2018
12629840000000|Peninsula Union|3||Our school offered several opportunities for parent engagement during the 2017-18 school year. We sought parent input in decision making and promoted participation in programs through:  1) A parent LCAP participation night, 2) 4 Site Governance Counsel meetings, including certificated, classified and administrative staff along with parent stakeholders, 3) A parent survey for all grade levels, 4) 100% of staff (certificated and classified) attending trainings on developing an inclusive and welcoming school culture facilitating parent involvement, 5) Providing opportunities for parent volunteers, 6) Having translators available were we to get any families who would benefit from those services, 7) Providing social-emotional educationally enriching activities for parents in the evenings through entertaining and educational events|Met||2018
40687260000000|Cayucos Elementary|3|Cayucos Elementary School surveyed parents during the 2017-18 school year using the California School Parent Survey that is associated with the California Healthy Kids Survey.  All parents from transitional kindergarten through grade eight had the opportunity to respond.  Of the respondents, ninety three percent either agree or strongly agree that the school allows input and welcomes parents' contributions.  Ninety percent either agree or strongly agree that the school encourages me to be an active partner with the school in educating my child.  When asked if the school actively seeks input from parents before making important decisions, only sixty six percent strongly agreed or agreed.  Ninety three percent agree or strongly agree that parents feel welcome to participate at school.  Ninety two percent agree or strongly agree that school staff treat parents with respect.  The District interprets these findings as good overall but also sees that we could improve on seeking input from parents prior to making important decisions.||Met||2018
16639330000000|Island Union Elementary|3|Island Union Elementary School gives a parent survey to every parent for each of their children.   We strongly encourage parents to return their survey because their input is very important.  92.5% of our parents responded to our parent survey administered during the 2017-18 school year.  97% of the parents stated they felt their students were safe at school.  97% of the parents felt they know how their child is doing toward meeting grade level standards and how to get help for their child when needed.  Parents have requested more support with homework therefore within the first trimester each year each grade level provides a parent training for them.  We encourage parents to join the SSC, ELAC, and Boosters Club to give input, as well as joining their students in the many community building activities throughout the school year.   Parent input is invaluable in better understanding how the Island Elementary School District can best meet the needs of our families and ultimately, students. Information gleaned from the survey directly shape LCAP goals and the steps taken to advance the proficiency of our students.||Met||2018
44698490000000|Soquel Union Elementary|3|During the 2017-2018 school year, a survey was sent out to all parents in our district from our Superintendent to receive input on a variety of topics including curriculum, Special Education, communication, student enrichment, technology and our local measure C. There were several questions directly related to our Local Control Accountability Plan, LCAP. The survey was used to format the Community Collaborative Forum which was an event used to inform the parents and public about the current state of affairs in the district and to get input on future plans. The results of the survey and input from the forum were used to inform the LCAP. The survey was available in English and Spanish and available online as well as in hard copy. Parent responses showed general themes of wanting more counseling services and programs that include music, art and sports. In addition, parents expressed interest and concern about building and classroom safety, conflict resolution for students and social-emotional support. Parents offered mixed responses to technology.  Some wanted to see 1:1 and coding while others thought children should have less screen time.  Part of the survey explained the current means of communication and asked whether it was working and what more could be done. The current district communication tools include Edulink notices from district and site level, websites, newsletters, a monthly article written by the superintendent in the local newspaper, School Site Councel meetings, English Learner Advisory Committee meetings, District English Advisory Committee meetings, Home and School Club meetings and emails. The responses in the survey were overwhelmingly positive regarding communiciation. The input from the survey and forum were used to inform the LCAP and aligned with the three district goals which are centered around raising academic achievement for all students, closing the achievement gap for the supplemental population and promoting a safe and friendly school environment.||Met||2018
34752830000000|Natomas Unified|3|In the Spring of 2018, NUSD surveyed our Parents/Guardians.  NUSD is a member of the CORE District Collaborative and uses the CORE Parent Survey to gather feedback and input from our families.  Findings from the survey were presented to the Board of Trustees on September 12, 2018 and are used by staff to evaluate efforts to “Engage parents and families to support student success in school” (District goal and LCAP goal #3).  In 2017-2018, the survey was distributed to families through both digital and paper/pencil methods in English and Spanish.  More than 2,200 surveys were returned, representing about 26% of our total households.    Some key findings of the survey include: 81% of reported that staff are committed, collaborative, caring, and exemplary; 67% said that school staff welcome my suggestions; 90% said that school staff treat met with respect; 93% said that they year about events at their child’s school in multiple ways (phone, text, email, etc.); 90% said that their child’s school keeps them well-informed about school activities.||Met||2018
34674390000000|Sacramento City Unified|3||SCUSD strives to build the capacity of parents to support student achievement by providing education, tools to navigate the system, and relationship-building strategies. Parent education and training opportunities support the district's LCAP goal for parents to become partners in their student's education, equipped to advocate for their student, and knowledgeable about academic goals and challenges their student may face. The measures described below reflect the district's multi-pronged approach to parent engagement.   SCUSD's Family and Community Empowerment team is staffed with three Family Partnership Facilitators, two of whom are bilingual, who provide workshops at schools and community sites. The department works in partnership with Academic Office training specialists to provide families with tools to support their child's learning in curricular areas such as Common Core Math and ELA. Other examples of alignment with district initiatives are workshops on Social Emotional Learning, Bullying Prevention, and Attendance. In 2017-18, 23 school sites offered the Parent Leadership Pathway workshop series. In total, there were approximately 2,750 counted in attendance. The monthly Parent Information Exchange (PIE) workshop series features topics such as the California School Dashboard, School Safety, and Multilingual Literacy. All workshops include interpretation services, refreshments, and child care. SCUSD also partners with Parent Teacher Home Visits to build trusting relationships that lead to greater engagement of parents in their child's education and increased student outcomes. In the 2017-18 school year, there were 1,417 recorded home visits.   School Site Council (SSC) is an important venue for engaging parents in decision-making. District staff review each school site’s Single Plan for Student Achievement (SPSA) for proper composition of the SSC, and assurance of consultation with all relevant committees. SSC minutes are also reviewed to ensure parent voice is reflected in the process.   It is estimated that approximately 38% of SCUSD parents and caregivers need translation and interpretation services. Without those services, all parents do not have the same access to participate in decision-making opportunities. The district has translated the SPSA into the languages required by each school site, and has translated the LCAP into the district's five threshold languages. The District English Learner Advisory Committee (DELAC) is another vehicle for valuable parent engagement. Through targeted outreach, SCUSD saw an increase in school-level participation in the DELAC from the 2016-17 to the 2017-18 school year. Through the LCAP, funding is also provided for bilingual support staff, additional translated materials, as well as parent advisors and school community liaisons who are well-versed in effective methods of parent engagement.|Met||2018
33751760000000|Lake Elsinore Unified|3|The LCAP Committee spent much time in fall 2017 revising the annual LCAP survey to not only be more inclusive, but also to target stakeholders through various channels of communication. The 2017/18 survey was revised and sent through email and text messages allowing more stakeholders to have access to the survey. This year, LCAP survey links were established to provide ease of access for stakeholders inclusive of students, staff, families, and community members. These revisions and delivery methods resulted in 2826 surveys being completed! With a Likert scale 1-5 (5 strongly agree), these were key findings: 1) Access to curricula via tablet/internet (4.07), 2) Parents are included in advisory committees (4.08), 3) Provides translation services (4.3), 4) Contacts parents in a timely manner regarding academics, behavioral, and attendance (4.0). In addition, stakeholders were asked to rank their top three forms of communication resulting in the following results: 1) 84.1% of respondents ranked telephone recordings in their top three forms of communication, 2) 65.9% of respondents ranked email messages in their top three forms of communication, and 3) 52.76% of respondents ranked text messages in their top three forms of communication. These results compare with respondents valuing the District (47.16%) and site websites (53.41%) as their top three forms of communication. The District chose these survey questions to align stakeholder input to the LCAP goals and actions.||Met||2018
37680800000000|Encinitas Union Elementary|3|Surveys: Number of Parent Responses: 624, Certificated Responses: 128, Classified Responses: 69, Student Responses: 1963 Survey Questions and percent positive responses: My child receives a well-balanced education in EUSD including the core subjects as well as enrichment opportunities 83% EUSD engages families and the community using various communication tools, events and opportunities 86% EUSD students are able to learn in safe and clean facilities 89% EUSD hires, trains and retains high quality teachers and staff 82% EUSD supports exemplary programs, a wide variety of high quality learning resources, and opportunities to provide personalized learning for the unique needs of diverse groups 74%  Key Themes of 2018 Surveys: 2743 Surveys received! 1000 more than last year! Overall Results from 2017 to 2018 Well balanced 74% to 83% Engaged parents NA to 86% Safe schools 86% and 89%High quality staff NA to 82% Personalization 63% to 74%  Teacher: High confidence in teaching state standards in a blended environment Need for more standards aligned materials especially in Science Support for ongoing professional development opportunities particularly PPD Support for PBL and Design thinking Desire for more time to plan projects Desire for more training with students who struggle academically, behaviorally and socially  Classified:  Increases in positive customer services as a whole as a district Acknowledge opportunity to communicate and collaborate with others in similar positions Desire for more professional growth opportunities Feel input is heard and valued Would like more ongoing opportunities to provide input  Parents: Strong understanding of how students are performing academically Concerns about screen time Concerns regarding safety Value of Enrichment programs but concerns over the turn over teachers and desire for high quality Both positive examples and negative examples of instruction in mathematics More awareness needed around math instruction More supports for struggling and exceptional learners  Students: Positive experience using iPads as learning tools Report network reliable majority of the time  Changes made to goals, actions and services based on the above data. The surveys were selected to be in tandem with site input meetings.||Met||2018
19647336016562|Colfax Charter Elementary|3|Colfax Charter continues to have a high percentage of parents completing the School Experience Survey.  For the past 2 years they have had a 75%  parent completion rate.  In order to determine whether Colfax Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question.   I feel welcome to participate in this school.  99% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  98% This school provides me with information (verbal and written) I can understand. 99% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% This school provides instructional resources to help me support my child’s education. 93%  #6 Colfax Charter administered the 2017 – 2018 School Experience Survey during the fall semester to 4th and 5th graders.  The participation rate for this survey was 99%.  The following are the questions that pertain to school climate and the % of students indicating Yes, Always / Strongly Agree are noted next to the question.  Are you happy to be at this school? 91% Do you feel like you are part of this school? 83% Do you feel accepted for who you are at this school? 87% Do you feel safe at this school?  94%||Met||2018
36677020000000|Etiwanda Elementary|3|To assess the level of parent engagement, ESD electronically administers an annual, twenty-eight question parent survey. The survey is available at any time on the district website during the month of August with time set aside for administration during Back to School Night at every school.  A survey has been selected because it is easily accessible for parents and available at their convenience. The survey items are aligned to and measure progress on the ESD LCAP goals and actions. In 2017, 8,047 parents representing an enrollment of approximately 14,000 students completed the survey.  The survey asks parents for input on each of the eight state priorities, including five questions related to effective parent engagement.  Those questions ask parents for input on access to parent education events, access to teachers, opportunities for parent involvement, opportunities for parent input, and school-to-home communication.  The 2017-18 Parent Survey results indicate 93% of parents strongly agree or agree that a variety of parent education events are offered at their child’s school, 98% of parents strongly agree or agree that they have access to their child’s teacher, 96% of parents strongly agree or agree there are a variety of parent involvement opportunities at their child’s school, 94% of parents strongly agree or agree they have opportunities for parent input, and 99% of parents strongly agree or agree the school keeps them informed through a variety of methods.  Stakeholder input opportunities are key to the development of the Local Control and Accountability Plan and parents provide input through annual surveys, local community forums, advisory committees, and website feedback portal.  Goal 3 in the Etiwanda School District Local Control and Accountability Plan focuses on engagement and includes several actions that support or enhance parent involvement in their child’s education at the school and district level.  Survey data indicates ESD is continually improving parent satisfaction through high levels of engagement and communication.||Met||2018
37683120000000|Rancho Santa Fe Elementary|3|The parent engagement survey showed that majority of parents are satisfied with their child's learning environment and their child's learning progress, feel that the school emphasizes strong character, and believe that children know what is expected of him or her. Furthermore, parents are generally satisfied with the quality of the instructional program.   In the future, we will consider revising and enhancing discipline policies and practices.   Action steps to address findings from the 17-18 parent survey are: 1.) Examine current disciplinary practices. - Engage staff, parents, and students in an analysis of HW policy and practice - Evaluate the effectiveness of current programs designed to promote character development. - Evaluate curricular programs identifying areas of strength and areas for growth in core academic classes 2.) From the findings parent input will be solicited in a varieties of formats in an effort to complete each of the action steps. 3.) The survey was constructed internally by District administration with the intention to gather parent perception of student academic progress, social/emotional growth, and connectedness to school.||Met||2018
19647336058150|Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle|3|The responses to the annual LAUSD School Experience Survey were analyzed to assess our progress on this measure. The findings are directly aligned to the goals established for other Local Control Funding Priorities in the Local Control Accountability Plan. The percentage of parents completing the School Experience Survey has in the last school year was improved significantly over the prior two years. In 2015-2016, 39% completed the survey, in 2016 - 2017, 33% of parents completed the survey, and in the 2017 -2018 school year, 55% of parents completed the survey.The following survey questions were analyzed in order to measure whether the school effectively sought parent input in decision-making and promoted participation in programs: 1. I am a partner with this school in decisions made about my child's education. 2. I feel welcome to participate in this school. 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 4. This school provides me with information (verbal and written) I can understand. 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). 6. This school provides opportunities to help me support my child's learning. The responses for question one indicated the 84%% of parents agreed that the school partnered with them in making decisions about their children's education. 93% of parents reported feeling welcome to participate at this school. In response to question three, 83% of parents feel that the school encourages their participation in organized parent groups. 96% of parents reported that the school provides verbal and written information in a method that they can understand and 96% reported that this information is provided in a variety of methods. In response to question 6, 83% of parents reported that the school provides them with opportunities to help them support their child's learning. The LEA demonstrates that it has met the standards for the performance indicator concerning parent engagement as it exceeded 90% positive responses in 3 out of 6 questions. Initiatives to increase the positive responses to the other three responses will be a part of our planning and initiatives moving forward.||Met||2018
37683950000000|South Bay Union|3|SBUSD conducted a survey of students, staff and families during the spring of 2018.  Over 3500 responses were collected and analyzed.  The number of parent responses increased by 19% from 2016-2017 survey.  Questions on the survey focus on the areas of welcoming environments, collaboration, belief in students, safety, facilities. academic and enrichment offerings, parental participation.  Key findings related to parental engagement include strengths in the following areas: --My child's school makes me feel welcome. --I feel comfortable enough on the school campus to volunteer and be involved in school activities. --My child's school keeps me well informed.  Survey questions and findings are directly related to the LCAP goals Parent Engagement.||Met|In addition to increasing the number of parental responses on the LCAP survey by `19%, parent participation at school and district events increased by 2% district wide.  New parent and family events initiated during the 2017-2018 school year included an expanded Innovation Expo and a district-wide talent show. Both events were well attended and family feedback was positive. Sites continued a focus on relevant and responsive family events and parent engagement.|2018
19647336017529|Haynes Charter For Enriched Studies|3|Based on the positive responses by parents, the School Experience Survey, Haynes Charter for Enriched Studies has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. In the last 2 years, Haynes Charter parents have completed the School Experience Survey. In order to determine whether Haynes Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. I am a partner with this school in decisions made about my child's education. 92% 2. I feel welcome to participate in this school. 99% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 94% 4. This school provides me with information (verbal and written), I can understand. 99% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% 6. This school informs parents about school activities in a timely fashion. 96% 7. This school provides opportunities to help me support my child's learning. 88% Haynes will continue to support our parents, making them feel welcome at school and included in their child's learning, through Parent/Teacher Conferences, Councils, committees,  Parent Teacher Organization, and offering at least 4 parent workshops to support and improve home/school communication and parent education.||Met||2018
45699550000000|Cottonwood Union Elementary|3|The results of this school climate parent survey were collected from a random sampling of kindergarten through 8th  grades. The survey was geared mainly to support the Cottonwood Union School District's LCAP Goal 2 which has an emphasis to increase effective parent communication/connectedness and to promote a positive culture/climate through open communication, community/parent involvement and by building positive relations. Overall, parents felt they were given the opportunity to participate in the decision making process through site council, parent club, mid-year study session, various committee meetings, superintendent's dessert and parent surveys. Parents felt welcome at their student's school and that they were well informed about what was going on. They also felt that they knew who to contact with any questions or concerns. Concerns over general school communications and principal's information have been addressed utilizing phone dialers and principal newsletters.||Met||2018
19647336016356|Carpenter Community Charter|3|For 2016-2017, 51% of parents completed the School Experience Survey, the percentage dropped 9 points in 2017-2018 to 42%. In order to determine whether Carpenter Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the 2017-2018 School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed:1. This school includes me in important decisions made about my child’s education.96% of parents completing the survey last year felt that Carpenter partnered with them in making decisions about their child’s education always or most of the time.2. I feel welcome to participate in this school. 100% of parents completing the survey last year felt welcome to participate at Carpenter always or most of the time.3. This school encourages me to participate in organized parent groups (councils/ committees/parent organizations, etc.).99% of parents completing the survey last year felt that Carpenter encouraged their participation in organized parent groups always or most of the time.4. This school provides me with information (verbal and written) I can understand.100% of parents completing the survey last year felt that Carpenter provided them with information they could understand always or most of the time.5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). 100% of parents completing the survey last year felt that Carpenter informed them about school activities in different ways always or most of the time. 6. This school informs parents about volunteer opportunities. 99% of parents completing the survey last year felt that Carpenter informed them about volunteer opportunities always or most of the time. 7. This school offers extra activities for my child’s personal growth (sports, clubs, enrichment classes, etc.). 98% of parents completing the survey last year felt that Carpenter provides extra activities to help support their child's learning always or most of the time. Carpenter Charter demonstrates that it has met the standards for the performance indicator concerning parent engagement due to the 88% to 100% percent of positive responses provided by parents within the School Experience Survey. There were two survey questions related to the school’s parent center where the school received very low scores. It should be noted that due to high enrollment and a lack of space on campus Carpenter does not have a parent center. The Governance Council intends to prioritize increasing parent survey participation levels. Carpenter Charter chose the School Experience Survey because it asks specific questions regarding parent engagement. The findings relate to the goals in the Local Control and Accountability Plan.||Met||2018
36739570000000|Snowline Joint Unified|3|1) According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 52% of parents/guardians surveyed believe that they are offered a say in the decision-making process at their child's school, while 41% of them say that they have a voice in regards to decision-making at the district level; 2) 68% of parents/guardians surveyed feel that district schools encourage parental involvement; 3) Snowline Joint Unified School District utilizes Hanover Research surveys because of their reliability and sound methodology: The most recent survey was fielded online using the Qualtrics software platform in April 2018. Staff, student, and parent responses are included in the report. After data collection, Hanover identified and removed low quality respondents. Throughout the report, statistically significant difference (95% confidence level) between groups are noted with an asterisk (*). 448 parents provided quality survey responses. This survey data was used to evaluate district progress on LCAP Goal 3: Establish Community Cabinet, district, and site stakeholder groups as consistent points of connection that facilitate services, resources, and support to empower our school communities and the Snowline community at large to meet the community generated outcomes and goals.||Met|The Hanover Research LCAP Survey report summarized the following in regards to parent engagement: Parents are satisfied overall with their communication with the district. Seventy-two percent of parents believe that the school their child attends keeps them well informed about events and activities and another 69 percent believe that teachers keep them well informed about their child’s progress. Only eight percent of respondents have been unable to communicate with teachers/staff when they need to do so. Parents and staff believe that district schools encourage parental involvement. While significantly more staff members believe that district schools communicate effectively with parents about students’ progress, both parents and staff rate the district highly regarding parental involvement (68% and 73%, respectively). Parents prefer to receive information from their child’s school through e-mails, text messages, and phone calls. Sixty-six percent of respondents prefer to receive information from their child’s school through emails, 59 percent through text messages, and 48 percent through phone calls. It is anticipated that these data points will trend upward with the continued focus on school climate and customer service.|2018
37679670000000|Alpine Union Elementary|3|"Through surveys and in person meetings, we identified the following key finding: parents talked about the importance of working with families to support their students and schools. Most discussed the positive improvements made this year with District level communications and hope to see those changes continued, and where possible, enhanced.  Parents wanted to see improved communication that comes from schools. Again, the theme of consistency arose and parents with students in different schools received different levels of communication. In particular, parents requested more frequent communications from the school level as well as the teacher level to keep them apprised of school events and happenings.    Many parents expressed the desire to have more parent education opportunities and learn about ways to support their children at home, including information at the beginning of the year about milestones, expectations and metrics that are used to assess their children’s development, growth and success to advance in school. This included a deeper knowledge of Measures of Academic Performance (MAP) and how it is used to enhance instruction and student activities.  AUSD chose this survey because our third LCAP goal is ""Increase parent and community engagement through effective communication and collaboration.""  The data collected from this survey helps us to ensure that we are progressing toward meeting our LCAP goals."||Met||2018
49402460131961|Petaluma Accelerated Charter|3||"PACS focused its energies on seeking input from parents/guardians in school and district decision making in the following ways: -district leadership worked with site administration and the school site council on using each school's Single Plan for Student Achievement (SPSA) as a tool to increase parents/guardian input in school decisions focused on student learning; -a concerted outreach to include more parents/guardians in the development of the Local Control Accountability Plan (LCAP); -with input from parent/guardian participants in the development of the LCAP, a plan was developed using parent/guardian involvement to create a ""Living Vision"" for the 2018-2019 school year."|Met||2018
33669850000000|Banning Unified|3|Banning Unified School District (BUSD) is committed to engaging parents and incorporating their feedback into the decision making process.   BUSD offers a variety of parent involvement opportunities throughout the school year including Back to School Nights, Reading and Math Nights, Fundraisers, Coffee Session, Pastries with the Principal, and Open House.  There are many opportunities for parental involvement throughout the district including Booster clubs, School Site council, English Language Advisory Committees, District parent committees, Safety Committee Meetings, LCAP Committee meetings, as well as district Liaisons who work with the parents at each specific school site.  Banning USD conducted a parent survey at the end of the 2017-2018 school year.  According to that survey, 77% of parents who responded “reasonably agree that the school seeks input from parents/guardians in school and district decision making”.  90% of respondents agreed that the schools promote parental participation in school programs and 88% agree that the district communicates adequately with parent/guardians.  The data from this survey and other surveys will be used to help guide decisions at the district and school level.  The survey results can be used to help meet the goals of LCAP goal 6: All stakeholders, parents, teachers, students, and community, will be engaged, informed, and have input to school and District priorities as measured by surveys and sign in sheets.||Met||2018
50755560113852|Riverbank Language Academy|3||RLA has different opportunities for parental involvement.  Parents are part of the regular decision-making process at RLA. There are different parent committees including two seats in the RLA Board, PTO, ELAC, LCAP, and special events.  RLA's Parent Teacher Organization hosts and sponsors our annual Jog-a-Thon, Movie Night, RLA Fun Day, Cultural Festival and parent workshops.   Riverbank Language Academy has been very successful at promoting parent engagement.  RLA has created additional opportunities for parents to participate in diverse parent education programs, these include the following: Family Literacy Night, Family Math Night, English Language Development, health education, behavior and parenting, and immigration workshops. The last couple of years Riverbank Language Academy also offered the PIQE (Parent Institute for a Quality Education) program and graduated over 40 parents annually from the program. Family and Community events are well attended and every event has a parent participation rate of approximately 35-50%. The school provides access to all materials in English and Spanish and approximately 97% of our teachers, administrators, and support staff communicate in Spanish.|Met||2018
24657300000000|Le Grand Union High|3|"The parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2018.  The sample included 38 responses in an LEA with an estimated family count of 305 for a response rate of 12.5%.  The key findings of the survey were: 1. Parent Input:  When parents were presented a series of statements about parent input into district decision making, like ""The school actively seeks the input of parents before making important decisions."" the average response was 3.78 on a sliding scale from 1 to 5 with 5 being strongly agree.  2. Parent Participation:  When parents were presented a series of statements about parent participation in district programs designed to help them support their students academically like, ""The school sponsored workshops that helped me better understand my child's needs"" the average response was 3.63 on a sliding scale from 1 to 5 with 5 being strongly agree.  The LEA chose this parent survey tool because it is based on research by Michael Krist SBE President on what effective districts do to involve parents. It has also been used by the district for 4 years of LCAP, so there is longitudinal data to compare growth.  The survey assists the LEA in measuring the outcomes of goal 5. ""Parent and community participation in and connectedness with the schools will increase."""||Met||2018
31667870000000|Auburn Union Elementary|3|AUSD annually issues a parent survey designed to engage and acquire feedback that is directly connected to the four district goals established in the LCAP. The findings from the survey are shared with all stakeholders and used to refine, create and/or eliminate programs set in the LCAP.  The key findings from the survey related to seeking input in decision making for the instructional programs (Goal 1): Parent survey results report that 80.39% of parents agree or strongly agree that the school maintains high academic expectations for all students; 91.63% agree or strongly agree or are neutral that classwork is challenging and rigorous; 82.35% agree or strongly agree or are neutral that they are familiar with the kinds of support being received or is eligible for.  A focus for professional development for teachers is on highly effective, research-based instructional strategies, including differentiation and standards-based lesson design.  For teachers in grades K-3, a major focus continues to be on reading strategies.  The key findings from the survey related to school climate & safety (Goal 2): Parent survey results report that 88.23% agree or strongly agree that the school encourages parents to volunteer; 94.11% agree or strongly agree that they are encouraged to attend parent and family events at school;  94.12% agree, strongly agree, or are neutral their children feel emotionally safe at school; 92.15% agree, strongly agree, or are neutral that their children feel physically safe at school; 88.23% agree or strongly agree their children look forward to going to school. Based on parent survey results, a continued focus needs to be on helping students feel emotionally and physically safe at school and increasing their desire to be at school.  A focus continues to be PBIS and targeted lessons on social emotional skills.  A mental health specialist supports students as well.  The key findings from the survey related to STEAM (Goal 3): Parent survey results report that 70.59% of parents agree or strongly agree that the school provides a variety of STEAM opportunities; 84.31% of parents agree or strongly agree that the schools provide curriculum and instruction that is relevant to real world application; 90.19% of parents agree or strongly agree that students have access to technology.  STEAM is a strong area of interest for our families.  We have increased the number of devices.  The key findings from the survey related to basic educational services (Goal 4): Parent survey results report that 94.12% of parents agree or strongly agree and 13.73% were neutral that the schools are kept clean and in good repair; 80.39% agree or strongly agree that their child’s school is physically safe and secure.  2017-18 Williams Act reporting reflect no substantiated claims.  We completed a Facilities Master Plan process to determine a vision and plan for facilities upgrades.||Met||2018
31103140126904|Placer County Pathways Charter|3||PCOE is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs tailored to the unique challenges of our students and families have been established to make connections and build relationships with parents including two six-week Nurtured Heart Trainings, after school academic counseling sessions with parents, Prevention of Commercially Sexually Exploited Children workshop and Families Instructional Support of Home School Students.  These offerings are designed to meet families “where they are” - with one-on-one conversations before and after school, via social media communications, a PCOE app and individualized phone calls from a dedicated Parent Liaison.   Establishing these connections and developing trusting relationships has led to greater parent involvement.       In addition, parents can provide meaningful input and contributions in decision-making when serving on committees such as School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees: Stakeholders’ Committee and Parent Advisory Committee.   PCOE also employs a parent Translator to provide translation and support for families with a primary language other than English.  Data from Positive Behavior Interventions and Support (PBIS) program are shared with parents regularly.  Parent input led to including mindfulness yoga classes for secondary students, communication through social media and revisions to the School Site Safety Plan.      The California Healthy Kids Parent Survey in 2016-17 revealed that 72% of parents agree or strongly agree that their students’ school allow input and welcome parents’ contributions. Changes were made in soliciting feedback from parents in the 18-19 school year and have already received better participation results. PCOE will build a plan to better gather information on the quantity and quality of meaningful parent participation and opportunities for input in the 2019-20 LCAP.|Met||2018
01611760000000|Fremont Unified|3|The Local Control and Accountability Advisory Committee (LCAAC) developed a 25-question survey aligned to the eight state priority areas to gather feedback from parents/guardians. The survey was available electronically and via hard copy in English, Spanish, and Chinese. A total of 2,293 survey responses were received. The following were identified as areas of strength: school staff keep students physically and emotionally safe and create a school environment that helps children learn and grow, students have positive comments about their typical school day, school values diverse cultures and backgrounds, school communicates about their child’s academic progress in a way that is understandable and timely, and school makes parents feel respected and welcome when they visit. The following were identified as areas of growth: schools need to support students who are ready for more of a challenge along with struggling students who need more assistance, students need more access to counseling and social-emotional support at school, schools need to partner with families more to resolve attendance and discipline issues and improve student performance, and schools should encourage all students to enroll in challenging courses (i.e. GATE, Honors, AP courses, etc.) especially underrepresented sub groups. A team of bilingual district personnel also conducted LCAP Parent Engagement meetings at 16 out of 42 schools with 35% or more unduplicated students. During the LCAP Engagement meetings, district staff reviewed the California Dashboard to provide context on how the district is performing overall and our subgroups.  Parents and guardians were given an overview of LCAP and the Dashboard Data, current District areas of greatest need, and previous goals and input for 2018-19 LCAP services. Parents/guardians provided feedback on the following topics: elective courses, enrichment and extracurricular activities, literacy, interventions, nutrition, teacher training and collaboration, positive school climate, social emotional and wellness supports, positive school behavioral programs, student engagement, foster and homeless youth supports, and assessment. Parent/guardian feedback prioritized the following supports: before and afterschool intervention, hiring more school counselors for social-emotional learning, increased exposure to STEM programs, implementation of Early Literacy programs (TK-3), researched based strategies for improving attendance, increasing in-class interventions and tutoring, and restorative practices.||Met||2018
31103140000000|Placer County Office of Education|3||PCOE is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs tailored to the unique challenges of our students and families have been established to make connections and build relationships with parents including before and after school academic counseling sessions, prevention of Commercially Sexually Exploited Children (CSEC) workshops and Free Application for Federal Aid (FAFSA) workshops for parents and guardians.   These offering are designed to meet families “where they are” - with one-on-one conversations scheduled during times that are convenient for parents, via social media communications, a PCOE app and individualized phone calls from a dedicated Bilingual Parent Liaison.   Establishing these connections and developing trusting relationships has led to greater parent involvement.         In addition, parents can provide meaningful input and contributions in decision-making when serving on committees such as School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees.   PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English.  Data from Positive Behavior Interventions and Support (PBIS) program are shared with parents regularly.  Parent input led communication through social media and revisions to the School Site Safety Plan.        The California Healthy Kids Parent Survey in 2016-17 revealed that 72% of parents agree or strongly agree that their students’ school allow input and welcome parents’ contributions. Changes were made in soliciting feedback from parents in the 18-19 school year and have already received better participation results. PCOE will build a plan to better gather information on the quantity and quality of meaningful parent participation and opportunities for input in the 2019-20 LCAP.|Met||2018
24658620000000|Weaver Union|3||Parent Survey results indicate the following: Parent satisfaction with school communication = 87.9% Parent satisfaction with academic program = 88.6% Survey participation was over 15% at a total of 426 responses.|Met|"Our District has created a ""Local Dashboard"" that provides more specific information on our local measures. See link: http://weaverusd.lcapdashboard.org/ on our District Website or cut and paste LINK to your browser."|2018
47701930000000|Bogus Elementary|3|"The survey was given to all parents in the school targeting school connectedness and access to information. 94.7% of surveys were returned with the following findings. 100% of parents agreed with the statement ""I am provided opportunities to be involved in school decisions."" 88% of parents agreed that school provided information and training that helped them support their child.  100% of parents agreed that the school does a good job of getting important information to families. 100% of parents also agreed that they are provided opportunities to be involved in their child's education. As result of the data we will be offering reading and math training for parents who interested in helping their child at home during Parent-Teacher conferences. We choose this survey to gauge how parents felt about being involved in the school as well as how they felt about information coming to them from the school. These findings relate to the school climate local control."||Met||2018
55723630000000|Jamestown Elementary|3|"The Jamestown School District annually uses a Family Involvement Survey to actively seek input from our parent body. The survey is distributed to all parents/guardians in all grade levels K-8.  The results of the survey given in May of 2018 are stated as those who agree or strongly agree to the question and are as follows: 88% of the parents surveyed felt that the school communicates well and keeps them informed; 67% of those parents surveyed feel they are invited and welcomed to participate and plan activities; 23% state that they are regularly involved in a school or district decision-making committee; 81% state that the school shares information with them on what they can do at home to help improve or advance student learning; 88% state that they are provided with information about community services that can help with families' needs including health services, mental health services, and counseling. The survey directly influences decisions made in revising both our District goals as well as the goals and objectives related to the priorities of our LCAP. Our administration and staff are continuously working on ways to increase parent involvement and participation. At the beginning of the school year a parent volunteer interest survey was given at Arena Registration.  Our staff applied for and received a grant to develop and implement a series of Family Fun Nights under the theme of ""Healthy Bodies, Strong Minds, and Positive Relationships"". The topics range from a family game night, art night, Mindfulness, Trauma Informed Practices and a Science night, to name a few. Approximately 9% of our students population is identified EL, primarily Spanish speaking. In order for our entire parent body to participate meaningfully our surveys and general information have been translated and are available in Spanish. Interpretation and translation services are offered and available. As our Dual Immersion Program expands, we currently have 25% of our certificated and paraprofessional staff who are bilingual."||Met||2018
40688410000000|Templeton Unified|3|"Previous findings for Priority 3 identified that all ""parent"" representatives on the LCAP committee were simultaneously employed by the District.  The committee also lacked student representation and parents of English Learners or other at-risk youth.  It was recognized that this composition limited feedback and failed to accurately reflect the demographics of the community.  Therefore, Templeton Unified School District (TUSD) worked with the County Office of Education and the California Collaborative for Educational Excellence (CCEE) to develop an action plan to increase parental involvement and to diversify participation on the LCAP committee.  The collaborative effort led to the idenitfication of nine stakeholder developed themes and related actions designed to increase involvement.  Early evidence indicates that the plan is having the desired outcome.  The current LCAP stakeholder committee now has two student representatives and four parents who aren't employed by TUSD.  One of the committee members represents English Learners.  The committee is still seeking an individual to represent at-risk youth in the district. These new committee members represent an addition to the LCAP and do not replace previous committee members who work for TUSD and have children in our system.  This maintained the continuity of  A second item in the stakeholder developed action plan concerned administering an online parent survey related to involvement and decision-making.  The survey was administered available during the first two weeks of school when parent participation at Back to School events was at its peak.  Over 400 respondents (approximately 20%) completed the survey.  A paper-pencil version of the survey was available for families who lack Internet access.  A Spanish version was unavailable at the time but is planned for a follow-up survey later in the year. The questions were selected to inform actions and services Goal #2 of TUSD's Local Control Accountability Plan.  Survey data indicated that lack of childcare and conflicts with work schedules represented the most common obstacles to parent involvement.  As a result of these findings, TUSD is moving some decision-making meetings to the early evening rather than during school hours.  TUSD is seeking partnerships with local private childcare agencies to address the other major obstacle identified in the initial survey.  Finally, the stakeholder developed action plan resulted in the creation of three follow-up committees.  One will research best practices across our county and the state related to increasing family involvement.  One committee will research social-emotional supports and resources available for families.  The third committee will conduct an in-depth analysis of the survey described earlier and will present recommendations to the larger team.  Parent involvement remains a high priority in TUSD."||Met||2018
19647336019533|Topeka Charter School For Advanced Studies|3|Based on positive responses by parents on the School Experience Survey, Topeka Charter SAS has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. The responses to various questions posed on the School Experience Survey as related to the LCAP goal of Parent, Community, & Student Engagement, were analyzed to determine key findings. In order to assess whether parents felt that the school sought their input in decision-making and whether the school promoted their participation in school programs, the following questions were reviewed and scores percentages of Agree and Strongly Agree were noted.   1. I feel welcome to participate in this school. 95%  2. I am a partner with this school in decisions made about my child's education. 91%  3. This school encourages me to patriate in organized parent groups (councils/committees/parent organizations, etc.). 93%  4. This school provides me with information (verbal and written) I can understand. 98%  5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). 98% 6. This school informs me about volunteer opportunities. 93% 7.  I can easily find information about parent workshops or other programs offered at this school. 88%||Met||2018
19647336061543|Alfred B. Nobel Charter Middle|3||The responses to the annual LAUSD School Experience Survey were analyzed to assess our progress on this measure. The findings are directly aligned to the goals established for other Local Control Funding Priorities in the Local Control Accountability Plan. The percentage of parents completing the School Experience Survey has increased or been maintained each year since the 2014-2015 school year. In 2015, 51% completed the survey, in 2016, 70%, and in the 2016-2017 school year 74% of parents completed the survey, whereas for 2017 – 2018 73% completed it. The following survey questions were analyzed in order to measure whether the school effectively sought parent input in decision-making and promoted participation in programs: 1. I am a partner with this school in decisions made about my child's education. 2. I feel welcome to participate in this school. 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 4. This school provides me with information (verbal and written) I can understand. 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). 6. This school encourages me to participate in organized parent groups. 7. I can easily find information about parent workshops or other programs offered at this school site. The responses for question one indicated the 90% of parents agreed that the school partnered with them in making decisions about their children's education. 94% of parents reported feeling welcome to participate at this school. In response to question three, 92% of parents feel that the school encourages their participation in organized parent groups. 97% of parents reported that the school provides verbal and written information in a method that they can understand and 97% reported that this information is provided in a variety of methods. In response to question 6, 92% of parents agreed the school encourages them to participate in organized parent groups. 92% of parents reported that they can easily find information about parent workshops or other programs offered at this school site. The LEA demonstrates that it has met the standards for the performance indicator concerning parent engagement as it exceeded 90% positive responses in 7 out of 7 questions.|Met||2018
21653750000000|Lincoln Elementary|3|Lincoln school has a very active, but smaller parent population, consistent with its overall size. Parents are engaged on a day-to-day basis and provide valuable input to the school programs. Parent input is sought through a monthly parent meeting and welcome at School Board meetings, which is deemed the most effective means of engagement and sustaining participation.   Lincoln school encourages and provides opportunities for home-school connections during which parents are partners in their children’s learning. Lincoln Parent Club meets monthly with the faculty to discuss and plan school activities, events, and plan for the future. They are an integral part of developing our LCAP. A survey approach has not been the most effective means to engage our parents, but frequent conversation and volunteer requests encourage participation.||Met||2018
54722566116909|Charter Home School Academy|3|The parents at Charter Home School Academy like the flexibility, ease, and frequency of contact with the school: via weekly meetings with teachers, in addition to easy access to teachers and administration via walk-in conferences, telephone calls, and or emails.  Charter Home School parents are looking for an alternative to a traditional site-based classroom setting that will provide more academic success for their child due to the following issues they may have faced at their previous settings (e.g., infrequent 1:1 personal help for their child, bullying, anxiety, physical health restrictions, no flexibility due to participation in professional activities, school behavior, irregular attendance, etc.)  Our parents want more one on one time with their child at home but like that the program provides weekly academic supports via classes, tutoring opportunities, enrichment electives and field trips to broaden their children’s experiences.  The LEA is interested in what types of alternatives these families are seeking as an alternative to a traditional site-based program.|Charter Home School parents are invited and encouraged to attend district and school LCAP information meetings to learn more about the school LCAP goals and to provide feedback as stakeholders as to where they would like to see changes. In addition,   Charter Home parents/families have received opportunities to take part in many trainings and inservices with regard to math, ELA, and reading recovery.  Our parents are encouraged to attend academic classes, enrichment classes, and field trips with their child to learn academic concepts and a variety of teaching models.|Met||2018
53716960000000|Douglas City Elementary|3|At Douglas City Elementary School District   -79% of our parents surveyed indicate they are given opportunities to be involved in school decisions, activities and events.    -100% of our parents surveyed indicate they agree our school has a positive public image.   -100% of our parents surveyed indicate they agree it is important to play an active role in their child’s education.    -87% of our parents surveyed indicate they agree they are kept informed of how they can participate in my child’s education.    Our LCAP goal 3 states, “Increase parent participation at school activities and meetings.”  Douglas City Elementary School District uses our parent survey to gather feedback from our stakeholders to help guide our efforts to increase parent participation as well as to partner together to create the strongest learning environment for every student.  We will work to use different avenues to advertise opportunities for parents to be involved.  Not all parents receive or read information sent home with their child.  In order to help the efficiency of reaching parents for opportunities to participate in their child’s education, we will also utilize online social media as well as our automated calling system to notify parents of ways they can be involved.||Met||2018
42692600116434|Orcutt Academy Charter|3|Of the 97 total respondents to a Spring 2018 survey on parent involvement, 6.2 percent described themselves as “extremely involved,” 22.7 percent described themselves as “very involved,” 57.7 percent described themselves as “somewhat involved,” and 13.4 percent described themselves as “no involved.”  Fewer parents were “not involved” in comparison with 2017 (17.2 percent), but fewer parents also were “extremely involved” (9.4 percent in 2017) and “very involved” (26.6 percent in 2017). Staff would like to increase the percentage of parents who consider themselves “extremely” or “very” involved in the school.  The Spring 2018 survey also provided data on how parents hear about school activities/events.  It showed that parent respondents most relied on email school newsletters (71.6 percent, down a bit from 79.1 percent in 2017), Parent Square posts via email (54.1 percent), the Spartan Oracle online student newspaper at OAHS (45.3 percent, down a bit from 51.5 percent in 2017), and Parent Square messages via text (39.8 percent).  Respondents indicated that they would like to have the school expand its use of the PTSA newsletter (print or email), school website, district website, and Parent Square text messages.  text message updates, PTSA text message updates, PTSA newsletters, and social media for communication about school activities.  Overall, 43.1 percent of respondents called communication about school activities “excellent,” 44.1 percent called it “good,” 10.8 percent “fair,” and 2.0 percent “poor.” These are marked improvements from just two years ago in 2016, when respondents gave the following ratings:  31.6 percent “excellent,” 43.4 percent “good,” 21.1 percent “fair,” and 4.0 percent “poor.”    The survey was developed in 2015 to gather information about parent participation in programs.  Parents are routinely consulted in the decision-making process both at the school and district level.  Results of the survey were reviewed by the Orcutt Academy School Advisory Council and utilized in the development of the Orcutt Academy Local Control and Accountability Plan.||Met|While a good number of parents participate in school/district activities and are directly involved in their child’s education, increasing parental involvement and participation remains a priority at all three Orcutt Academy sites.  The school's use of the Parent Square communication platform has yielded improved turnouts at school events, strong attendance at parent education nights, and additional interest in membership in the Orcutt Academy School Advisory Council.|2018
19647336016265|Calvert Charter for Enriched Studies|3|Calvert Charter for Enriched Studies had 51% of parents complete the School Experience Survey in the fall of the 2017-2018 school year. In order to determine whether Calvert Charter for Enriched Studies has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question.  1.     The school includes me in important decisions about my child's education. 96%  2. I feel welcome to participate in this school. 98%  3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 98%  4. This school provides me with information (verbal and written) I can understand. 98%  5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). 100%  6. This school provides opportunities to help me support my child’s learning. 93%  7.     93% of parents indicated that they were partners in the decision-making process regarding their children's education.  Most teachers are now using Class Dojo or Remind on their electronic devices to facilitate timely communication with the families. Calvert Charter for Enriched Studies used the School Experience Survey. This tool is used District-wide to survey parents, students, and staff.||Met||2018
29102980126227|Twin Ridges Home Study Charter|3|TRHS has sponsored regular activities for the purpose of eliciting feedback for the 2018-19 LCAP. TRHS has feedback and planning meetings at the main site in Nevada City and satellite sites in Truckee and in Wheatland. The LEA consults with the stakeholders as part of the process for planning this LCAP. Stakeholders include students, teachers, staff, parent, board members and community members, The school does not have a bargaining unit, so they are not included in the stakeholders. TRHS has sponsored these activities for the additional purpose of reviewing and analyzing the 2017-18 LCAP.  Stakeholder input provided the LEA with our identified areas of focus, all of which promote student success and parent/teacher teamwork. Student achievement and school safety continue to be the top two concerns.  The top priorities remain: Assurance that all teachers have access to professional development, Stakeholders expressed interest in what enrichment courses should be offered. Parents and students have enjoyed the art, dance, finance, and science courses, among many others. Teachers have suggested that we add more writing and math into the classes as a way to support parents and potentially raise our testing scores,  Discussed state testing, how goals are measured and how metric measurements are used to determine where programs can boost performance, school technology needs to be reviewed. The Chromebooks we currently have are difficult for taking the CAASPP as the screen is so small. We also need better internet access.  Stakeholder feedback identifies that each student learns at their own pace. Challenges associated with metric measurements for children at the 3-8th grade level were reviewed. CAASPP scores reviewed and discussed. In other alternative schools, the older students raise the average. Since we have a smaller population of 5-8th grade students, our school average is made mostly of students that are still mastering basic skills and have little experience with computers.   Parents show high degree of participation and want the school to continue enrichment offerings, including classes, workshops, and field trips.  Safety goals and implementations have been reviewed. Parents, students and teachers are in support of the addition of enrichment aides to school programming.  Surveys were given to all parents, age appropriate students and all TRHS teaching staff via a Google Form. Because the school is small, face to face communication remains most effective in getting parent feedback and participation.||Met||2018
39686270117796|New Jerusalem|3|One of New Jerusalem Charter School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as  Back to School Night, Open House, Annual Carnival, sporting events, School Board Meetings,  Parent Club meetings, English Language Acquisition Committee (ELAC) meetings, and Principal Advisory Committee are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the data revealed that 97% of parents agree or strongly agree they feel connected to the school and feel the school maintains a positive school climate.  Additionally, 93% agree or strongly agree their child’s teacher keeps them informed of academic progress and behavior on a regular basis.   Areas of Identified Need or Desired Improvements for New Jerusalem Charter School included increased communication between home and school, as well as increased academic rigor including advanced classes and increased homework.  As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The data revealed that 61% of the respondents stayed connected with the school by Facebook, 48% by School Website, 8% by School Dashboard, and 4% by Instagram. This information will help to refine our Communication Plan and continue to strive to keep our parents and other stakeholders informed.||Met||2018
39686270129890|Delta Home Charter|3|One of Delta Home Charter School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as  Back to School Night, Open House, Annual Carnival, sporting events, academic events, School Board Meetings,  Parent Club meetings, English Language Acquisition Committee (ELAC) meetings, and Principal Advisory Committee are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the data revealed that 89% of parents agree or strongly agree they feel connected to the school and feel the school maintains a positive school climate.  Additionally, 92% agree or strongly agree their child’s teacher keeps them informed of academic progress and behavior on a regular basis.   Areas of Identified Need or Desired Improvements for Delta Home Charter School included increased variety of enrichment classes and structure enrichment classes as project based.   As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The data revealed that 52% of the respondents stayed connected with the school by Facebook, 52% by School Website, 8% by School Dashboard, and 0% by Instagram. This information will help to refine our Communication Plan and continue to strive to keep our parents and other stakeholders informed.||Met||2018
27659790136218|Uplift California North Charter|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.||Met||2018
42750100135590|Uplift California Santa Barbara|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.||Met||2018
18641620000000|Ravendale-Termo Elementary|3|Utilizing the Parent results from the CA Healthy Kids Survey conducted in November 2017, 100% of parents agreed or strongly agreed that the school encourages parents to be an active part of the educational experience for their children. 100% of parents agreed to strongly agreed that the school actively seeks the input of parents before making important decisions. 100% of parents agreed or strongly agreed that parents feel welcome to participate at the school. The District elected to use the Healthy Kids Survey for Parents because of its comprehensive approach to school culture and parental input. The District plans to use this same survey each school year to gather information from parents, staff and students.||Met|Due to the small number of families with students at the school, most parent data generated from the CA Healthy Kids Survey is not shown on state and local reports.  This limitation forces district staff to look at each individual response and create our own reports and findings.|2018
27659790136010|Uplift California South Charter|3|Parents and students fill out surveys and provide feedback and input into the districts decision making process for the local control accountability plan.  The school provides meet up activities to promote parental participation in school activities and many parents and guardians serve as learning coaches to be involved in their students educational progress and achievement.  The students and parents indicated through the surveys that they support the goals of the local control and accountability plan and the local control funding formula.||Met||2018
16639900000000|Pioneer Union Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2017-2018 survey  317 responses were received. This is an increase in participation of 155% from the previous year.  The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. The district has conducted other means of collecting input other than the survey, such as holding community meetings. However, despite extensive promotion and advertising, attendance at these meetings was low. Thus it is was determined that the survey was the most effective and widely used means of seeking parent input and promoting participation in programs.   Survey results show that 58% of parents are aware of the District Parent Advisory Council, 38% are aware of the English Language Advisory Committee, 74% are aware of the School Site Councils, 42% are aware of the Title I meetings, 85% are aware of the Parent/Teacher Clubs, and 21% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.  Pioneer Union Elementary School District’s Local Control and Accountability Plan (LCAP) Goal 3 is related directly to California State Priority 3. Goal 3 states, “The District and each school will provide systems and venues for communication and input from parents and stakeholders.”  The Actions under Goal 3 directly relate to parent and stakeholder communication and education. Results from all stakeholder input was considered in the Annual Review and update of all LCAP goals.||Met||2018
39686270132050|Delta Bridges Charter|3|One of Delta Bridges Charter School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as  Back to School Night, Open House, Annual Carnival, sporting events, academic events, School Board Meetings,  Parent Club meetings, English Language Acquisition Committee (ELAC) meetings, and Principal /Community Advisory Committee and weekly parent coffee hour are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the data revealed that 89% of parents agree or strongly agree they feel connected to the school and feel the school maintains a positive school climate.  Additionally, 67% agree or strongly agree their child’s teacher keeps them informed of academic progress and behavior on a regular basis.   Areas of Identified Need or Desired Improvements for Delta Bridges Charter School included more extracurricular activities, provide after school activities, expand the playground and provide additional resources for students needing academic support.    As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The data revealed that 62% of the respondents stayed connected with the school by Facebook, 25% by School Website, 0% by School Dashboard, and 0% by Instagram. This information will help to refine our Communication Plan and continue to strive to keep our parents and other stakeholders informed.||Met||2018
39686270130864|Delta Charter Online|3|One of Delta Charter Online School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as Open House, Career Fair, academic events, College Tours, School Board Meetings,  and ILP meetings are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the data revealed that 64% of parents agree or strongly agree they feel connected to the school and feel the school maintains a positive school climate.  Additionally, 88% agree or strongly agree their child’s teacher keeps them informed of academic progress and behavior on a regular basis.   Areas of Identified Need or Desired Improvements for Delta Charter Online School included increased progress monitoring and reporting with families, increased communication from school to home,  and an increase in participation in extracurricular activities including sports..    As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The data revealed that 27% of the respondents stayed connected with the school by Facebook, 73% by School Website, 0% by School Dashboard, and 0% by Instagram. This information will help to refine our Communication Plan and continue to strive to keep our parents and other stakeholders informed.||Met||2018
57726940124875|Sacramento Valley Charter|3|More than 100 parents returned survey about their participation in school programs. Their findings showed a great satisfaction in their involvement in school's decision making. Math Family Night, Movie Night, Multi-cultural show, PTO meetings, and Parent -Teacher conferences are some of the methods to encourage parents' participation. The key findings from the survey related to seeking input from parents/guardians in school and district decision making are more P.E., music and art.|To maximize parents' participation, a network of communication was set up. Parent newsletter was sent home regularly both in English and Punjabi. Parents were informed about supporting their kids for success in school. Teachers were given professional development to involve parents early in their kids' education.|Met|Edmentum program was put in operation so that parents could see the progress of their kids online. Students had had the opportunity to use the program at home. Some online quizzes kept a track of their progress. We have recently subscribed to ESL Library also to support our English Learners. A new writing program has been introduced for all grades. Teachers have been trained to use the program successfully.|2018
43693690000000|Alum Rock Union Elementary|3||Alum Rock Union School District believes in engaging Stakeholders in a meaningful way that promotes a positive learning, working and community environment geared toward student achievement. To help measure parental participation, the district is monitoring several metrics including: participation in advisory committee decision making groups (all schools have active ELAC and School Site Council); participation in District-level advisory committees (DAC, DELAC and SPARC) to encourage parent leadership; numbers of parents participating in District-wide parent development workshops and related activities (currently 620); and numbers of parents who annually complete the Early College Outreach Program (currently 161 parents across 6 schools). In addition, parents are surveyed regarding a number of topics including these key questions which parents rank “strongly agree” to “strongly disagree”. The questions include: “strong sense of family belonging (95% favorable rating); “school makes us feel connected” (95% favorable rating); and “belonging to a safe school environment” (85% favorable rating). The data pulled from these metrics help to inform the actions in our Local Control Accountability Plan which supports: bilingual community liaisons at all sites; timely translation of key documents; interpretation services at District-wide meetings/events; parent involvement, outreach and training; and supports District-wide parent learning opportunities (Parent University).  A copy of our annual review for stakeholder engagement can be seen on page 62 under goal 4 at: https://www.arusd.org/cms/lib/CA01001158/Centricity/Domain/1/Alum%20Rock%20LCAP%20-%20Board%20Approved%20-June%2026%202018-ENGLISH.pdf|Met||2018
11626610000000|Willows Unified|3|Key Findings to Promote Parental Participation in Programs and Parental Input in School-District Decision Making:   The rise of parent and community involvement fostered an increase in improved student behavior district-wide. The WUSD invited students and parents to join committees to help make important decisions for our students' education and to maintain safe learning environments for students and staff members. Some ways our schools go about seeking parents/guardians in school decision making include the following examples: District, Site Leadership Team (DSLT); School Site Council; AG Boosters; WHS Boosters; and Band Boosters.  Additionally, parent surveys and meetings; Back to School Nights; Open House gatherings; Blackboard phone calls; emails; parent newsletters; staff websites; and more help to keep parents and community members aware of school related information.   Some of the key findings from the input received from parents indicated that they felt the schools were safe; the schools offered a variety of courses to meet the needs of students; the school culture to be alive and thriving; and the schools’ perceived need for other approaches to address individual student concerns/issues and ways to deal with school rules, dress codes, etc.   The District also created an LCAP survey. The purposes of the LCAP survey were to get feedback from all stakeholders to help the District identify areas of strength and improvements for each school; to voice stakeholders’ perspectives on the State Priorities highlighted throughout the Plan; and to comment on issues specifically affecting them. The findings helped the district make decisions and set goals established in the LCAP.||Met||2018
33670900000000|Jurupa Unified|3|With the inception of the Parent Involvement and Community Outreach (PICO) division of Education Services, our parent involvement and engagement opportunities has increased tremendously.  We have increased parent contacts from 34,952 to 53,019 through parent and community engagement opportunities.  Our baseline student contacts at 17,062 through dental programing and student engagement activities, i.e., fresh fruit and vegetable program, after-school music, mental-health support, Kaiser educational theatre, Youth Men’s Conference, Protecting Our Youth assemblies and Teen-Talk conferences.   To promote district-wide programs and resources, the District opened a Parent Center in the fall of 2017. Services and resources offered through the Parent Center include, centralized registration, administration of language assessment for our new English learners, immediate support for new students with an IEP, homeless students, and foster youth. Additionally, the Parent Center staff works with parents to connect them with District and community assistance. The 2018-19 school year will establish a baseline for the number of visitors who benefited from the services offered through the Parent Center.    LCAP parent survey results indicate “Moderately/Extremely Welcoming” results on question “How welcoming do you feel your school/site is?” of 86%, which is .4% higher than previous year.  On the question, “Are there opportunities for you to get involved with school and district decision making?” data hasn’t changed from prior year with 72% indicating awareness and 19% unaware of opportunities.  A new Parent Baseline question regarding parent participation in school-wide activities indicated 14% all of the time, 24% most of the time, and 47% some of the time; with 16% indicating never.||Met||2018
19646590000000|La Canada Unified|3|La Cañada Unified School District is committed to engaging all stakeholder groups and incorporating their feedback and insights into the decision making processes that drive the mission, vision, and goals of our district. To this end, LCUSD has been conducting the Panorama Ed Survey since 2011. This survey solicits input from all stakeholders, including students, parents, teachers, staff and administrators. The latest Panorama Ed Survey results were in spring of 2018, where 1550 parents of students in grades TK-12 responded. Parents are highly involved and engaged in LCUSD. Ninety-three percent of elementary parent respondents indicated that they have opportunities for involvement at their school. At the high school level, grades 7-12, 74% (same as before) of parent respondents replied favorably that the school values parent feedback and just slightly less, 73%, of parents believed the school offers a wide variety of opportunities for parental involvement. Seventy-seven percent of high school parents felt that they were well-informed about what is going on at school. Seventy-one percent of parents of elementary students (grades TK-6) thought it was mostly or totally true that the School Board communicates with them before making important decisions. Almost as many, 69%, of high school parents thought so. With regard to the School Board keeping parents informed of its actions, 75% responded favorably at the elementary level and 80% at the high school level.  In overall parental engagement, 85% of elementary parents who took the survey responded favorably to the degree to which families become involved with, interact with and communicate with their child's school. At the high school level, grades 7-12, 75% of parents responded favorably to being engaged at their school. The district also conducts annually a Local Control Accountability Plan Survey. All parents in the school district are asked to participate. They rank district priorities and provide input on progress. Parents also make up the majority of participants on the district’s LCAP Steering Committee. This decision-making body considers the survey results, provides input, measures progress and sets annual goals for all five schools taking all students’ needs into consideration. The Panorama Ed survey is authored by LCUSD stakeholders and provides opportunities to hear directly from stakeholder groups, including parents. It also provides opportunities to measure parent perceptions about key areas like engagement, opportunities for involvement, and overall satisfaction with instructional programs and school governance. The Panorama Ed survey also reports results in an easy to use dashboard that allows LCUSD staff to drill down to better understand survey results by response group.||Met||2018
39686276119309|Delta Charter|3|One of Delta Charter School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as Back to School Night, Open House, Annual Carnival, Career Fair, academic events, College Tours, School Board Meetings,  Parent Club meetings, English Language Acquisition Committee ( ELAC)  meetings  and Principal Advisory Committee meetings are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the data revealed that at the K-8 levels 86% of parents agree or strongly agree, and at the 9-12 levels 89% of parents agree or strongly agree they feel connected to the school and feel the school maintains a positive school climate.  Additionally, at the K-8 levels, 79% of parents agree or strongly agree, and at the 9-12 levels 83% of parents agree or strongly agree their child’s teacher keeps them informed of academic progress and behavior on a regular basis.   Areas of Identified Need or Desired Improvements for Delta Charter School included at the K-8 level was an increase in Special Education resources and professional development for teachers related to anti-bullying awareness.  At the 9-12 level, an increase in academic rigor and career counseling services along with increased communication between school and home were revealed.  As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The data revealed that at the K-8 level 68% of the respondents and at the 9-12 level 56% of the respondents stayed connected with the school by Facebook. The school website was used by 55% at the K-8 level and 51% at the 9-12 level. The School Dashboard was used by 5% at the K-8 level and 4% at the 9-12 level. Finally, Instagram was used by 8% at the K-8 level and 7% at the 9-12 level. This information will help to refine our Communication Plan and continue to strive to keep our parents and other stakeholders informed.||Met||2018
30664560000000|Buena Park Elementary|3|1. The Buena Park School District believes in partnering and engaging with parents to provide students with a high-quality education that is responsive to students’ needs. As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as lead implementation of District initiatives. The District uses Joyce Epstein’s Framework of Six Types of Involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with Community. For Parenting, the District and schools provide training and workshops for parents on various topics. In our , 60.8% of parents reported they were Satisfied or Very Satisfied with the availability of parent education opportunities. For Communicating, our Schools and District translate correspondences into Spanish and Korean. In our , 93.5% of parents reported they were Satisfied or Very Satisfied with receiving documents and communications from the school in their preferred language(s). Also, 84% of parents reported that there is someone at the school they can easily talk to in their preferred language(s). For Volunteering, parents are provided opportunities to volunteer. In our , 86.7% of parents reported they were Satisfied or Very Satisfied that the school informs them of ways they can be involved at school. For Learning at Home, the school and District offer parent-teacher conferences, parent meetings, and community activities. In our LCAP Parent Survey, 37.5% of junior high parents reported they were Satisfied or Very Satisfied that STEM nights help them understand what their children are learning in school. 75% of parents reported they were Satisfied or Very Satisfied with assistance understanding tests, courses, and report cards. For Decision Making, the schools and District encourage parents and community members to take part in local decisions or provide input in the decision-making process. In our LCAP Parent Survey, 68.1% of parents feel they have a say in decision making at their children’s school. 39.6% of parents feel they have a say in decision making at the district level. For Collaborating with Community, our schools and District coordinate events and resources for parents in visual and performing arts and health and wellness. In our LCAP Parent Survey, 68.2% of parents reported they were Satisfied or Very Satisfied that their children are often encouraged to take part in arts/music programs, festivals, and assemblies. 80.5% of parents reported they were Satisfied or Very Satisfied that their children are encouraged to be physically fit and healthy. The District used the LCAP Parent Survey because the questions aligned with our LCAP goals and actions and the responses collected from parents guided the development of the LCAP. Every spring, District staff presents the Annual Parent Involvement Report to the Governing Board.||Met||2018
45700520000000|Millville Elementary|3||"In making efforts to meet the standard that Local Educational Agencies will make progress toward (1) seeking input from parents/guardians in school and district decision making; and (2) promoting parental participation in programs, Millville School decided to use the Local Measures rather than a survey to determine our progress. This decision to use Local Measures is due to the fact that Millville School's Site Council decided not to create a survey for parents due to the low response rate in previous surveys and because of this low response rate felt they would not receive responses that would represent the majority of our families. Though the lack of responses discouraged Site Council,they are will continue to discuss the creation of a survey specifically focusing on parent participation. The council expects if the survey is short and one topic specific, it will be more successful.  One of Millville School's greatest challenges have been expanding parent participation in meetings such as Site Council and our Parent Group. We have seen an improvement in parent participation at decision making meetings, particularly Site Council. In fact, this last year we have hosted a complete Site Council, which in years' past it was not, with five committed parents participating and attending meetings. These five parents on Site Council are already involved parents and have their fingers on the pulse of the community and have brought ideas and considerations to the council due to their involvement. Site Council has been responsible for many efforts to maintain and improve the culture of the school to be one of inclusion, kindness, and opportunity. Referring to our LCAP and Goals 2 & 3 which both make reference to a ""positive learning environment"" and ""maintaining the unique culture of our school"", Site Council offers activities with these two goals in mind. For example, Site Council is currently looking to host a Chess Club and has offered lunchtime activities with the purpose of supporting a positive learning environment. Site Council is also responsible for the Student Survey which is given annually and is specific to Millville School. The student survey measures many points that are addressed in the LCAP such as student learning, culture, acceptance, bullying incidences, and more.  As for Promoting Participation in Programs, another measure of whether school sites provide training or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth, Millville School has hosted an annual family night that emphasizes literacy and teaches parents strategies for reading with their children. We have also offered a training on Adverse Childhood Experiences for parents during which ACES was discussed and explained as was the effect on learning that trauma and other negative childhood experiences have on children."|Met||2018
32669693230083|Plumas Charter|3|"Goal 3 of the 2017-2018 LCAP:  Parent Involvement:  Annual Survey Data:  176 Parents responded to the survey, which is a 66 parent increase from last years participation. Key survey findings include: 47% of the responding parents ""Strongly Agree"", and 38% ""Agree"" that parent involvement opportunities are offered at different times of the day and week to provide all parents a change to participate (performances, meetings, field trips, etc). 13% of parents meet in person with administration weekly or more, 15% monthly, 21% every few months, 20% once or twice a year, and 31% almost never.  57% of the responding parents ""Strongly Agree"" and 28% of parents ""Agree"" that they receive timely school communication and in many different ways, such as:  texts, emails, parent information packets, phone calls, newsletters, conference, meeting and the website. 40% of the responding parents attend parent meetings in their community, 35% do not, and 25% are neutral. 42% of the responding parents felt that the parent meetings they attended were well prepared and interesting, and 50% felt that they were usually well prepared and interesting. 72% of the responding parents who have not attended parent meetings noted that the time of the meetings was the greatest hindrance. 59% of the responding parents felt ""Very Informed"" about what is happening at PCS, and 37% felt ""Somewhat Informed"" 80% of the responding parents felt that PCS makes adequate efforts to promote parent participation at the school. 34% of the responding parents ""Strongly Agree"" that they are provided with regular reports of the child's educational progress, and 47% ""Agree"". 61% of the responding parents ""Strongly Agree"" and 32% ""Agree"" that they are encouraged to communicate to school staff any concerns they may have related to their child's academic program and progress. 51% of the responding parents ""Strongly Agree"" and 32% ""Agree"" that parent volunteers are welcomed and appreciated by school staff. 71% of the responding parents reported that they had volunteered in some capacity this year 32% of the responding parents ""Strongly Agree, 47% ""Agree"", and 18% ""Neither Agree or Disagree"" that parents are given ample opportunity to be a part of the decision making process of the school through surveys, parent meetings and Governing Board meetings. 46% of the responding parents ""Strongly Agree"", 41% ""Agree"" and 12% ""Neither Agree or Disagree"" that parents are included in the making decisions related to the educational placement and progress of their child."||Met|PCS will continue to expand upon parent involvement opportunities during the next school year, and continue to actively seek a parent board member from the the one community that we serve that we do not currently have board member representation.|2018
37683380114462|Health Sciences High|3|HSHMC chose to measure parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through a Parent Advisory group and two parent trustee positions on the HSHMC governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. Next steps in meeting goals established by our LCAP includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.||Met||2018
39686270136135|Delta Charter Online No.2|3|One of Delta Charter Online #2 School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as Open House, Career Fair, academic events, College Tours, School Board Meetings,  and ILP meetings are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the number of respondents was too small to report   Areas of Identified Need or Desired Improvements for Delta Charter Online #2 School were solicited through individual parent meetings throughout the year.  A few areas identified included increased progress monitoring and reporting with families, increased communication from school to home, and additional opportunities for students to socialize in person or through virtual gatherings.    As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The survey did not have enough respondents and were too few to report.  This information will help to refine our Communication Plan and continue to increase our involvement with parents and other stakeholders.||Met||2018
39686270136028|Delta Keys Charter #2|3|One of Delta Keys #2 School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as Open House, Career Fair, academic events, School Board Meetings,  and ILP meetings are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, the number of respondents was too small to report.   Areas of Identified Need or Desired Improvements for Delta Keys #2 School were solicited through individual parent meetings throughout the year.  A few areas identified included increased progress monitoring and reporting with families, increased communication from school to home, and additional opportunities for students to socialize in person or through virtual gatherings.    As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The survey did not have enough respondents and were too few to report.  This information will help to refine our Communication Plan and continue to increase our involvement with parents and other stakeholders.||Met||2018
45700110000000|Happy Valley Union Elementary|3||Overall, our staff, teachers, and stakeholders are continuing the conversation regarding improvement within the goal and the seeking a deeper understanding of our needs within the system.  Improvements are being made and continued progress is being monitored to ensure future growth.  80% of the parent surveyed indicated that our district has a strong focus on literacy and academic success for all students. 90% of parents believe that we provided ample supports for the community to give input.|Met||2018
23656150000000|Ukiah Unified|3|"UUSD seeks input from parents/guardians in a variety of ways including the District Advisory Committee, District English Learners Advisory Committee, the Native American Parent Committee (Title VI), and School Site Councils. One of our metrics is ""The number of parents who attended LCAP/Strategic Plan Stakeholders meetings, including parents of students with exceptional needs and unduplicated pupils."" The results below show there was an increase over four years, with a slight decrease from the prior year.   39 parents (17-18) 49 parents (16-17)  89 parents (15-16)  48 parents (14-15)  The parent survey is given to all K-12 parents in the District. One of our metrics is the percentage of parents ""who believe they are meaningfully involved in the education of their child"" on the parent survey. The results from the last four years are below and show that there is an increase of 3%.  83% (17-18 Parent Survey) 83% (16-17 Parent Survey) 81% (15-16 Parent Survey) 80% (14-15 Parent Survey)   The UUSD District Advisory Committee agreed on using these surveys as part of the required LCAP metrics for Priority 3 ""Parent Engagement"" and which addresses the district's LCAP Goal 3. The parent survey was created by the district with input from principals and District Advisory Committee members."||Met||2018
58727440000000|Plumas Lake Elementary|3|PLESD involves the community in multiple ways to develop, implement, and evaluate the District goals. This past year PLESD received the input from parents about the District initiatives and academic programs. At least 80% of parents were satisfied with each of the programs that were surveyed. The five programs that parents were most satisfied were Reading Instruction (96.2% positive), Middle School Enrichments (95.3%), Elementary Art (93.9%), Technology Initiative Implementation (93.9%), and Elementary Music (93.9%). The five programs that parents were showed the least amount of satisfaction were Anti-Bullying/Positive Citizenship Initiative (80.7% positive), Science (87.5%), Parent Education Nights (88.2%), Small Class Sizes (88.3%), and Elementary Physical Education (89.1%).  Parents also reported that 94.1% of them agreed or strongly agreed that communication from the school district was effective and 90.8% said the same thing about school communication.||Met||2018
39686270000000|New Jerusalem Elementary|3|One of New Jerusalem School’s ongoing areas of focus is to involve all stakeholders in strengthening learning environments that are effective, engaging and safe. The school is committed to providing opportunities to engage parents and other stakeholders to solicit feedback and use their feedback in the decision – making processes the school has in place. Included in the school’s yearly calendar of events, several programs and events are offered for opportunities to engage with parents and other stakeholders to learn how the school is performing. Events such as  Back to School Night, Open House, Annual Carnival, sporting events, School Board Meetings,  Parent Club meetings, English Language Acquisition Committee (ELAC) meetings, and Principal Advisory Committee are just to name a few.  With our review of annual data from the Parent/Community Stakeholder Survey, (which included all school K-8 respondents) the data revealed that 97% of parents agree or strongly agree they feel connected to the school and feel the school maintains a positive school climate.  Additionally, 93% agree or strongly agree their child’s teacher keeps them informed of academic progress and behavior on a regular basis.   Areas of Identified Need or Desired Improvements for New Jerusalem School included increased communication between home and school, as well as increased academic rigor including advanced classes and increased homework.  As the school is working on expanding their reach to parents and other stakeholders, a question on the survey asked which social media option is primarily used to stay connected to school. The data revealed that 61% of the respondents stayed connected with the school by Facebook, 48% by School Website, 8% by School Dashboard, and 4% by Instagram. This information will help to refine our Communication Plan and continue to strive to keep our parents and other stakeholders informed.||Met||2018
30666703030723|OCSA|3|"OCSA administered the California School Parent Survey in Spring 2018 and received 413 parent responses.  One component of the parent survey includes indicators regarding parental input and involvement.  The survey data revealed the following:  85% of parents agree that the school allows input and welcomes parents' contributions; 91% of parents agree that the school encourages parents to be an active partner with the school in educating their child; 61% of parents agree that the school actively seeks the input of parents before making important decisions; 90% of parents agree that they feel welcome to participate in school. OCSA administered the California School Parent Survey because it includes components related to parental involvement, learning supports, student risk behavior and more.  The findings in this report relate to goal 3 of our LCAP which states, ""Students will experience a positive school culture and system of supports for their personal and academic growth"" because we believe parental involvement is an important component of developing a system of supports for student growth."||Met||2018
21653420000000|Laguna Joint Elementary|3||Laguna school has a very active, but smaller parent population, consistent with its overall size. Parents are engaged on a day-to-day basis and provide valuable input to the school programs. Parent input is sought through a monthly parent meeting and welcome at School Board meetings, which is deemed the most effective means of engagement and sustaining participation.   Laguna school encourages and provides opportunities for home-school connections during which parents are partners in their children’s learning. Laguna Parent Club meets regularly with the faculty to discuss and plan school activities, events, and plan for the future. They are an integral part of developing this LCAP. A survey approach has not been the most effective means to engage our parents, but frequent conversation and volunteer requests encourage participation.|Met||2018
55105530000000|Tuolumne County Superintendent of Schools|3|The following survey statements were provided to parents in the 2017/18 school year to inform the creation of the 18/19 LCAP. The choices were Agree, Disagree, or Don’t Know. The two parents who responded indicated that they were in agreement with the statements; however, a priority continues to be relocation the school site. • The district provides textbooks and learning materials to support learning while at school.  • The schools are safe, clean and in good condition (bathrooms, drinking fountains...) • The district’s main goal and mission is to prepare students for a successful life, college and/or career. • The teacher(s) makes time to discuss grades, academic successes, or areas for improvement with my child and with me as needed.  • The district values parents as important partners in their child’s education. Parents have opportunities to take part in decisions made within the school/district.  • The school(s)/teacher(s) actively seek parent input into decisions related to their child’s education.  Furthermore, the small return rate resulted in a rewrite of Goal 4 and the principal of the Alternative Education program has been actively recruiting parents. The LCAP goal was written as: Goal 4: Strengthen communication between Community/Court School programs, parents, and community members. The following Action/Service was also included: Development and Implementation of Regular Communication Schedule with Stakeholders - Parents/Guardians: Teachers and administrators will communicate with parents through a variety of methods and improve efforts to increase attendance and reduce tardiness. PACs will continue throughout the 2018-19 year||Met||2018
21653180000000|Dixie Elementary|3||Parent input is regularly solicited in a variety of formats in the Dixie District. Almost 100% of parents participate in parent conferences TK-5 with a large percentage of participation at the middle school level. Open doors, coffee chats, and parent education workshops occur regularly at the site and district level. Social Media, emails and websites are used to both communicate and respond to students and parent issues, encourage parent participation and volunteerism as well as curriculum and program highlights. Parents are invited to respond to online surveys administered by School Site Councils. There is consistent parent attendance and engagement at Site Council meetings, Home and School Club meetings, ELAC meetings and Equity and Inclusion meetings. In addition, the Superintendent, Assistant Superintendent and Chief Business Officer meet with all School Site Councils to review, comment and revise the LCAP. Annually parents sign off on Parent Compacts emphasizing the importance of parent/student/school collaboration on student success. Parent input and participation is valued and considered in our continuous improvement plans.|Met||2018
50710760000000|Empire Union Elementary|3|The Empire Union School District has met LCFF Priority #3, local indicator – Parent Engagement. The District developed a local survey and administered it to the parents of 3rd and 7th grade students. The survey results were comparable to last year's.                                                                                                                                                                              •  97% of the District’s parents indicate that they agree that the district seeks input and that they have enough opportunities to take part in decisions made within the district.                                                                                                                                                •  98% of the District’s parents indicate that the district promotes participation in programs and encourages parental involvement.   The Empire Union School District uses the Parent Engagement Survey to gather parent/guardian feedback across the community in order to get unfiltered feedback from our community.||Met||2018
37683380128066|Health Sciences Middle|3|HSMS chose to measure parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through a Parent Advisory group and two parent trustee positions on the HSMS governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. Next steps in meeting goals established by our LCAP includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.||Met||2018
51714640107318|Twin Rivers Charter|3|Priority 3: Parent Involvement:  The TRCS LCAP Survey asked our stakeholder groups three questions about Communication, Decision Making, and Providing Programs. Priority 3 is an area TRCS began to work on last spring with a LCAP Cafe Night. We had over 50 parents attend to provide feedback for programs and offerings.  Following the Café the TRCS Administrative Team created the TRCS LCAP Survey to monitor parent engagement and feedback in order to identify additional areas of growth.  This survey was shared October 2018. Communicating with Families/Students – 79.4% of Students Strongly Agreed or Agreed that TRCS communicates with me. 75.4% Parents/Community Members Strongly Agreed or Agreed that TRCS provides timely communication updates about goals and outcomes with my family.  95.8% of TRCS Strongly Agreed or Agreed that TRCS provides timely communication updates about goals and outcomes to our families.   This question showed the largest disparity between TRCS Staff and Students and Parents/Community Members in Communication.  TRCS does a good job in including Families in School Decisions (Agreed or Strongly Agreed) Students 75%, Parents 58.8%, Staff 95.9% TRCS does a good job in providing programs for students with exceptional needs (Agreed or Strongly Agree) Students 82.3%, Parents/Community Member 72%, Staff 79.2%||Met||2018
37681630138156|JCS - Mountain Oaks|3|JCS-Mountain Oaks has an LCAP summary with a link for parent feedback on the webpage. In mid-November we'll be sending out a survey for families to complete about health, wellness and connectedness to our school. This survey is connected to our 3rd LCAP goal.|1. November: Hold a School Site Council meeting to explain LCAP/LCFF to parents and to review the current goals and data.  February: Hold a School Site Council meeting to share LCAP annual update and gather input for upcoming year's goals. February and March: Email survey for parents to provide input on the upcoming year's goals. The Governing Board includes a parent representative and all parents have access to attend board meetings in person or virtually. Meetings are also recorded.  2. As JCS-Mountaion Oaks is an independent study program, parents oversee the instructional time for their students at least 26% of the time. Parent involvement is thus strongly encouraged|Met||2018
43694840123760|Gilroy Prep (a Navigator School)|3|Gilroy Prep School (GPS) provided a survey to all parents in June 2018. Survey questions addressed key components of parental engagement, including parent-teacher communication, parent-administrator communication, clear expectations, and impressions school safety and facilities. Survey results indicate a high satisfaction rate (often exceeding 80%) among parents on key questions relating to communication and safety applied to promote participation and decision-making. Extensive comments were also solicited through the survey tool, including suggestions for strengthening parental engagement. Through the surveys, parents indicated that text messaging is the most preferred method of communication. GPS utilized the survey to gain information on parent perspectives on the school and to gain insight into how to strengthen parent engagement. The survey information aligned with goals in the Local Control Accountability Plan to measure parent satisfaction and to gain feedback to strengthen parent engagement.  GPS chose to administer survey due to a tradition of successfully employing this parental feedback strategy over the course of several years. The annual survey has become a cultural expectation of all stakeholders. The results are shared with stakeholders in a variety of settings throughout the year and to the public at large via board meeting reports and materials.||Met||2018
35674700127688|Hollister Prep|3|Hollister Prep School (HPS) provided a survey to all parents in June 2018. Survey questions addressed key components of parental engagement, including parent-teacher communication, parent-administrator communication, clear expectations, and impressions school safety and facilities. Survey results indicate a high satisfaction rate among parents on key questions relating to communication and safety applied to promote participation and decision-making. 90% of parents felt their child was safe and supported at school and 98% were satisfied with their children's academic results. Extensive comments were also solicited through the survey tool, including suggestions for strengthening parental engagement. Through the surveys, parents indicated that text messaging is the most preferred method of communication. HPS utilized the survey to gain information on parent perspectives on the school and to gain insight into how to strengthen parent engagement. The survey information aligned with goals in the Local Control Accountability Plan to measure parent satisfaction and to gain feedback to strengthen parent engagement.||Met||2018
19647330121293|Alliance Tennenbaum Family Technology High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.2 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.2 and 3.3. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.2). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Tennenbaum Family Technology High School (“Tennenbaum”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Tennenbaum’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Tennenbaum maintained an additional full-time parent engagement specialist to coordinate and communicate opportunities on campus and in the community.||Met|Annually, Alliance Tennenbaum Family Technology High School (“Tennenbaum”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Tennenbaum, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
43693770000000|Berryessa Union Elementary|3|A Local Control Accountability Plan (LCAP) survey was administered in the Spring of 2018. Parents were given the opportunity to give feedback to the district on the following items: Increase parent and community involvement and engagement - parents responded with a 63% favorable opinion; Increase the number of workshops/conferences where parents are spoken to about activities to help support their children (i.e. Parent University) - parents responded with a 49% favorable opinion.||Met||2018
19647330128058|Alliance College-Ready Middle Academy 12|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded respective average responses of 3.4. The Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.5 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Survey indicate that parents/guardians believe Alliance College-Ready Middle Academy 12 (“CRMA 12”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Survey help us to determine our success in meeting CRMA 12’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, CRMA 12 (1) maintained a full-time parent engagement specialist to help meet school-wide targets for parent/guardian participation and leadership; (2) offers a broad spectrum of parent/guardian-focused classes, workshops, meetings, and events throughout the school year focused on academics, high school- and/or college- readiness, leadership/advocacy, parenting issues, organization, and health-related topics; and (3) provides English/Spanish translation for all written materials and meetings so that parents/guardians can fully access and benefit from the information provided.||Met|Annually, Alliance College-Ready Middle Academy 12 (“CRMA 12”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. It was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians and minimizes measurement error. At CRMA 12, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve learning environments for children.|2018
19647336016869|El Oro Way Charter For Enriched Studies|3|In 2018, El Oro Way Charter for Enriched Studies had a 42% completion rate of survey by parents.  In order to determine whether El Oro Way Charter for Enriched Studies has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question.  1. This school includes me in important decisions about my child’s education.  90%  2. I feel welcome to participate in this school.  95% 3. This school encourages me to participate in organized parent groups. 96% 4. This school provides me with information (verbal and written) I can understand. 97% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% 6. This school informs parents about parent center activities.  92% 7. This school informs me about volunteer opportunities. My school provides resources to help me support my child’s education. 97%||Met|El Oro Way Charter for Enriched Studies invites parents to participate in the school’s decision making process through the school’s charter governance council. The council meets monthly to discuss and determine the school’s programs. These meeting are public and are provided to the parents and community through the following methods: printed monthly calendars, website updates, voicemails, transcripts of the voicemail on the website, flyers specific to events, and classroom teachers’ newsletters. The school’s active Parent Community Rep provides trainings on topics relevant to parent on supporting student learning, social media, child development, growth mindset through a variety of expert presenters. The Parent Community Rep also coordinates the School Volunteer Program to mobilize the large percentage of parents who volunteer in the school. The school collaborates with the PTA to organize community events for school and community participation. Parent volunteers are scheduled to support classroom instruction throughout the school year.|2018
19647330116509|Alliance Morgan McKinzie High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.4 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded average responses of 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.5 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Morgan McKinzie High School (“McKinzie”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting McKinzie’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, McKinzie (1) offered parent workshops related to school goals (e.g., college admissions, financial aid, and high school graduation); (2) provided parent involvement and volunteer opportunities; and (3) maintained a full-time parent engagement specialist to advertise and promote parent engagement opportunities via school website, teleparent, and flyers.||Met|Annually, Alliance Morgan McKinzie High School (“McKinzie”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At McKinzie, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve learning environments for children.|2018
56105610112417|Ventura Charter School of Arts and Global Education|3|In a 2017-18 year-end VCS parent satisfaction survey, 96% of respondents agreed that they had opportunities to provide input about school activities. 94% of respondents agreed that the School reflects a community atmosphere. Parent involvement is strongly encouraged at VCS. Parents participate in numerous school committees that support school events and activities. The Parent Advisory Committee (PAC) meets monthly to address issues/policies related to school organization and culture. The English Language Advisory Committee (ELAC) meets quarterly facilitated with translation to address issues/policies related to school events and activities.  The school counselor conducts workshops for parents on the School’s social-emotional curriculum, and how best to support the students/teachers when volunteering in class. In addition, evening classes are held for parents to assist them with students’ social emotional well-being. Spanish and other language translators are available for parent conferences regarding student progress. The local governing board currently has three current parents of a VCS students and one former VCS parent.  We chose to survey parents to measure outcomes of one of our 2017-18 LCAP goals: Create a safe welcoming inclusive climate for all students and their families. Measurable Outcomes • Rates for volunteer participation, committee membership/participation, attendance at PAC meetings, ELAC meetings, and survey completions will be at least 50%. • End of the year student and parent surveys will indicate a 90% or above satisfaction rate on questions regarding parent involvement/engagement, student engagement, school climate, social emotional learning, and safety.||Met||2018
45700370000000|Indian Springs Elementary|3|The parents continue to support the direction of smaller class size and additional support staff to assist students in meeting learning targets. The surveys indicate that the key participation activities of the school are providing parents with exceptional opportunities for participation.|Parents participate in annual goal setting activities that provide direction for the Board and Staff.|Met||2018
04615490000000|Thermalito Union Elementary|3|Thermalito Union Elementary TK/8 School District: 1. 71% of all our parents who responded to the Thermalito Parent Input Survey were aware that the district seeks input from parents and guardians in decision making for the LCAP.   2. 76% of all our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs.  3. The district chose to use a survey in order to access a majority of parents and guardians for feedback from our community.||Met||2018
25658960000000|Surprise Valley Joint Unified|3|On April 26, 2018, a Parent survey at the ES was given at STEM night. There were 38 responses. Overall parents felt that the ES promotes academic success for all students and their students were well supported academically and socially/emotionally. They felt they were informed about school activities, the school allows for parent input, motivates students to learn, and provides quality activities that meet their child's interest. They believed their children were safe at school and well informed about their child's project. Approximately, 25% felt that school lunches could be improved and the best way to communicate with them would be through email. They also indicated that bullying was a problem at school.   This survey was chosen by administration to collect parent feedback. The final impact on the LCAP was understanding the importance in continuing moving forward with PBIS implementation.||Met||2018
17640550000000|Middletown Unified|3|"The District administers the CA Healthy Kids Survey to parents, students and staff every year.  Results showed: 74% of parents believe the school allows input and welcomes parents contributions, encourages them to be active partners, and feel welcome at schools.  However, only 26% believe that the school actively seeks input before making important decisions. The District/LEA and sites engage(d) in a number of actions to seek input from parents and guardians: The LEA implemented a Strategic Planning process this year in order to increase parent input on decisions. All sites have School Site Councils with active parent involvement and training. Sites also have PTOs/Booster Clubs. Parent/family surveys are implemented at some sites. English Learner Advisory councils are active at two sites. District ELAC is also active and contributes input. Board meetings are conducted twice monthly. ""Coffee with the Principal"" and/or similar events are held at sites to increase administrator accessibility Title 1 parent evenings Translation and interpretation are available for any meeting  The LEA/sites do many things related to promoting full parental participation in their child's education in addition to the list above: Evening events related to academics, parent support, student success (with translation/interpretation and baby-sitting provided). Monthly newsletters Back to School Nights Open Houses Parent/Teacher conferences PTO/Booster meetings and activities Free fingerprinting for all parents wishing to volunteer Parent surveys School-to-home and home-to-school communication via student planners/agendas District and site webpages and social media presence Daily bulletins e-mailed home to families of 7th-12th grade students Use of ""remind"" app to remind families of school meetings and events (and homework) Parent survey data indicated these are the most effective means of communication. In addition, all staff have received training in effective communication with socioeconomically disadvantaged families."||Met||2018
37683380136663|America's Finest Charter|3||Parent involvement has been at the core of the decision making for America’s Finest Charter since the school opened in 2011.  The Board of Directors for America’s Finest Charter  is comprised of several members of each of the following stakeholder groups: staff, parents and leaders from our community.  The Board of Directors meets monthly to fulfill the goals of the Board and school leadership.  America’s Finest Charter involves English speaking and non-English speaking parents.  Involvement opportunities include: English Learner Advisory Committee (ELAC) parents meetings and School Site Council (SSC).  Parents participated in school events: Curriculum Night/Open House, Math Night, International Fair, and Arts in the Afternoon Gala.  The school has “Open Door” policy for school administrators and leadership team that encourages regular and informal feedback from parents, with timely follow up and implementation, as needed.  The school ensures the parents understand student achievement of the academic standards and Student Learning Outcomes throughout Curriculum Night/Open House, Math Night, and Parent-Teacher Conference.  Parents also give feedback when they complete the  LCAP survey.  As a school serves many students who parents/guardians are primarily Spanish speakers, Vietnamese Speakers, and Somali speakers, translation services are provided for all parents communications and events, including on-site translation, monthly newsletters in different languages, school messenger-an autodialer messages system to parents/guardians in English and Spanish. Parents fill out volunteer interest forms and are invited to help in the class and with outside class assignments.|Met||2018
19647330112508|Bright Star Secondary Charter Academy|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 74% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and the English Learner Advisory Committee. The survey reflects that 95% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 95% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”   2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 68% of families attend at least one school event which included Coffee with the Principal, Conferences or Counselor Workshops. During those events we provide tools for families so they can support learning in the home which is evident in that 96% of families feel “confident in their ability to support their child’s learning at home.” Moreover 96% feel “confident in their ability to motivate their child to try hard in school.”   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
35103550000000|San Benito County Office of Education|3|In May 2018, the San Benito County Office of Education Alternative Education Programs administered a Parent Survey to parents of students at each alternative education site (grades 7-12).  The previous year, a baseline survey was given.  The surveys included questions about whether parents received information, participated in events, felt welcome and whether they volunteered at the schools.  In addition, parents were asked about which meetings/events they attended with the following results: According to the results of the survey, 92% of parents felt comfortable and welcome at the schools.  To educate parents on the importance of participating in events at their child’s school, SBCOE has included actions in the LCAP to • Provide parents with information about grades, attendance, upcoming meetings and activities through phone calls, mail, email and social media • Meet with parents of English Learners • Host Back-to-School Night, parent conferences, monthly “Pizza with the Principal” nights, Community Knight (college/career information). • Coordinate with the Migrant and Foster Youth programs to host social events for the schools and community. • Partner with other districts to provide Parent University courses A large majority of parents (86%) reported participating in at least one event at school.  This was similar to last year’s results of 85%.  Most often the event was Back-to-School Night.  Although School Site Council and Migrant Parent meetings were used as the main venue to solicit parent input for decision-making, very few parents participated so additional attempts were made during the 2017-18 school year to gather information at additional events such as Community Knight and Senior Parent Night.  This fall, communication regarding School Site Council was increased to ensure a full School Site Council is established.  Schools continue to give parents the opportunity to review school and LCAP goals and give input at most events and activities including Community Knight, School Site Council, Migrant Education Parent Meetings, the English Language Advisory Committee Meetings.||Met||2018
19647330133868|Rise Kohyang High|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 93% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and Coffee with the Triton Family. The survey reflects that 96% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 99% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”   2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 78% of families attend at least one school event which included Coffee with the Triton Family, Student Led Conferences or Family Nights. During those events we provide tools for families so they can support learning in the home which is evident in that 92% of families feel “confident in their ability to support their child’s learning at home.” Moreover 96% feel “confident in their ability to motivate their child to try hard in school.”   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
19647330124222|Rise Kohyang Middle|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 83% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and the English Learner Advisory Committee. The survey reflects that 97% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 94% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”    2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 77% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. During those events we provide tools for families so they can support learning in the home which is evident in that 84% of families feel “confident in their ability to support their child’s learning at home.” Moreover 97% feel “confident in their ability to motivate their child to try hard in school.”   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
19647330100669|Stella Middle Charter Academy|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 74% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and the English Learner Advisory Committee. The survey reflects that 98% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 96% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”   2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 85% of families attend at least one school event which included Coffee with the Principal, Parent Teacher Conferences or Family Nights. During those events we provide tools for families so they can support learning in the home which is evident in that 93% of families feel “confident in their ability to support their child’s learning at home.” Moreover 96% feel “confident in their ability to motivate their child to try hard in school.”   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
13631720000000|Magnolia Union Elementary|3|The district surveyed students/parents in both grade 3 and grade 8. In Grade 3 93% of students felt their school was safe. In grade 8 100% of the students felt their school was safe. Grade 3 Parent results revealed the following: 100% of parents felt they had adequate communication with the school and their teachers. 100% felt welcome to visit their school. 98% felt their concerns were addressed in a timely fashion. 98% felt the school adequately communicated events so they could participate. Grade 8 Parent results revealed the following: 100% felt they had adequate communication with their teachers and the school. 100% felt welcome to visit their school. 100% felt their concerns were addressed in a timely fashion. 100% felt the school provided adequate communication of events so they could attend if they wished. The district survey questions were the result of collaboration between the administration, staff and the local county office of education.|Magnolia Union Elementary is a small, rural K-8 school with an ADA of 131. The district maintains an educational staff of 6 certificated regular education teachers and one special education teacher. As a district of choice the district serves students in the surrounding rural area as well as students from nearby towns.|Met||2018
19647330133694|Valor Academy Elementary|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 82% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and the English Learner Advisory Committee. The survey reflects that 99% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to elementary schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 98% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”   2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 100% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. During those events we provide tools for families so they can support learning in the home which is evident in that 99% of families feel “confident in their ability to support their child’s learning at home.” Moreover 98% feel “confident in their ability to motivate their child to try hard in school.” 3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
19647330120022|Valor Academy Middle|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 87% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and the English Learner Advisory Committee. The survey reflects that 91% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 84% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”   2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 98% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. During those events we provide tools for families so they can support learning in the home which is evident in that 94% of families feel “confident in their ability to support their child’s learning at home.” Moreover 97% feel “confident in their ability to motivate their child to try hard in school.”   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
24753660000000|Delhi Unified|3||Local Indicator (Measurement) – Parent Involvement – seeking input from parents in decision-making and promoting parent participation in programs:  • The number of parents in attendance at District and school functions:  • 2016: 4,747 parents • 2017: 13,355 parents, representing an increase of 281% from 2016 • 2018: 8,040 through the 3rd quarter, representing a decrease of 40% from 2017, yet still an increase from 2016 of 69%. • The number of parent education program offerings (parent/guardian trainings): • 2016: 142 • 2017: 178 representing a 25% increase from 2016 • 2018: 82 through the 3rd quarter, representing a 54% decrease from 2017. • Parent/guardian participation in district and school advisory committees and meetings : • 2016: 1,453 • 2017: 5,395 representing  an increase of 271% from 2016. • 2018: 7,387 through the 3rd quarter, representing an increase of 37% from 2017. Delhi Unified School District (Delhi USD) measurements listed above are included in the Local Control Accountability Plan (LCAP) Goal Area 1 - State Priority :Engagement –  Delhi Unified School District will continue to ensure active parent involvement and student engagement through: a. research-based parent involvement practices b. family input in school decision making c. educational programs, designed for families, to empower them in supporting student achievement and success. Increasing Parent participation in school activities and governance was a need indicated in the needs assessment performed during the 2016 school year.  Research has documented that students increase their engagement and academic achievement when parents are actively involved in their student’s education. Delhi USD is a small, unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. The district is the civic center of the area and parents look to the district for many of their educational and non-educational needs. The more parents are involved, the more the community is involved in moving forward with a positive culture and increased student academic achievement.  The findings directly relate to other LCAP priorities including State Priority 4 – Pupil Achievement, State Priority 5 – Pupil Engagement and State Priority 6 – School Climate.|Met||2018
45699140135624|Tree of Life International Charter|3||"A. Seeking Input in School/District Decision Making The Charter School Principal and staff formed a School Site Council which includes parents, certificated and classified staff members, and formed an ELAC committee of parents of English learners. There is an ELAC representative on the School Site Council as well.  The groups meet regularly and participate in discussion and decision making on items related to student learning such as homework policy, uniform policy and understanding the ELPAC and needs of English learners. B. Promoting Participation in Programs 1.The parents and staff began a Conversation Club called the ""Sí se Puede Club"" to practice each other's language with one another and gain bilingual skills in a second language.  The group meets weekly and averages from 12-20 parents at each gathering.  2. The School Principal attended a 6 week Love and Logic course on social-emotion development and growth and strategies for communication and avoiding conflict with children."|Met||2018
10621250000000|Coalinga-Huron Unified|3|In the Spring of 2017, the district opted to utilize the California Healthy Kids Survey for its ease of use and the ability for the district to customize survey questions to address specific topics. This analysis of the most recently administered California Healthy Kids Survey is only specific to the Parental Involvement portion of the survey. One of the key findings from the survey was that parents of elementary students consistently responded more favorability to the questions than parents of either middle school or high school students. One hundred percent of elementary school parents surveyed reported that school staff are helpful compared to only 67% of middle school parents and 64% percent of high school parents. This response pattern is reflected throughout the survey. Suggesting that as students progress through our school system parental involvement declines. This trend is echoed in later portions of the survey related to parental attendance at school events with 75% of elementary school parents, 67% of middle school parents, and 64% of high school parents attending a school or class event since the beginning of the school year. With regards to the cluster of questions pertaining solely to parental input, again elementary school parents responded more favorability than their middle school or high school counterparts. However, it is important to note that overall there was an even distribution of respondents who indicated “agree” or “strongly disagree” when asked whether their child/ren school/s actively sought the input of parents before making important decisions. This suggested that a large portion of parents felt excluded from the decision making process. Findings from the survey highlight the need for the district to make a more concerted effort district-wide in, not only, providing meaningful parental involvement opportunities but also in promoting these opportunities to the community. CHUSD continues to recognize the important role parental involvement has on student achievement and in fostering a positive school climate. The district is committed to improving communication with parents and community members and believes that improved communication will contribute to student and staff success. To this end, CHUSD has made improving and increasing meaningful parental engagement opportunities a priority, has added the services of a full time counselor at Coalinga Middle School, and added the services of a security safety liaison at Huron Middle School.  the Actions and goals in the district’s Local Control Accountability Plan (Goal 1: Actions/Services 5 - Community Outreach Aides) reflects that commitment.||Met||2018
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|3|CHAMPS administers the YouthTruth survey to students, families, and staff biannually.  Family members of students at CHAMPS were surveyed in Spring of 2018 about their perceptions of their school in terms of School Culture, School Safety, Engagement and Empowerment, Relationships, Resources and Facilities, and Communication and Feedback. On an absolute basis, CHAMPS family members provided the highest ratings on Relationships and School Culture, while the lowest rated topics were Engagement and Empowerment and Resources. In order to put feedback into context, this report compares CHAMPS family members' ratings to the ratings of family members from 18 other high schools across the country. On a relative basis, CHAMPS family members gave more favorable feedback on: Communication and Feedback Relationships Engagement and Empowerment School Culture CHAMPS family members gave typical feedback on: School Safety Resources  YouthTruth is a nonprofit educational organization that provides validated survey instruments and tailored advisory services to help schools interpret the results. Data is referenced to other schools across the country, and all local data can be drilled down for demographic and socio-economic status. The findings correlate with key goals established for our Local Control and Accountability Plan.||Met||2018
47702430000000|Dunsmuir Elementary|3||Each year, Dunsmuir Elementary School asks the parents/guardians of our student to complete a School Climate Survey. The survey covers several key content area: •Characteristics of parent respondents and their children • Student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation) • How welcoming the school is to parents • The scope and nature of parental involvement in school activities and decision-making • The scope and nature of school communications to parents • Parental involvement in their children’s education • Parental perceptions of student risk behaviors (how much of a problem at school). During the 2017-18 school year, we utilized the California School Parent Survey, on online survey. 10 parents responded to the survey.   Parental Involvement: 56% of respondents indicated they strongly agreed that DES allows input and welcomes parents contributions. 0%  disagreed/strongly disagreed. 44% indicated they strongly agreed DES encourages me to be an active partner with the school in educating my child. ) 0% disagreed/strongly disagreed. 11%  strongly agreed DES actively seeks the input of parents before making important decisions. 22% disagreed and 22% indicated they didn’t know. 56% strongly agreed  that they feel welcome to participate at this school. 0% disagreed/strongly disagreed. Academic Orientation and Participation: 44% of respondents strongly agreed that DES promotes academic success for all students.11 % disagreed and 0% strongly disagreed. 44% strongly agreed DES is a safe place for their child. 0% disagreed/strongly disagreed.  44% strongly agreed DES motivates students to learn. . 0% disagreed/strongly disagreed.  44% strongly agreed  DES provides opportunities for meaningful student participation. . 0% disagreed/strongly disagreed  56% strongly agreed that DES has adults that really care about students. . 0% disagreed/strongly disagreed  Respect and Cultural Sensitivity 56 of respondents  strongly agree DES treats all students with respect. . 0% disagreed/strongly disagreed. 22% strongly agreed DES promotes respect of all cultural beliefs and practices. . 0% disagreed/strongly disagreed. 22% indicated they didn’t know.  Student Risk Behavior 56% of respondents indicated that student alcohol and drug use  is not a problem. 11% indicated it was somewhat of a problem. 33% indicated they did not know. 22% responded that harassment or bullying of students was not a problem. 33% indicated it was a small problem. 22% indicated it was somewhat of a problem and 22% indicated it was a large problem.  Discipline 33% of respondents strongly agreed that DES clearly communicates consequences of breaking rules. . 0% disagreed/strongly disagreed. 11% didn’t know.  56% strongly agree that DES enforces rules equally. 11 % disagreed. 11% didn’t know.|Met||2018
43694010000000|Campbell Union High|3|Campbell Union High School District administered the WestEd California School Parent Survey and made it available to all parents during November 2017. There were 986 responses from parents, a response rate of 13%. This was a decrease over the prior year’s response rate of 23%, and an improvement from the rate two years prior at 10%. The District will continue to administer the survey and work to improve response rates among parents.   The results were shared with the Local Control and Accountability Plan Committee for review and to consider the results in developing the plan. Results are available at http://www.cuhsd.org/apps/pages/LCAP. This survey was selected because of the established validity of the survey by researchers at WestEd and its overlap with the Healthy Kids Survey, which the District also used, allowing the ability to compare results across numerous items. The survey items on parent engagement also align closely with the District’s LCAP goal 3: school climate that promotes physical and emotional well-being.   Results below compare parent responses to survey results from two years prior in 2015.  Overall, parents rated items related to schools seeking out their input more agreeably than they had in previous years. Findings that relate to seeking input include:  • 83% agreed or strongly agreed that they feel welcome to participate at their school, up from 77% in 2015.  • 66% agreed or strongly agreed that their school actively seeks the input of parents before making important decisions, up from 55% in 2015.  • 83% agreed or strongly agreed that their school encourages them to be active partners with the school in educating their children, up from 78% in 2015.  • 82% agreed or strongly agreed that their school allows input and welcomes parents’ contributions, up from 73% in 2015.   Parents agreed similarly or at a somewhat higher rate than in previous years to items about participation. Findings that relate to promoting parental participation include:  • 40% said that they had attended a meeting of the parent-teacher organization or association, similar to 39% in 2015. • 92% said that they had attended a general school meeting, similar to 93% in 2015.  • 33% said their school did very well at providing information on their expected role at their child’s school, up from 26% in 2015.  • 90% agreed or strongly agreed that their school keeps them well-informed about school activities, up from 86% in 2015.||Met||2018
19651280000000|Whittier Union High|3|A parent survey, used in conjunction with a Google form to collect baseline data on the number of parent participants at each school site. There were 1,117 responses to the Parent Survey. The findings from the survey related primarily to the relationships on students, parents, and school staff. While the findings were overall positive, in the future, it needs to be more detailed in regards to the impact of the interventions and feedback on future requests. Additionally, we realize that high schools often struggle getting participation in different decision-making activities; however, there were not any conclusive findings as to why. Over 96% of the parents responding felt welcome at their child’s school. All parents were comfortable taking their concerns to administration or principal, yet some schools still struggled getting representatives on different school leadership groups. More sharing among sites of what is working in attracting parents to groups might yield more positive results in the upcoming year. The survey was given in both English and Spanish. We selected the survey, coupled with other face-to-face meetings, to elicit input regarding our schools as it seemed the method by which to collect the broadest input and voice. Using a Google Form to indicate when parents or guardians visited one of the schools during the school year, beginning in 2016/17 school year indicated that for the first year there were 21,037 parent/guardian visits; whereas, in 2017/18 there were 25,789 parent/guardian visits. They attended a variety of meetings, including small group meetings with the superintendent, larger groups on each of the school sites, workshops or training. The group they attended is indicated on the form. This information is used to ensure that parents are involved with decision-making groups and can be used as a basis for future parental recruitment.||Met|The district presents all data in longitudinal format to facilitate deep analysis and to enable identification of pockets of need. This also includes answers to surveys and numbers of parents involved with schools.|2018
37680236115778|Chula Vista Learning Community Charter|3||Seeking Input in School/District Decision Making: In order to ensure that all stakeholders were engaged in reviewing our LEA’s progress towards ensuring that our overall vision for students, our annual goals, and that the specific actions we have outlined to achieve the vision and goals were actually taken, our community was offered various opportunities throughout the school year to engage in the review process. Sessions were held at our Emergent Bilingual Advisory Committee (EBAC) meetings, at our elementary, middle and high school sites in order for parents, students, and faculty to review our annual progress towards meeting our goals. In addition, sessions were held for student leaders at each of the three sites. Over 108 parents, 61 students, and 89 faculty members participated in the stakeholder input sessions. Parents/guardians worked collaboratively with school leadership and charter board members to seek input towards meeting our collective goals. Two board meetings were designated to review LCAP goals and progress in collaboration with our governing board. Promoting Participation in Programs: Parents, guardians, and community members at all Chula Vista Learning Community Charter school sites have access to interpretation and translation services to allow our community to participate fully in educational programs and individual meetings with school staff related to their child’s education. Chula Vista Learning Community Charter provides learning opportunity sessions for parents/guardians in our learning community that a focused on supporting student learning through the use of curriculum nights as well as social-emotional development and growth provided by the Academic Counseling & Student Support Team. As one of our pillars upon which our system’s philosophy is built upon, our system of schools has engaged teachers, administrators, and support staff in professional learning on effective parent/guardian engagement in the last two school years. We created parent institutes geared toward engaging our community in learning about equity and curriculum philosophy as well as promoting community engagement. Our focus in developing our partnership with parents and guardians is an ongoing cumulative process that continues to develop relationships and trust in order to continue to build and strengthen.|Met||2018
01612750000000|Piedmont City Unified|3||"Parent Engagement is a strength for the Piedmont Unified School District.  We provide many opportunities for parent participation in both decision making and program participation.  We have several very active parent committees and engage our school community in a rich variety of trainings and workshops.  Engaging with the parent community is a high priority and we depend upon parents for fundraising and classroom support. Keeping our parent community informed is important to continued shared decision making. PUSD seeks input from parents in advisory committees and active input in decision making through feedback mechanisms: WASC committees School Site Councils LCAP Advisory Committee CTE Advisory, Technology Advisory, Special Education Advisory Committees Math Program Survey November and December 2017 Homework Policy Survey Teacher and Administrator Evaluation Surveys  PUSD provides opportunities for parent/guardians to engage in trainings, workshops and seminars related to student learning and social-emotional development and growth.  Secondary Schools Parent Participation in PHS WASC Self-study with staff Math Pathways Information Nights ""Navigating in a Digital World"" 3 evening events on supporting families with personal technology use Elementary Schools Tri-school Parent Education Night - Specialist Taught Classes Puberty Education Presentation Math Family Nights District-wide Let's Talk sessions The Importance of a Liberal Arts Education ""Supporting A Student Who Struggles in School"" ""Girls & Sex In the Digital Age"" ""How To Raise An Adult"""|Met||2018
41690620126722|East Palo Alto Academy|3|Along with the Sequoia Union High School District we participated in the on-line Panorama Survey.  Due to a low return rate of our electronic surveys of 16% we relied on additional feedback made available through our regular parent meetings 2 times a month (one in the morning and one in the evening) open to all families and our annual grade level meetings where we have 60-80% of our families participating.  We also facilitated a community feedback session that included parents, teachers, students and community stakeholders to discuss the LCAP goals and progress.|LCAP Goal #3: Promote and increase school and community connectedness by providing quality site-wide parent and community engagement and education opportunities.  Parents/guardians expressed a need to increase and improve parent participation and involvement in school activities.   For this reason we opted to become more personalized in our third monthly parent meetings that were typically workshops open to all parents.  Historically we surveyed the parents/guardians and created workshops that met the needs expressed.  We provided workshops on topics such as, talking to your teen, the effects of drugs on the teenage brain and how to support your student going to college.  Unfortunately we found on average 10% of our students’ families participating.  Once we changed our workshops to an annual “mandatory” parent workshop aimed at discussing the “path to college” with individualized supports in understanding progress reports and transcripts, attendance increased to 60-80% for each grade level meeting.  We continue to provide parent/teacher conferences in the fall and the spring, when students create an agenda to discuss their progress towards graduation and college admissions, with their parent/guardian and advisor. We also continue to include more community building events such as the community-wide “Goblin Walk” for young students, “Dia de Los Muertos” family dinner,  Winter Celebration Dinner & Gifts, Black History Month Family Dinner, Polynesian Day Celebration and community-wide egg hunt.  Additionally we continue to provide the Parent-Project co-sponsored by Peninsula Conflict Resolution Center.|Met|In speaking to the parents/guardians it was also clear that we could better inform and prepare students and families along the way (starting in 9th grade) about the importance of the A-G pathway and a 4-year college route, relative to others.  Students’ progress is monitored closely by the advisor working with the parent/guardian and the guidance team who meets personally with students at least two times a year.  In addition to the mandatory parent meetings by grade level that are a result of the feedback, and Student Led Conferences (SLCs), we also provide assistance for Cash for College, in preparation for financial aid for the 12th grade students and families.  We now provide a variety of A-G credit recovery options and communicate regularly with families.   For the support to our long-term ELL students we increased staffing of the ELL programs, in addition to increasing communication with the EPAA Foundation for the on-going support after graduation to help inform parents of the opportunities made available through our post high school College Success Counselor and Parent Coordinator for college going students.|2018
54718030000000|Alpaugh Unified|3|A comprehensive parent survey is presented to parents for completion during the month of May. Parents comment on a wide range of topics, and the staff analyzes the results to find definitive patterns. Survey tables are in place at Open House. The findings are summarized as follows: 1. Parents continue to show interest in the activities offered by the school. There is an ongoing interest in continuing activities such as the Fall Carnival, Christmas Program, and May Festival. There was also a keen interest regarding increasing the number of parents involved in activities as named above. 2. Parents also indicated that they would like to see better communication between them and the teaching staff. They would also like to see more instructional aides in the classrooms to assist teachers. Parents were interested in increased tutorial service available after school. 3. This survey was chosen due to the fact it addresses the principal questions regarding the LCAP, and provides parent multiple ways to assess what parents think about their school. It is not a complex survey and that increases the response rate. Parents are genuinely pleased to participate. The results are highly influential in establishing the direction the school will take in search of academic excellence. All of these critical concerns are addressed in the LCAP with parents having a major impact on district decision-making. All district and school communications are provide in Spanish and English.||Met||2018
37684520114264|North County Trade Tech High|3||In the development of our charter, contact with parents for all reasons has been critical.  We have broad parent meetings twice a year to seek input and guidance to our programs. Participation is around 12% of students represented. There is a Back to School night and parent conferences for parents to speak individually with staff, teachers and administrators.Participation is around 60% of students represented.  Our School Site Committee meets four times each year to develop budget priorities and seek input on other school matters, including increasing parent support.  We hold two evening events annually for parents, students and staff to come together and see students work and give input to bring to the staff. Participation is around 95% of students represented.  The SSC has changed this year due to the state, WASC and associations finally accepting the LCAP as a single sites SPSA.  We will now hold four meetings to direct specific changes involving all parties in the process: Parents, Admin, Classified and Certificated.|Met||2018
45698564530333|Anderson New Technology High|3|"Our District put out a survey for parents, which our school participated.  New Tech parents answered with a 23% response rate and were very favorable of New Tech's program. With a scale from 1-5, our parents rated us an average of 4.5 out of 5 for ""the school provides a supportive environment for parents"", and ""I receive information regularly about district programs and services"".  4.3 out of 5 reported being ""satisfied with my child's school"".   We are working on changing some of the questions on the survey to better engage parents in our school's decision making. Our parents help participate in our Year End Defense presentations, as well as, many other presentations given in all of the classes.  Parents help our students find internships and community service opportunities.  Our survey was written by our District Curriculum Director and was an excellent first attempt, but could use some tweaking to better understand the needs of parents for their children."||Met||2018
50710840120089|Gratton Charter|3|Gratton School District administers a Customer Satisfaction Survey every other year.  The survey was created by the district to encourage participation in decision making by seeking input to give a rating of service and include comments for the following areas: 1.  Administration 2. Support Groups 3. District Programs 4. Facilities  5. Classroom Teacher  6. Classroom Curriculum    On a scale of 1 (Unsatisfactory) to 5 (Outstanding), the overall average rating for all of the above was 4.7.  All comments are presented to the staff, Site Council and Board through the Local Control Accountability Plan process.||Met||2018
19647090000000|Lennox|3|Lennox School District has embraced the leadership role of parents and stakeholders in the educational process. Parents play a central role on the District School Leadership Team. These representatives meet six times a year to draft, edit, and revise the district’s Local Control Accountability Plan (LCAP). While this is required of California districts, our district goes beyond the requirements to create an inclusive leadership environment for parents. In Lennox, parent leadership is at the heart of every decision, as dictated by our district vision. The district also has a specific goal in its LCAP to foster an environment that builds capacity and encourages parent participation. We feel that by including parents we are working to meet the needs of all learners, as it is the parents that best understand the needs of their children. Parents are also regular participants in leadership positions on  school site councils, ELAC, DELAC and PTA.  All of our schools have active parent centers and full-time parent liaisons to coordinate parent volunteer activities, workshops, and parent classes.  The District annually receives input from parents on a variety of topics through a parent survey, which is well responded to each year. According to the survey results 92% of parents are satisfied or very satisfied with their child’s school. 93% of parents reported that they are usually or always satisfied with opportunities for family involvement at their child’s school. 77% of parents reported that they have enough access to the school and teachers by phone, e-mails or in person. 86% of parents stated that teachers and administrators usually and always address questions in a thorough and timely manner. 78% feel welcomed or very welcomed in the parent centers.   The parent survey is used as a metric for one of our annual measurable outcomes in the LCAP. As reported in our LCAP, the district has implemented all of the actions in the LCAP to address and foster parent participation.||Met||2018
21653670000000|Larkspur-Corte Madera|3|Parent input is regularly solicited in a variety of formats in the LCMSD. During the 2017-2018 school year the district administered a parent survey regarding instructional priorities. The district also held budget workshops to solicit input from parents regarding district priorities and decision-making. An annual LCAP survey is open each year Feb-March as the LCAP is revised. On this survey 90% of parents reported that the district communicates effectively. Approximately 73% of students report that the teacher asks for their ideas.||Met||2018
36678430000000|Redlands Unified|3|1. The key findings from the survey related to seeking input for parents/guardians in school and district decision making.   Parents responded to several questions related to “Sharing Power” on the 2017-18 RUSD Parent Engagement Survey. The survey revealed that 52% of the respondents agree that the school provides opportunities for parents to be involved in important decisions. Another 57.7% of the respondents agree that, the school provides opportunities for families to develop relationships and raise concerns with school leaders, public officials, and business and community leaders. 59.7% of the respondents agreed that the school connects students, families, and staff to expanded learning opportunities, community services, and community improvement initiatives.   2. The key findings from the survey related to promoting parental participation in programs.   Parents responded to several questions related to promoting parental participation on the 2016-17 RUSD Parent Engagement Survey. The survey revealed that 78.3% of the respondents agree that they feel empowered to advocate for their own child’s and other children’s success in school. 85.5% agree that their school communicates with families in multiple ways and 70% feel that they can talk to the school principal when they need to. 83.7% agree The school keeps all families informed about important issues and events and 79.4% agree that the school makes it easy for families to communicate with teachers. Additionally, 68.6% of the respondents agree that they feel welcome at parent group meetings and 79.8% feel that when they walk into the school, they feel the school is inviting and is a place where parents belong. Finally, 81.9% agree that the school’s policies and programs reflect, respect, and value the diversity of the families in the community.  3. Why the LEA chose the selected survey and whether the findings relate to the goals established for other LCFF priorities in the Local Control and Accountability Plan.   A survey was developed on Google Forms in English and Spanish using questions from the National PTA Council. Several methods were used to provide parents access to the online survey such as the district and school websites, Twitter, and parent meetings. 844 parents responded to the survey. These actions are aligned to RUSD LCAP Goal 2: Continue existing efforts to foster positive school environments to effectively support student learning. It also ties into Actions and Services 2.5-  Increase parent and community outreach regarding available resources and parent involvement opportunities. Support parent and community outreach programs with appropriate funding and training.||Met||2018
31667616031009|Bowman Charter|3||[LEA Submission] Based on our LCAP and annual Board goals families are encouraged to participate regularly in their students' education and school activities. In order to measure these goals we chose to utilize the CHKS and parent surveys. 96% of families surveyed responded that they feel the school provides information to them about upcoming events and important information about the school through newsletters, phone messages, websites, and marquee. Home-to-school newsletters were emailed home to families weekly. Hard copies were sent home to families who do not have access to technology. SARC is available on the district website. Automated phone calls were used as needed. Examples of these activities include;Four Back-to-School Nights held to meet the needs of the families with students in multiple grades.Two Charter Nights were held to inform interested families about Bowman and the process to become a Charter student. Evening Performing Arts Programs, Fall carnival, OctoBEFest, School assemblies, classroom volunteers, art docents, music docents, field trip chaperones, Friends of the Library Classroom readers, Bowman Bulls Golf Tournament, Community Ribbon Cutting Ceremony to celebrate the completion of our new Multipurpose building are all opportunities for families to build the Bowman Community. Family Literacy and Math Nights, Open House, Book Fair, PTO, BEF, SSC, and Steering Committee were held to maintain and extend family/school participation.|Met||2018
48705734830113|Elise P. Buckingham Charter Magnet High|3|Increase in parent engagement events.|Development and implementation of Summits for Success (Parent academies).|Met||2018
37683386119168|San Diego Cooperative Charter|3|SDCCS conducts an annual survey during each spring term inviting all parents / guardians from all grades to participate.  Parents and guardians are asked to weigh in on all aspects of student learning and parent interaction with the school.  Most importantly, the individual comments and aggregate data serve as a catalyst for adjustments in instruction, communication, outreach, and LCAP goals.  As a school of choice, SDCCS operates with the understanding that we must be responsive to our parents.  Additionally, SDCCS was founded as a cooperative school linking parents/guardians and educators together with a single goal to develop students as a team.  Parent/guardian input is critical and parent/guardian participation is welcomed and needed for our educational model to operate at the highest cooperative levels.  Of course, no parent/guardian is forced to participate, but all are highly encouraged to do so!  In the 2017-18 school year, 25% of our parents/ guardians participated in the annual survey.  In 2017-18 our parents/ guardians contributed to over 10,000 hours of combined volunteer hours to support student learning.  The LCAP goals are in direct alignment with SDCCS’ focus on parent engagement, participation, and governance.  In 2017-18, every full term member of the Board of Directors for the charter school was a parent or a staff member.  70% of the board was comprised of parents from one of the two charter schools that the SDCCS Board oversees.||Met||2018
54721166054340|Sequoia Elementary Charter|3|Parents are involved in the activities of the school annually through their participation in School Site Council, the Parent's Guild (local  rendition of a PTA), and through Strategic Planning Meetings.  Parents were specifically surveyed at the close of the 2017-2018 School Year on their concepts of the After School Program, what it is accomplishing, their involvement in it, and cost factors related to its sustainability.    Parents were heavily involved in the development of the LCAP, both through School Site Council and the Strategic Planning Meetings.  As a result of their involvement the After School Program was converted to a full-pay program, and the After School Bus transportation was removed to save the school district thousands of dollars.  Parent involvement was also instrumental in the redirecting of funds (LCAP) to support improved classroom technology.|As stated previously parent interaction/involvement has, as a general rule, been promoted in all facets of the school decision making processes.  The School Site Council has been very active in the process of the development of the LCFF/LCAP.  They review curriculum and technology needs, as well as assist in the academic direction that they would like to see the school district move.  Additionally, they, as members of the Parent's Guild actively pursue funding for supplemental programs to support student learning and extra-curricular events.  For the size of the Sequoia Union Elementary School District parent involvement is very high.  The School Site Council is very well represented by parents and staff at each meeting.  Strategic Planning Meetings are equivalent to a robust Town Hall Meeting (as would be hoped for in any small rural community).    Beginning in the 2018-2019 school year the school and parents will begin the process of conducting a WASC (Western Association of Schools and Colleges) Self-Study.  The goal of this self-study is to determine if as a school and a community organization, are we doing what we believed we were doing in the interest of our students, and are we doing so with fidelity.    Regardless, Professional Development for staff has incorporated positive interaction with parents and community members, but can and is being improved upon.|Met||2018
19647330127936|PREPA TEC - Los Angeles|3|These are the outcomes of the parent survey  for 2018 administered to all parent stakeholders. My child feels safe at Prepa Tec L.A.   50% Agree 50% Strongly Agree The school has a learning environment, which promotes student academic achievements. 52% Agree 48% Strongly Agree This school is doing a good job teaching reading to my child. 59% Agree 41% Strongly Agree This school is doing a good job using English language strategies and visual aids to teach math to my child. 52% Agree 48% Strongly Agree This school is doing a good job teaching the writing process to my child. 58% Agree 42% Strongly Agree My child uses technology tools to improve English language development. 48% Agree 52% Strongly Agree Parent/Community involvement is encouraged at this school. 58% Agree 42% Strongly Agree This school provides opportunities for parent training. 3% Disagree 57% Agree 40% Strongly Agree There is an effective learning discipline at this school. 3% Disagree 41% Agree 56% Strongly Agree The school staff, parents, and community work together to provide a positive atmosphere for students. 56% Agree 44% Strongly Agree My child's teacher is accessible and provides information about my child's progress on a regular basis. 3% Disagree 57% Agree 40% Strongly Agree The school's bulletin is an effective means of communication between school and home. 3% Disagree 43% Agree 54% Strongly Agree I am interested in parent training offered at Prepa Tec. 3% Strongly Disagree 17% Disagree 48% Agree 31% Strongly Agree A. Seeking Input in School/District Decision Making Prepa Tec Los Angeles offers parent surveys each year and disseminates the data to look for common areas of concerns and strengths.   This data is also shared at our School Site Council meetings, which consists of representation of all adult stakeholders, to help to collaboratively determine needs that can be addressed for funding.  Agendas and minutes reflect attendance of these meetings. Parents also have the opportunity to receive updates to the school program and voice any concerns at monthly meetings with the Principal and monthly meetings with the Superintendent. B. Promoting Participation in Programs Prepa Tec offers translation for all parents for Student-Led conferences, Parent conferences, Parent inquiry and informational meetings. Prepa Tec offers training for parents in the areas of our International Baccalaureate Middle Years Program tenets, assistance with health care forms, college fairs, access to Marriage and Family Therapist as well as psychological counseling.   All staff have received training in family service prior to the  first day of school as evidenced by our agendas and sign ins. There are planned revisits to measure the effectiveness of our training based on survey outcomes.||Met|Learning best occurs when parents participate in the educational program, and small schools are more likely to encourage parental involvement (Cotton, 1996). When the US Department of Education focused their research on 4th grade reading comprehension (1996), researchers found, after eliminating confounding variables, a 44-point gap in scores still existed between students with significant parent involvement and students without. Prepa Tec will strive to enhance relationships with parents through a program of parent participation, education about students, and parent educational opportunities in technology and higher educational opportunities.|2018
42692290116921|Manzanita Public Charter|3||In celebration of the District's 10 year founding anniversary, an appreciative inquiry exercise was held during the school's registration fair and back to school night.  During the month of  August, 2018, all 400+ parents and community members participated in an appreciative inquiry exercise which asked the following question:  If you could dream/imagine what Manzanita Public Charter School will look like 5-10 years in the future, what would you see?   Post it notes, color coded to represent different stakeholders (including students),  were collected and tallied. The results of this exercise showed the following:  a desire for a new kitchen/MPR rennovation; demand for fresh, farm to table meals; facilities improvements including painting, play structures, and soccer fields; creating a Grade 7-12 secondary charter school; improving character development programs; establishment of safety fencing and a new camera system school-wide. This AI exercise showed the District that the LCFF priorities, as well as the goals in the District's LCAP, are well aligned and pointed in the right direction.     Prior to this AI exercise, In Spring, 2018, the parent population voted to exit the PTA program and to create a new Parent Advisory Board to help with school fundraising goals.  Room parents were established in many grade levels, and, due to this increased sense of site ownership, parent involvement has slowly been increasing at the site. In the areas of professional development, support staff has attended multiple trainings in military family programs, MTSS social emotional programs, Ruby Payne's Frameworks of Poverty, and front office approaches which focus on customer sensitivity.  60% of support staff is bilingual and all written correspondence from the school is routinely translated for families. The school's governance board is comprised of 4 of 6 board members who are current parents or former Manzanita parents.    Finally, the school site council has prioritized family education for the 18-19 school year, and is working with the Principal on creating/implementing a technology parent class designed to assist families with guidelines for using technology in the home.|Met||2018
55105530129346|Foothill Leadership Academy|3|The past four years, a parent survey has been electronically prepared and made available to all parents at Foothill Leadership Academy. The questions from the survey came from Survey Monkey’s Parent Survey for K-12 schools. FLA Board and staff were delighted to see that this resource was suggested at the County Office of Education LCAP meetings as well. Key findings related to seeking input from parents/guardians in school decision making: 63.6% of parents felt teachers and administration listened to concerns and addressed concerns in a timely manner. Key findings related to promoting parental participation: 84% of parents felt welcome in the classroom. The findings from this survey relate to the parent participation goal from the LCAP, yet the survey could include more questions relating to literacy and academics in coming years.||Met||2018
37684520128223|Bella Mente Montessori Academy|3||"Promoting Participation in Programs All parent communication is presented to families in both English and Spanish. Additionally, BMMA has 3 translators available for one-on-one communication with Spanish speakers. Parent events and presentations are presented in English and Spanish.  BMMA provides parent education nights throughout the school year. These focus on a variety of topics that are relevant to social-emotional support, academic support and more. This year, parent information nights have included ""Suicide Awareness"" and ""Restorative Practices"". Parent Education nights were presented by the Assistant Principal and the Psychologist.  To date, school staff have not attended ""Parent Engagement"" professional development."|Not Met||2018
51714230132977|Sutter Peak Charter Academy|3||The director of Sutter Peak holds multiple meetings around LCAP with a variety of stakeholders throughout the year. These meetings include teachers, staff, leadership from similar schools, parents and or student guardians.  The students are also informally met with by their teachers and parents asking questions around programs that directly related to LCAP plans and funding. Late winter/early spring, every family completes a survey that corresponds with the 8 Basic State Priorities.  Data from the survey and multiple meetings are reviewed and discussed.  Student academic performance, school climate, and course offering/ availability are used to find area for growth.  Data and conversation leads to a building of the LCAP plan.  The LCAP is provided to the school board for their review and approval in June.|Met||2018
08100820114116|Uncharted Shores Academy|3|A survey was administered to all parents, and there was 63% participation in the survey.  The survey reported that 90% of Uncharted Shores Academy parents agreed that the school does a nice job of seeking input from parents/guardians in school decision making and showed 78% agreed that USA does a good job of promoting parental participation (LCAP goal #3). The survey also indicated that 98% of the parents agreed that USA students have shown measurable academic progress (LCAP goal #2).  Uncharted Shores involved several stakeholders in developing the surveys and aligning surveys to the Local Control and Accountability Plan.||Met|Uncharted Shores Academy has implemented a full schedule of advisory meetings from Parent Club, LCAP Committe and School Site Council. Committees have been meeting on a regular basis with new meetings scheduled. Staff and Parents have been involved in Love and Logic training and training and activities in the partnership with the University of California 4-H program.  Training in effective parent/guardian engagement has been conducted in the 2018/2019 school year.|2018
08618200137729|Uncharted Shores Academy|3|A survey was administered to all parents, and there was 63% participation in the survey.  The survey reported that 90% of Uncharted Shores Academy parents agreed that the school does a nice job of seeking input from parents/guardians in school decision making and showed 78% agreed that USA does a good job of promoting parental participation (LCAP goal #3). The survey also indicated that 98% of the parents agreed that USA students have shown measurable academic progress (LCAP goal #2).  Uncharted Shores involved several stakeholders in developing the surveys and aligning surveys to the Local Control and Accountability Plan.||Met|Uncharted Shores Academy has implemented a full schedule of advisory meetings from Parent Club, LCAP Committe and School Site Council. Committees have been meeting on a regular basis with new meetings scheduled. Staff and Parents have been involved in Love and Logic training and training and activities in the partnership with the University of California 4-H program.  Training in effective parent/guardian engagement has been conducted in the 2018/2019 school year.|2018
16638910000000|Corcoran Joint Unified|3|1. Key findings from the survey related to seeking input from parents/guardians in school and district decision making. Findings: The Power of Partnerships Family Surveys were completed throughout the school year (2017-2018) at every school site in order to seek input from parents/guardians of students.  The key findings are as follows: 87% of parents/guardians Agree/Strongly Agree with the statement, “I understand the academic standards my child is supposed to meet; 85% of parents/guardians Agree/Strongly Agree that they are informed of important issues and events; and 83% of parents/guardians Agree/Strongly Agree that schools are connecting students, families, and staff to expanded learning opportunities, community services, and community improvement initiatives.  The District has worked to increase opportunities for seeking parent input into school and district decision-making. 2. Key findings from the survey related to promoting parental participation in programs. Findings: Key findings from the survey related to promoting parental participation in programs include 85% of parents Agree/Strongly Agree that the schools/district inform parents about important issues and events.  A high number of parents/guardians (92%) feel that the school communicates with families in a variety of ways.  All increased communication has attributed to positive parent responses.  Parents are invited throughout the year to participate in SSC meetings, ELAC, Parent Conferences, SST, and many other gatherings.  77% of parents/guardians Agree/Strongly Agree that they are welcome at these meetings and/or gatherings. 3. Why the LEA chose the selected survey and whether the findings relate to the goals established for other LCFF priorities in the LCAP.  Reasoning: The District chose The Power of Partnerships Family Surveys because it supports Goal 3 in the LCAP.  It aligns to expected outcomes 3.1A (Parental involvement survey) and 3.2A (District promotion of parental participation).  Parent responses each year have provided positive feedback, which has impacted and improved services for our students.  The aligned focus of site and district plans has strengthened the District’s focus to collect, reflect upon, and incorporate parent input.||Met||2018
35675790000000|Willow Grove Union Elementary|3|"Using the Climate survey students reported feeling safe in the classroom at 100% and feeling safe outside at school at 85%. Only 2% of students feel bullied at school and we are working on strategies to assist in lessening that outcome. Students report that it is hard to pay attention in class when they are worrying about problems at home (35%). 100% of parents were involved through Parent Nights and PTO meetings as well as individual talks and conferences. Since we are a rural school, many conversations take place at ""pick up"" with parents.   This particular survey was school based so that the findings would relate to our situation and students/parents.  It is closely aligned with our Local Control and Accountability Plan."||Met||2018
54755230114348|Butterfield Charter High|3|The California Healthy kids survey was used in 2017-2018 as a baseline to get parents’ input. Survey content overview is as follows: characteristics of parent respondents and their children; student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation); how welcoming the school is to parents; the scope and nature of parental involvement in school activities and decision-making; the scope and nature of school communications to parents; parental involvement in their children’s education; and parental perceptions of student risk behaviors (how much of a problem at the school). The  questions  are  aligned  with  the  staff  and  student  surveys  so  information  obtained  across  these  three  stakeholder groups can be compared. The total number of respondents were 367 parents. Elementary 240, Middle School 67, and High School 59 and 1 NT (Alternative School). Parents were given the option of: Strongly Agree, Agree, Disagree, Strongly Disagree, and Don’t Know. Here are the Summary of Key Survey Indicators. For the Parental Involvement section the overall percent of parents who agreed or strongly agreed that their school allows input and welcomes parents’ contributions was 84%. The overall percent of parents who agreed or strongly that the school encourages parents to be an active partner with the school in educating my child was 83%. The overall percent of parents who agreed or strongly that their school actively seeks the input of parents before making important decisions was 71%. The overall percent of parents who agreed or strongly agreed that parents feel welcome to participate at the school was 85%. This priority ensures that PUSD increases parent engagement by promoting parental participation and involvement in completing the survey. The data source for this priority is the local survey that parents completed during the 2017-2018 school year. 25% of Parents are involved in parents surveys, informational nights, and parent leadership programs. PUSD will maintain Parenting Leadership classes throughout the district.  Currently, 16 out of 22 school sites have provided parent leadership classes.  In 2018-2019, two (2) more school sites will be implementing English as a Second Language on their sites. Last year, four LCAP parent meetings were held to share updates and parents were able to give input on the needs of the district. Parents reviewed all local indicators and made suggestions and recommendations in the LCAP Parent meetings. PUSD also ensures that students and parents are aware of the importance of attendance, through district wide and school site parent informational nights. All school sites hold four School Site Council meetings and four ELAC meetings a year to inform parents about their school site plans and share LCAP district meeting information.||Met|PUSD provides opportunities district wide and school wide to actively advocate for parent volunteers and increase parent engagement so that all parents (consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless) understand that their active involvement will increase academic achievement outcomes for their students and in addition the Local Control Accountability Plan (LCAP) process. PUSD partners with other agencies and institutions to provide leadership and guidance to parents in their efforts to support their child's education through online and in person workshops, handouts, and other communications|2018
19647330120030|Alliance College-Ready Middle Academy 4|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.4 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, both yielded average responses of 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.6), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance College-Ready Middle Academy 4 (“CRMA 4”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting CRMA 4’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to provide meaningful involvement opportunities for all parents to support student success in becoming high school-ready, college-ready, and career-ready. To meet this goal, CRMA 4 (1) Offered weekly parent workshops related to high school, A-G requirements, financial aid for college, literacy strategies, parent/child communication, and understanding grades; (2) employed a full-time Parent Engagement Specialist; and (3) Provided workshops for the families of specific subgroups of students, including students with IEPs, English Learners, and struggling readers.||Met|Annually, Alliance College-Ready Middle Academy 4 (“CRMA 4”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At CRMA 4, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve learning environments for children.|2018
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.4 and 3.3. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.5 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Patti & Peter Neuwirth Leadership Academy (“Neuwirth”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Neuwirth’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Neuwirth (1) maintained a full-time parent engagement coordinator focused on building relationships with families; (2) held Town Hall, Back to School Night, and targeted Parent Conferences; (3) provided parent education classes in English, and Math.||Met|Annually, Alliance Patti & Peter Neuwirth Leadership Academy (“Neuwirth”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians and minimizes measurement error. At Neuwirth, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
21654660000000|San Rafael City High|3|(1) Key findings from the parent survey indicate the majority of respondents feel the school values the diversity of the student body and the student body has respect for the school staff, (71%) of the respondents. Approximately 45% say they are satisfied with the course offerings and college preparedness classes, such as AP.  (2) Approximately 43% of respondents reported meeting with teachers once or more per year in person, and 80% of respondents report involvement with their child’s school with 75% claiming to have physically helped out at their child’s school in some way, be it fundraising, volunteering or some other activity. (3) The selected survey has been under development for several years in order to more closely align with LCAP initiatives (goals 4 and 5), specifically, to promote increased parent and community voice within local control as well as to serve as a longitudinal resource for community feedback.||Met||2018
44697320000000|Bonny Doon Union Elementary|3|Bonny Doon Union Elementary School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent Club, Parent Information Nights, and back-to-school night presentation. Establishing these connections and developing relationships leads to greater parent involvement. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council. BDUESD’s provides parents and students an annual survey to incorporate feedback into the goal setting and LCAP processes.  2017-18 Parent Survey revealed that 93% of parents agree or strongly agree (57% and 36%, respectively) that they “receive timely and adequate communication about school events, activities, and other related news.” The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement.  BDUESD will gather input from parents during events and activities to supplement feedback received on our parent survey in order to more comprehensively assess parental perceptions of school participation. This locally-authored survey was chosen because it gathers information directly from parents.||Met||2018
44697570000000|Happy Valley Elementary|3|93% of the parents surveyed believe the school provides access to Math, 97% in Writing, 98% in Reading, 90% in Social Studies, 98% in Art and Music, 94% in Science, 80% in integrated technology, and 82% in Physical Education. 85% of our parents surveyed stated the school addresses any questions or concerns regarding curriculum, 82% responded that the teacher supports the academic needs of strengths of their child, 88% reported that the school has adequate academic resources for students. 88% of the parents report the school facilities are in good repair and keep the children safe. The parent survey results show a need to bring a stronger conflict resolution to our school. HVS has implemented Sanford Harmony, and all teachers use it, however, we are still experiencing dissatisfaction with regard to a social and emotional program. 65% of parents report sufficient resources to address conflicts which falls short of our 80% satisfaction benchmark. 73% of parents report that they are aware of a supplemental social emotional program even exists. Peace builders was implemented in the Fall 2018.  A technology plan will be given top priority in the 2018-2019 school year.||Met||2018
37683380106799|Learning Choice Academy|3|The Learning Choice Academy surveys parents each spring semester.  The survey identifies parent concerns, parent levels of satisfaction and ways to improve parent participation. The survey findings  drive what classes, tutoring and extra curricular activities that will be offered, as well as actionable items embedded in the LCAP.|The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, Parent Advisory Committee (PAC), ELAC, parent workshops and monthly meetings with teachers.|Met||2018
33751920000000|Temecula Valley Unified|3||Temecula Valley Unified School District believes parent and family engagement is woven into everything we do and it is a leading factor in student success. TVUSD parents and guardians were provided multiple opportunities for involvement and consultation throughout the 2017-2018 LCAP planning year. Community Advisory Partners (CAP) teams were formed at each school site, comprised of parents, staff, students (secondary), and administration. Schools were then arranged into regions (North, Central, South) based on the school boundaries and the feeder pattern to the region’s high school. The intent of these meetings was to structure additional stakeholder group and parent involvement, based on how they interact with the district. This structure allowed parents to attend one regional meeting and interact across school sites (proving particularly helpful to parents of students in multiple grades/schools). Early work focused on data analysis and identifying areas of success and need, both at the district and school site level. Next, the focus was on prioritizing new needs and analyzing current actions and services in the LCAP. Community Advisory Committee (CAC) is composed of mostly parents, but also includes educators, administrators, and community members who advocate for effective Special Education programs and services. District English Learner Advisory Committee (DELAC) is comprised of parents of English Learners and staff. Committee members also participate in English Learner Advisory Committee (ELAC) meetings at school sites. English Learner Coordinating Committee (ELCC) was another platform for EL stakeholders to be involved and provide input. The four elementary schools that receive Title I funds, also have School Site Councils (SSC); parenting classes; and family engagement nights. TVUSD LCAP includes actions related to translation services for parents of ELs. Parents, staff, and students participated in the K12 Insight Survey to provide input/ feedback, to assess district successes and needs, and to encourage family engagement. Our Let’s Talk program expanded and supported our already strong parent participation in accessing student academic and attendance information through Infinite Campus. District, site, and classroom level use of email and Teleparent continued to add to our parent communication system. School sites sustained the TVUSD tradition of robust family programs and outreach.|Met||2018
34674390106898|The Language Academy of Sacramento|3|Excerpt from LAS LCAP Annual Update (Board approved, June 2018) PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1: 67% of families completed the annual school survey. Survey Data 2: 96% of families stated that they would recommend the school to others. Survey Data 3: Family survey responses indicating satisfaction with student(s) progress in: Q1: 97% Satisfied with Spanish Progress Q2: 93% Satisfied with English Progress Q3: 97% Satisfied with development in Critical Thinking Q4: 96% Satisfied with development in Creative Thinking PARENT VOLUNTEER HOURS: 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: 2014-2015: 8/2015: 69% 10/2015: 47% 2015-2016: Improved 5/2016: 70% 6/2016=*74% (*Highest record) 2016-2017: 6/2017 = 62% 2017-2018: 5/2018 = 57%||Met||2018
50710430107136|Whitmore Charter High|3||Family engagement is a priority at Whitmore.  Annual Safe and Civil School surveys are conducted with staff, students, and families each year.  A data point from the survey utilized as an LCAP metric is a response to the question “Parents/Families who visit the school are welcomed, treated with respect, and encouraged to come back.” 100% of respondents agreed with this statement. To further engage parents and families, Whitmore provides a Volunteer Assistance Program (VAP) which actively involves parents in regular volunteer opportunities in their children's classrooms and schools.    Seeking input in school/district decision making is measured through family participation in site- and district-based professional learning and governance committees. All site teams participate in an annual School Site Council and English Learner Advisory Committee training.  In addition, family participation is prevalent and input is sought through quarterly Parent Advisory Committee meetings. To support family participation in programs, interpretation, translation and childcare services are provided. The site also monitors and reports attendance numbers for workshops designed to support families in student learning of academic standards as well as social and emotional development.  Data related to each of these metrics is reported in the Local Control Accountability Plan for Whitmore.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
50710430107128|Whitmore Charter School of Art & Technology|3||Family engagement is a priority at Whitmore.  Annual Safe and Civil School surveys are conducted with staff, students, and families each year.  A data point from the survey utilized as an LCAP metric is a response to the question “Parents/Families who visit the school are welcomed, treated with respect, and encouraged to come back.” Over 97% of elementary respondents agreed with this statement, and 100% of secondary respondents agreed. To further engage parents and families, Whitmore provides a Volunteer Assistance Program (VAP) which actively involves parents in regular volunteer opportunities in their children's classrooms and schools.    Seeking input in school/district decision making is measured through family participation in site- and district-based professional learning and governance committees. All site teams participate in an annual School Site Council and English Learner Advisory Committee training.  In addition, family participation is prevalent and input is sought through quarterly district-based LCAP stakeholder meetings. To support family participation in programs, interpretation, translation and childcare services are provided. The site also monitors and reports attendance numbers for workshops designed to support families in student learning of academic standards as well as social and emotional development.  Data related to each of these metrics is reported in the Local Control Accountability Plan for Whitmore.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
54755230116590|Harmony Magnet Academy|3|The California Healthy kids survey was used in 2017-2018 as a baseline to get parents’ input. Harmony was included in the district survey. Survey content overview is as follows: characteristics of parent respondents and their children; student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation); how welcoming the school is to parents; the scope and nature of parental involvement in school activities and decision-making; the scope and nature of school communications to parents; parental involvement in their children’s education; and parental perceptions of student risk behaviors (how much of a problem at the school). The  questions  are  aligned  with  the  staff  and  student  surveys  so  information  obtained  across  these  three  stakeholder groups can be compared. The total number of respondents were 367 parents. Elementary 240, Middle School 67, and High School 59 and 1 NT (Alternative School). Parents were given the option of: Strongly Agree, Agree, Disagree, Strongly Disagree, and Don’t Know. Here are the Summary of Key Survey Indicators. For the Parental Involvement section the overall percent of parents who agreed or strongly agreed that their school allows input and welcomes parents’ contributions was 84%. The overall percent of parents who agreed or strongly that the school encourages parents to be an active partner with the school in educating my child was 83%. The overall percent of parents who agreed or strongly that their school actively seeks the input of parents before making important decisions was 71%. The overall percent of parents who agreed or strongly agreed that parents feel welcome to participate at the school was 85%. This priority ensures that PUSD increases parent engagement by promoting parental participation and involvement in completing the survey. The data source for this priority is the local survey that parents completed during the 2017-2018 school year. 25% of Parents are involved in parents surveys, informational nights, and parent leadership programs. Last year, four LCAP parent meetings were held to share updates and parents were able to give input on the needs of the district. Parents reviewed all local indicators and made suggestions and recommendations in the LCAP Parent meetings. Harmony's parents and community members can be involved in school through several avenues. Harmony provides two parent sessions yearly of the Parent Institute for Quality Education in Spanish and English; monthly meetings of Aprendiendo en Armonia for our Spanish speaking parents to help them navigate through the high school and pre-college, as well as FAFSA, and college information senior workshop. For community members, Harmony has an advisory board membership for both the Academy of Performing Arts and the Academy of Engineering.||Met|PUSD provides opportunities district wide and school wide to actively advocate for parent volunteers and increase parent engagement so that all parents (consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless) understand that their active involvement will increase academic achievement outcomes for their students and in addition the Local Control Accountability Plan (LCAP) process.  PUSD partners with other agencies and institutions to provide leadership and guidance to parents in their efforts to support their child's education through online and in person workshops, handouts, and other communications|2018
57727100000000|Woodland Joint Unified|3|"WJUSD parents are surveyed in two ways:  (1) through the California School Parent Survey; (2) through the LCAP Annual Input Survey.  In Spring 2018, WJUSD administered the California School Parent Survey (CSPS). The CSPS has two primary purposes: (1) it addresses most of the key issues in regard to parental involvement in both the school and their own child's education; (2) it provides feedback on how parents view school climate conditions and their perspective on the degree to which positive factors exist in a school.  According to the survey, many parents do not feel that they have opportunities for meaningful participation. 20% of parents Strongly Agree that the ""School actively seeks the input of parents before making important decisions."" 39% of parents Strongly Agree that the ""School allows input and welcomes parents' contributions,"" and 35% of parents Strongly Agree that ""Parents feel welcome to participate at this school.""  The LCAP Annual Input Survey finds that for the majority of parents who responded, Improving Teaching and Learning is a need in WJUSD.  Additional needs identified are:  facilities maintenance, repair, and upgrade; professional development for teachers; interventions and targeted academic support for students; and textbooks and materials.  On a likert-scale of 1 to 5, with 1 being Excellent and 5 being Needs Improvement, parents rated WJUSD a ""3"" in terms of Student Achievement."||Met|The survey results for Local Indicator for Priority 3 were presented to the WJUSD Board of Trustees on May 10, 2018.|2018
36677930000000|Mt. Baldy Joint Elementary|3||"Mt Baldy School believes parents are a child's first and most important teacher.  We are committed to engaging stakeholders and incorporating their feedback in the decision-making process.  Various events have been established to initiate outreach and make connections with parents including the PTA, Back to School Night, parent nights and multiple school open house events.  Parents are able to serve on the Local Control Accountability Plan Advisory Committee (PAC) and attend strategic planning meetings as well as regularly scheduled Board meetings.  The LEA chose to survey parents/guardians to foster home-school connection and communication.  Parent/Guardian survey questions are directly related to the LEA's LCAP Goal 3 which is to ""increase student and staff engagement by providing a safe school environment which fosters increased communication between home and school, encourages parent and community involvement, and focuses upon improving the school climate for all students."" Results from the Spring 2018 parent survey indicates 91.3 % of parents strongly agree or agree in response to the statement, ""Mt. Baldy School provides multiple opportunities for parent involvement.""  91.3% of parents responded with ""strongly agree"" or ""agree"" to the statement, ""the administration of Mt. Baldy School is effective at providing information and the rationale about decisions made to parents and community.""  The findings from the survey are important because they inform the LEA's progress on LCAP Goal 3 which is related to parent engagement and are shared at stakeholder meetings including the LEA's staff, PAC and Board meetings. The survey along with various outreach events allow for multiple measures for parent engagement."|Met||2018
37681896120901|Barona Indian Charter|3|"In November 2017, Barona Indian Charter administered version six of the California School Parent Survey developed by WestEd and the CDE. This survey was selected because it aligns well with Barona's LCAP goals and priorities relating to promoting rigorous curriculum and instruction as well as its goal of ensuring parents are part of the educational process. With respect to the degree in which Barona seeks parent input in the decision making process, 37.5% of parents strongly agree with the statement that"" BICS actively seeks the input of parents before making important decisions."" 25% of parents agree with the statement and 12.5% of parents disagree with the statement. 6.3% of parents surveyed responded ""Don't know/ NA. 0% of parents responded ""Strongly Disagree"" and 18.7% of parents declined to answer the question. In regards to promoting parent participation, 62.5% of parents strongly agreed with the statement that ""BICS encourages me to be an active partner with the school in educating my child"" 25% of parents surveyed agreed with the statement and 0% disagreed or strongly disagreed. 12.5% of parents declined to answer the question. This year, B.I.C.S. has a high percentage  new families,  students, and teaching staff. Once  these stakeholders become more familiar with the school, we will again administer the WestEd survey."|"B.I.C.S. is hosting open monthly meetings called ""Pastries with the Principal""  They are actively advertised with flyers, via Instagram, on the school website, and through the call out system. During the meetings, stakeholders are provided with important updates such as professional development, initiatives, staffing, and progress on LCAP goals.  Valuable input is also received and passed on to the staff and to the members of the school board.  Attendance and participation in these monthly meetings continues to grow."|Met||2018
19647330111484|New Village Girls Academy|3|A parent/guardian survey was disbursed at the beginning of the school year in order to address systemic parent/guardian concerns and continue building on the positive aspects of the school environment. Overall, the survey demonstrated that parents had a high satisfaction with how the staff supports students' academic and emotional needs and that the single-gender environment has been beneficial for the academic development and safety of their student. Parents also highlighted that they see a lot of 1:1 interaction between teachers/staff and student, and lastly that the internship program provides fruitful opportunities for students to explore their interests. For areas of improvement, parents listed that the food offered at the school could be improved, that students would stand to benefit from athletic opportunities and we should increase the diversity of the staff.  With respect to the priorities outlined in the Local Control and Accountability Plan, goals for parent/guardian engagement are not explicitly outlined, however, we are taking measures to increase engagement and involvement. These actions include, holding a biannual Back to School night that offers parents/guardians an opportunity to meet school staff and advisors. On a daily basis, outbound calls are made to parents/guardians to address truancies and chronic absenteeism. Depending on the family's needs, we also refer them to the school social worker to provide additional wrap-around services and referrals. Parents/guardians will be receiving danger of failure notices after every progress report if their daughter(s) are at-risk academically.|Currently, in an effort to address the socio-well being of students and their families while simultaneously increase the engagement of parent/guardians, our school social worker meets weekly with all teachers and other support staff to refer families to appropriate services such as counseling, food programs, and parent trainings linked to social-emotional development and growth. The meetings between staff conclude in follow-up actions where the school social worker reaches out to parents/guardians to provide additional support.   For students that are participating in intervention plans to improve their grades, attendance and/or behavior, parents and guardians are requested to attend meetings with the school leadership, the student's assigned advisor, and support staff to address concerns and develop tangible plans that meet the needs of students. Subsequent meetings are scheduled to track student progress. Sixty-percent of our school staff is bilingual, allowing parents to have access to interpretation and translation services.   In the near future, the school intends to include more parent participation in the meetings with the local governing board and providing more professional development opportunities for teachers on increasing parent/guardian engagement.|Met||2018
10739650000000|Central Unified|3|"Central USD administered a 2018 LCAP Parent Survey. Summary and input can be found in results of stakeholder input for LCAP development 2018-19.  1. Key findings for parent/guardian in school and district decision making included 93.8% agreed that the school sees parents as important partners (increase of 9.8%), 94.9% agreed they received regular communication from school (increase of 5.85%) and 93.6% feel well informed about what is happening at school (increase of 8.5%).  2. Key findings from the survey related to parental participation indicate that 95.2% agree there are ways to be involved at their child's school (increase of 6.8%) and 92.4% agree that there are ways to connect with their child's teacher as often as they would like (increase of 7.5%).  3. Central USD chose this self-created survey in order to customize our feedback from all stakeholders and generate improved input and participation in the creation and prioritization of LCAP goals and actions. Evidence of this input is reflected in all Central's LCAP goals, but particularly in GOAL 2 ""Connect every student to school by providing equity of access to educational opportunities and creating an environment conducive to learning for all students"" and in GOAL 3 ""Engage families in system-wide programs assuring students/families access to support for academic, social/emotional and physical well-being."""||Met||2018
34672800000000|Arcohe Union Elementary|3|As part of the annual Local Control and Accountability Plan, the district surveyed parents to better understand their views on the stated district goals for the year.  Based on the surveys, community members wanted to see more opportunities for students to receive interventions, both during the day and after. Consequently, the district changed the reading and math intervention structure to hire another Reading Specialist and provide more opportunities for support.  Additionally, the district changed the summer school program to have a focus on hands-on science and math topics.  The STEAM Summer Academy saw the highest daily enrollment in the history of summer school at Arcohe. We believe in creating community partnerships and actively seek input from all stakeholders.|To help our bilingual parents be active members of the school community, Arcohe partnered with a local agency to provide bilingual parent classes during the school year. In a three-part series, parents take ten classes per part to learn about their role in the educational process and learn about how they can support their children.  All classes are taught in English and Spanish and integrate current technology to help parents navigate the current goals and expectations.|Met||2018
15635780135186|Grimmway Academy Shafter|3||Grimmway Academy Shafter has created multiple paths for parents to provide input and feedback in schoolwide decision making.  Parents are invited to monthly parent meetings, participate in school governance meetings and are a part of the SSC and ELAC.  Parental participation is encouraged and expected at Grimmway Academy.  In order to accommodate varying schedules, Grimmway Academy provides opportunities before, during and afterschool/evenings as well as on weekends.  This includes a variety of activities including school governance, SSC, ELAC as well as cooking classes, garden work days and morning coffe and conversation with the principal.|Met||2018
49706490000000|Cinnabar Elementary|3|The LEA provides parent opportunity to attend CEF (Cinnabar Educational Foundation), Site Council, Lunch Clubs, volunteering in the classroom, and weekly adult education classes at no charge.    The attendance of parent participation has increased since previous years by nearly 3 times.  This has given our parents, especially our second language families, a voice.   These goals are found in the LCAP.||Met|LEA's main goal this year was to increase parent participation through its second language community.  Parents have been excited to join groups while the LEA is striving to recognize the diverse culture and its needs.|2018
36679180000000|Victor Elementary|3||VESD has regularly involved stakeholders in our continuous improvement cycle.  VESD currently has 6 committees that consistently meet throughout the year providing ongoing feedback.  These committees include the Budget Advisory Committee, Quality Works, District English Language Advisory Committee, African American Engagement Committee, Foster Youth Committee, and the District/Parent Advisory Committee.  Members encompass all stakeholder groups including representatives from our English language learners, special education students, foster children, low income students, Hispanic students, African-American students, classified and certificated employees including their Bargaining Unit officers, confidential employees, administration, and community members.  The total amount of unduplicated participants in our committees is well over 120.  For over twenty years, VESD has surveyed students, parents, staff, and community members. The results from these surveys have been shared in our committee meetings and in our annual strategic planning process, called Strategic Study.  Our Strategic Study team consists of approximately 50 representatives from the 6 larger committees.  Each year at Strategic Study, the representatives review all our results including academics, surveys, budget, attendance, behavior, etc. and provide input for ongoing improvement.  On our 17-18 parent survey, they were asked to rate the following:  “I am given the opportunity to be a part of my child’s education.” The results of the survey show that 98.52% of parent respondents agree with this statement.  The Family Resource Center also provides parental support and outreach.  In 2017-18, there were 6,434 walk-ins and 19 classes and 18 workshops for parents.  These measures were selected, because they reflect our ongoing parent involvement and support.|Met||2018
38684780123265|Gateway Middle|3||At Gateway Middle School, 100% of faculty participated in professional development related to better engaging our parents in decision making and as partners in their students’ education.  One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology.  In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forum, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.  In order to ensure that parents view themselves as key components of our school’s and student’s success, we increased interpretation that was available at family events, as well as for materials that were sent home.  We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students.  In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.    Our intent was for at least 80% of families at Gateway Middle School to attend at least one family engagement event; in actuality, more than 80% of families were in engaged in one of these meetings or workshops.|Met||2018
19647336017743|Knollwood Preparatory Academy|3|In 2017-2018, we had a 50% parental completion rate on the school experience survey. In order to determine whether Knollwood Preparatory Academy has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. I am a partner with this school in decisions made about my child’s education. 93% 2. I feel welcome to participate in this school. 98% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 97% 4. This school provides me with information (verbal and written) I can understand. 96% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% 6. This school informs parents about school activities in a timely fashion. 93% 7. This school provides opportunities to help me support my child’s learning. 94% Knollwood Preparatory Academy believes that having parents involved in their child’s education is a priority for student success. Teachers and staff encourage parents to volunteer in their child’s classroom, read every day, and have enriched conversations with their child. The Instructional Coach, TSP Coordinator, and Parent and Community Rep provide parent workshops to develop a better understanding about the home school connection, Common Core State Standards, effective communication between parents and teachers, and how to best support their student’s education.||Met||2018
36679186118350|Mountain View Montessori Charter|3||VESD has regularly involved stakeholders in our continuous improvement cycle.  VESD currently has 6 committees that consistently meet throughout the year providing ongoing feedback.  These committees include the Budget Advisory Committee, Quality Works, District English Language Advisory Committee, African American Engagement Committee, Foster Youth Committee, and the District/Parent Advisory Committee.  Members encompass all stakeholder groups including representatives from our English language learners, special education students, foster children, low income students, Hispanic students, African-American students, classified and certificated employees including their Bargaining Unit officers, confidential employees, administration, and community members.  The total amount of unduplicated participants in our committees is well over 120.  For over twenty years, VESD has surveyed students, parents, staff, and community members. The results from these surveys have been shared in our committee meetings and in our annual strategic planning process, called Strategic Study.  Our Strategic Study team consists of approximately 50 representatives from the 6 larger committees.  Each year at Strategic Study, the representatives review all our results including academics, surveys, budget, attendance, behavior, etc. and provide input for ongoing improvement.  On our 17-18 parent survey, they were asked to rate the following:  “I am given the opportunity to be a part of my child’s education.” The results of the survey show that 98.52% of parent respondents agree with this statement.  The Family Resource Center also provides parental support and outreach.  In 2017-18, there were 6,434 walk ins and 19 classes and 18 workshops for parents.  These measures were selected, because they reflect our ongoing parent involvement and support.|Met||2018
49708476114755|Sonoma Mountain Elementary|3||Sonoma Mountain Elementary has made great progress in obtaining feedback from stakeholders on the LCAP. Through several LCAP Advisory Council Meetings involving parents, teachers, support staff and principal, action items were designated for expansion based on student assessment information and need. Specifically, counseling services for students was increased from 40% to 60%. There was discussion as to what support for unduplicated students should continue and/or expand in the 2017/2018 school year. Staff recommended expansion of services for unduplicated students and working toward the goal of increasing student achievement. This included expanding support services for math intervention in the 2017-2018 school year.|Met||2018
36679186101927|Sixth Street Prep|3||VESD has regularly involved stakeholders in our continuous improvement cycle.  VESD currently has 6 committees that consistently meet throughout the year providing ongoing feedback.  These committees include the Budget Advisory Committee, Quality Works, District English Language Advisory Committee, African American Engagement Committee, Foster Youth Committee, and the District/Parent Advisory Committee.  Members encompass all stakeholder groups including representatives from our English language learners, special education students, foster children, low income students, Hispanic students, African-American students, classified and certificated employees including their Bargaining Unit officers, confidential employees, administration, and community members.  The total amount of unduplicated participants in our committees is well over 120.  For over twenty years, VESD has surveyed students, parents, staff, and community members. The results from these surveys have been shared in our committee meetings and in our annual strategic planning process, called Strategic Study.  Our Strategic Study team consists of approximately 50 representatives from the 6 larger committees.  Each year at Strategic Study, the representatives review all our results including academics, surveys, budget, attendance, behavior, etc. and provide input for ongoing improvement.  On our 17-18 parent survey, they were asked to rate the following:  “I am given the opportunity to be a part of my child’s education.” The results of the survey show that 98.52% of parent respondents agree with this statement.  The Family Resource Center also provides parental support and outreach.  In 2017-18, there were 6,434 walk ins and 19 classes and 18 workshops for parents.  These measures were selected, because they reflect our ongoing parent involvement and support.|Met||2018
54722640000000|Waukena Joint Union Elementary|3||Waukena Elementary School is making continued progress to increase parent engagement through the efforts of teachers, staff, and administrators.  These efforts include encouragement for parents to attend and participate in local advisory committees such as Parent-Teacher Club, School Site Council, and English Learner Advisory.  Attendance has increased through notes and phone calls home, providing translators at all meetings, as well as providing refreshments.  The District looks for parent involvement to continue to increase, which will result in more informed parents, increased student achievement in Math and English Language Arts, and more success for our English Learners.|Met||2018
19101990000000|Los Angeles County Office of Education|3||LEA selected these measures as they reflect abundant efforts to seek parent input in decision-making and participation in programs that engage families in the education of their children. Families continue to seek in areas of supporting their child in meeting the high school graduation requirements, diversion and support at the local high schools.  The findings relate to the goal of Engagement as parents have many opportunities to become involved in their child’s education; participation in decision-making and providing input on LCAP:  Number of consultation meetings hosted and attendance • 2015-16: No record of Parent Advisory Committee meetings • 2016-17: 5 Parent Advisory Committee meetings held; 50 attendees • 2017-18: 5 Parent Advisory Committee meetings held; 79 attendees   Parent attendance to workshops and learning opportunities has increased as follows:  - 2015-16: 471 attendees; 70 workshops - 2016-17: 1,605 attendees; 120 workshops - 2017-18: 2,200 attendees; 140 workshops  Local Control Accountability Plan and Updates on Title I and Single Plan for Student  Achievement are standing agenda items at all workshops which is an effective strategy to ensure that the goals and objectives are addressed.|Met||2018
34674390131136|New Joseph Bonnheim (NJB) Community Charter|3||New Joseph Bonnheim strives to build the capacity of parents to support student achievement by providing education, tools to navigate the system, and relationship-building strategies. Parent education and training opportunities support the LEA's LCAP goal for parents to become partners in their student's education, equipped to advocate for their student,  and knowledgeable about academic goals and challenges their student may face. The measures described below reflect the district's multi-pronged approach to parent engagement. Our school has monthly Town Hall meetings to discuss and plan LCAP and SPSA. We do monthly Parent Academy meetings to engage parents in topics that they want to learn about. We also do monthly ELAC and Steering Committee meetings to discuss budget and other educational items. We also have a very strong PTA and volunteer family events. NJB has a 90% participation rate in Parent Teacher Home Visits and Academic Parent Teacher Teams that build trusting relationships, and lead to greater engagement of parents in their child's education and increased student outcomes. Through the LCAP, funding is provided for bilingual support staff, additional translated materials to support parent engagement.|Met||2018
15756300000000|SBE - Ridgecrest Charter|3|Ridgecrest Charter School (RCS) administered an annual survey to parents and community members in March 2018. The survey included 21 multiple-choice and constructed response questions that asked questions regarding reasons for attending RCS, strengths and areas for improvement, services offered, and school to home communication. Seventeen of the questions were either constructed response or allowed for multiple answers. Key findings from the survey regarding school decision making include: • 69% chose RCS for small class sizes while 48% chose RCS for more individual student attention; • 63% feel small class sizes and 48% feel accessibility to teachers and administrators are strengths of RCS; • 54% stated RCS can improve by offering arts programs while 44% stated RCS can improve by offering additional STEM programs; • 52% feel teachers’ interactions with students and 52% feel knowledge of subject matter are strengths of our teachers; • 46% stated teachers need additional training and support in communicating with families, however 64% felt the school effectively communicated with families. The school weekly and teacher newsletters were the main sources of information; • 40% stated teachers needed additional support with incorporating technology into lessons; • 40% stated teachers needed additional training in meeting the needs of students with diverse learning styles, however 73% felt RCS meets the diverse learning needs of its students. The survey asked participants to identify programs, services, and groups offered at RCS. Awareness of opportunities for parents to participate is integral to promoting and increasing parental participation at RCS. Survey participants were asked if they heard of various programs, services, and groups at RCS. Survey participants indicated they had heard of the following: • 46% Individual Education Plan (IEP); • 31% 504 plan; • 38% School Site Council (SSC); • 15% Local Control Accountability Plan (LCAP); • 54% Aeries online gradebook; • 73% Parent Teacher Organization (PTO);  • 46% School Board Meetings; • 77% Parent-Teacher Conferences; • 58% eighth grade and kindergarten promotion activities and ceremonies  The survey is offered annually, each spring to all parents and community members. The survey is updated each year to align with the previous year’s revised LCAP.  Because the survey is similar from year to year, survey results can be compared and analyzed. Survey results are used to guide annual revisions of the LCAP.||Met||2018
15756301530500|Ridgecrest Charter|3|Ridgecrest Charter School (RCS) administered an annual survey to parents and community members in March 2018. The survey included 21 multiple-choice and constructed response questions that asked questions regarding reasons for attending RCS, strengths and areas for improvement, services offered, and school to home communication. Seventeen of the questions were either constructed response or allowed for multiple answers. Key findings from the survey regarding school decision making include: • 69% chose RCS for small class sizes while 48% chose RCS for more individual student attention; • 63% feel small class sizes and 48% feel accessibility to teachers and administrators are strengths of RCS; • 54% stated RCS can improve by offering arts programs while 44% stated RCS can improve by offering additional STEM programs; • 52% feel teachers’ interactions with students and 52% feel knowledge of subject matter are strengths of our teachers; • 46% stated teachers need additional training and support in communicating with families, however 64% felt the school effectively communicated with families. The school weekly and teacher newsletters were the main sources of information; • 40% stated teachers needed additional support with incorporating technology into lessons; • 40% stated teachers needed additional training in meeting the needs of students with diverse learning styles, however 73% felt RCS meets the diverse learning needs of its students. The survey asked participants to identify programs, services, and groups offered at RCS. Awareness of opportunities for parents to participate is integral to promoting and increasing parental participation at RCS. Survey participants were asked if they heard of various programs, services, and groups at RCS. Survey participants indicated they had heard of the following: • 46% Individual Education Plan (IEP); • 31% 504 plan; • 38% School Site Council (SSC); • 15% Local Control Accountability Plan (LCAP); • 54% Aeries online gradebook; • 73% Parent Teacher Organization (PTO);  • 46% School Board Meetings; • 77% Parent-Teacher Conferences; • 58% eighth grade and kindergarten promotion activities and ceremonies  The survey is offered annually, each spring to all parents and community members. The survey is updated each year to align with the previous year’s revised LCAP.  Because the survey is similar from year to year, survey results can be compared and analyzed. Survey results are used to guide annual revisions of the LCAP.||Met||2018
49708476072136|Miwok Valley Elementary Charter|3||Miwok Valley Elementary Charter began a system to track attendance at Family education/ community nights and sought to increase parent satisfaction and feedback from surveys and forums by 5%. Staff monitored the school website to determine if a 10% Increase in website visits had occurred and they implemented a classroom system to track parent volunteer participation. Parent surveys indicated overall higher satisfaction with student programs, but parent participation rates in the survey were lower than expected. Therefore, the goal was not met. Parent participation in volunteer activities declined this year, and the goal was not met.|Not Met||2018
13631150000000|Central Union High|3|Central Union High School District schools administered a parent engagement survey during October 2018 that was open to all parents of students in grades 10 and 12. A total of 146 responses from parents were received (68 English and 78 Spanish). The survey included 23 programmatic questions that solicited feedback on a range of topics including classroom instruction, academic supports, access to courses and resources, attendance, parental involvement, college/career readiness, school climate/safety, and facilities.   - The key findings reflect the following: 94.5% of parents agree/somewhat agree that their student’s teachers provide high quality instruction. 92.5% of parents agree/somewhat agree that their student’s teachers are preparing them to be college and/or career ready.  96.6% of parents agree/somewhat agree that their student’s school emphasizes the importance of attendance. 89.0% of parents agree/somewhat agree that their student’s school seeks parent/guardian input. 89.0% of parents agree/somewhat agree that their student’s school encourages parent participation. 93.8% of parents agree/somewhat agree that their student feels connected to school. 89.0% of parents agree/somewhat agree that their student’s school has adults that really care about students. 94.5% of parents agree/somewhat agree that their student feels safe at school. 94.5% agree/somewhat agree that their student’s school is well-maintained and in good repair.  The final question asked parents to rate the overall quality of their student’s school on a scale of one to ten.  The average rating was 8.7.  - This survey was selected based on its capacity to elicit targeted feedback related to each of the district’s LCAP goals and to help the district and schools identify areas of strengths and weaknesses. This information will be used in the evaluation of specific LCAP actions and services and in determining those areas in the||Met||2018
49708470127555|Loma Vista Immersion Academy|3||Loma Vista Immersion Academy staff held an annual midyear school-wide Town Hall meeting to review school data and school goals for the site plan and LCAP. They also held informal coffee chats with the principal in an effort to engage all families. Stakeholders identified a need for parent education workshops. Monthly workshops were held and parent participation was tracked via sign in sheets at each function such as First 5, Screen Time with Children, and Literacy.  The goal is to track parent participation for effectiveness.|Met||2018
04614320000000|Durham Unified|3||The Durham Unified School district values parental participation and meaningful partnering opportunities to assist student academic in extracurricular learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently 52%, which equates to 33,502 log-ins grades 6-12 in ‘17/’18); rates of successful mass messaging through both email (currently 86%), and phone (currently 100% of English and Spanish households have registered their numbers on our system); numbers of parent volunteers (currently in excess of 500, with total volunteer sign-ins to our campuses exceeding 6200); and the members of our Durham Community Foundation, who are responsible for our new DHS stadium. Additionally, parents are queried regarding a number of topics including key questions which they rank high to low on a numeric scale. The questions include: our school seeks input and encourages parental participation in decision making our school promotes parental participation in programs :and as parents we feel like valued partners in our child’s education. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. All metrics are monitored in our LCAP , which can be viewed at:   http://www.durhamunified.org/documents/-18-19%20Draft%20LCAP%20June%2015%202018.pdf|Met||2018
40104050101725|Grizzly ChalleNGe Charter|3|Key findings from parent meetings and parent surveys were centered around the mission of our program which is more comprehensive than education. Our purpose is to intervene in the lives of at risk youth and as such our parents are largely concerned with a change of attitude, behavior and mindset in their sons and daughters. The key findings from their input is that they are very pleased with the changes their sons and daughters made. Parents are very pleased with the teaching and learning, the facilities, and the overall climate/culture of the school. Parents report that the school is responsive, safe, and welcoming to students and parents. Overall they are very pleased with education and had additional input on those academic goals of our program. Specifically they are impressed with the change of attitude and increased engagement and importance of school in their lives. Parents commented that because we are a residential program they would like to have more frequent opportunities to talk with their sons/daughters, and more prompt replies from our National Guard partners. The survey used was created to specifically relate to our intervention program yet specifically related to the goals of the LCFF and LCAP.||Met||2018
19647336017891|Lockhurst Drive Charter Elementary|3|Based on positive responses by parents on the School Experience Survey, Lockhurst has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. 99 % of parents agreed or strongly agreed that their school provided differentiated information to them. On another question, with the same results, 98% of the parents indicated that the school provided information in a manner they could understand.    Based on the parents' responses on the School Experience Survey, it was determined that there was a need to continue to have parents feel they are included in important decisions about their child's education. This determination was made because 92% of the parents agreed or strongly agreed that the school provided instructional resources to help support their child's education. The goal is to have 100% of the parents agreeing or strongly agreeing that a school provides resources. In order to increase the positive responses to this question, Lockhurst will continue to share parent leadership opportunities found on the Lockhurst website, weekly connected messages, and monthly flyers that announce monthly meetings with parent leaders on the three school level parent committees: School Site Council (SSC), Advisory Governance School Council (AGSC),  English Learner Advisory Committee (ELAC). The three committees provide input and recommendations to the school leadership team.||Met||2018
43696820000000|Saratoga Union Elementary|3|Key findings from surveys, parent forums, and committees inform our work: 1. Parent representatives work as partners with SUSD staff to determine best outcomes for our students (e.g., math course pathways and placement and Comprehensive Sexuality Education). 2. Parent leaders collaborate with school and district administrators on important issues in the district (e.g., refinement of processes and curriculum adoptions). 3. Overall survey data confirm parent satisfaction with their level of input in school and district decisions.  Key findings from surveys, parent forums, and committees related to promoting parental participation in programs: 1. Translations of important written communications and meetings (we currently provide Mandarin translation, and plan to provide Spanish translation). 2. Parent education workshops at various times of day (we usually offer morning and evening sessions). 3. Each school's PTA and other parent groups welcome and orient new families to the school/district.  SUSD staff designed the parent, staff, and student LCAP surveys to relate to our four goals and eight state priorities in the Local Control and Accountability Plan. We have used the same surveys since 2015 and are therefore able to compare our growth over time.  Surveys: District LCAP Survey Results  Middle School Math Pathways Survey Results Comprehensive Sexuality Education Survey Results Educational Technology (Bright Bytes) Survey Results Extended Day Kindergarten Survey Results  Committees: Superintendent’s Advisory Committee District English Language Advisory Committee Emergency Preparedness Committee Community Math Study Group Comprehensive Sexuality Education Working Group School Site Councils Saratoga Education Foundation Program Advisory Committee Educational Technology Committee Parent Teacher Associations  Parent Education: Math placement  Positive Prevention Plus Curriculum Overviews/ Comprehensive Sexuality Education skill building Extended day kindergarten forum and orientation  Community Building Events: School-based socials, student performances, and community service projects  2017-18 Parent LCAP Survey Results: How satisfied are you with the level of instruction provided for our students? 76% How satisfied are you with student engagement in school? 77% Do you agree that our schools have a safe and positive learning environment? 86% How well does your child(ren)'s school keep you informed on issues and encourage you to be involved? 66% How satisfied are you with the quality of our facilities and availability of instructional materials? 76%||Met|Saratoga Union School District (SUSD) has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Our partnership with parents and the community translates into enriching learning opportunities and activities that set our district apart. The richness of the programs in Saratoga Union School District (SUSD) is made possible by the strong parent engagement in our schools.|2018
49709950000000|Waugh Elementary|3|"Participation in the fall 2017-18 survey had an increased response rate from the previous year, with 25.18% response from families (178 responses).  The survey conducted asked parents for feedback on the enrichment program, by ranking their level of satisfaction on a 1-5 scale, with 5 being very satisfied: • Art Program: 81.14% ranked the program a 3, 4 or 5 ranking • Music Program: 80.78% ranked the program a 3, 4 or 5 ranking • Technology Program: 74.84% ranked the program a 3, 4 or 5 ranking • Library Program: 95.00% ranked the program a 3, 4 or 5 ranking  The District is implementing a new technology plan, which was developed by a stakeholder committee in 2017-18.  Attendance at Back-to-School Night and Open House remained at the 90% level. Parent conferences held each year in October typically have a 95% participation rate. Parent volunteerism remained high, with most classes reporting at 75% and above. PTA Membership increased to 403 members, with 5,650 volunteer hours logged by members.   In response to parent and staff surveys, the district increased the frequency and the reach of electronic communication, by continuing to provide electronic Wednesday folder items and by frequent use of the ""text out” option to the phone dialer format. School and District news is included in the Wednesday folder, posted on the website and sent electronically via email. The District website was redesigned to meet ADA compliance requirements and the District restarted a Facebook page, which was linked on the website."||Met||2018
04614240110551|Nord Country|3|Nord Country School gets parent input through the Parent Teacher Organization (PTO), the School Site Council and through responses on the locally created parent survey all families receive. The survey is conducted in the spring and results are shared with stakeholders in April.   One hundred twenty-three (123) parent surveys were returned which is 70% of those sent out.   Responses from last year’s survey:  K – 5th Grade Results: I feel my input is valued by the school    95%   I feel connected to the school             94% The school provides a safe environment for my child    98% My child’s teacher responds to my concerns      95%  Middle School Results: The middle school provides a safe environment for my child  100% I feel connected to Nord Country School    89% The middle school teaches respect for others   94% I feel my input is valued by the school    83%  Parent volunteer hours are increasing year over year.||Met||2018
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|3|Findings Reported:   PARTICIPATION RATE: BAAS – San Bernardino administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 18 parents representing K- 3 students participated, approximately a 10% participation rate.   SURVEY FINDINGS: The following are the parent survey findings: • 88% agree/strongly agree that the school allows input and welcomes parents’ contributions.  • 94% agree/strongly agree that the school encourages parents to be an active partner with the school in educating their child.  • 82% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 88% agree/strongly agree that parents feel welcome to participate at the school.  • 88% agree/strongly agree that the school staff treats parents with respect.  • 75% agree/strongly agree that the school staff takes parent concerns seriously.  • 100% agree/strongly agree that the school staff are helpful to parents.  • 80% of parent respondents have attended a general school meeting.  • 67% of parent respondents have attended a parent-teacher organization meeting.  • 53% of parent respondents have served on a school committee.  • 76% agree/strongly agree that the school keeps parents well-informed about school activities.  • 81% agree/strongly agree that the school’s teachers communicate with parents about what students are expected to learn in class.  • 88% agree/strongly agree that the school promptly responds to phone calls, messages or emails.  • 89% agree/strongly agree that the school promotes academic success for all students.  • 95% agree/strongly agree that the school provides a learning environment that is both supportive and inviting.   BAAS – San Bernardino selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  The parent survey has been developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    The Principal has shared parent survey results with stakeholders (parents, staff and governing board) and will implement steps to promote parent participation in school programs and seek input from parents in decision-making through parent engagement. BAAS – San Bernardino Principal and staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
44697990117804|Ceiba College Preparatory Academy|3|Findings Reported:   PARTICIPATION RATE: Ceiba College Preparatory Academy administered an internal parent survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 106 parents participated and completed the survey, approximately a 21% participation rate.   SURVEY FINDINGS: The following are the findings from a series of questions on the parent survey:  • 74% of Middle School parents surveyed have attended at least one College Knowledge Meeting.  • 75% of High School parents surveyed have attended at least one College Knowledge Meeting.  • 37% of High School parents surveyed have attended at least one College Café Session with the school counselor.  • 80% of parents surveyed agree that the College Knowledge program has helped them understand how to support their child in preparing them for college.  • 32% of parents surveyed agreed they skip parent meetings that are not mandatory.  • 84% agree that Ceiba provides a welcoming environment for parents.  • 82% agree that Ceiba values parent input.   In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the Principal at Ceiba College Preparatory Academy will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3, developed by WestEd, a research, development, and service agency.   The Principal has shared parent survey results with stakeholders (parents, staff and governing board) and will implement steps to promote parent participation in school programs and seek input from parents in decision-making through parent engagement.  In addition, the Principal and school staff will work diligently to increase parent participation for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
37679910108563|EJE Elementary Academy Charter|3|PARTICIPATION RATE: EJE Elementary Academy administered a parent survey, in order to measure the school’s progress in seeking input from parents in decision-making, and in promoting parent participation in programs.  A total of 186 parents participated, approximately a 33% participation rate.   SURVEY FINDINGS: The following are the findings from a series of questions on the parent survey: • 96% agree/strongly agree that they are satisfied with the response they receive from the school with concerns or questions they have. • 96% agree/strongly agree that the school holds parent meetings at different times and provides interpreter services.  • 99% agree/strongly agree that the school communicates with parents in a language they can understand in order to provide input in decision-making. • 97% agree/strongly agree they are satisfied with the opportunities available to parents to be involved in their child’s education.   Question: How often have you been invited to attend a workshop, program, performance and/or schoolwide event? • 58% More than once per month • 24% Monthly • 12% Every few months.   Question: How many times have you attended “Coffee with the Principal?” this school year? • 54% Never • 23% Once • 23% Twice  In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the Principal at EJE Elementary Academy will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  The survey is developed by WestEd, a research, development, and service agency in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    The Principal has shared the parent survey results with stakeholders (parents, staff and governing board) and will implement steps to promote parent participation in school programs and seek input from parents in decision-making through parent engagement.  In addition, the Principal and school staff will work diligently to increase parent participation for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
37679910119255|EJE Middle Academy|3|Findings Reported:  PARTICIPATION RATE: EJE Middle Academy administered a parent survey, in order to measure the school’s progress in seeking input from parents in decision-making, and in promoting parent participation in programs.  A total of 70 parents participated, approximately a 30% participation rate.   SURVEY FINDINGS: The following are the findings from a series of questions on the parent survey:  • 96% agree/strongly agree that they are satisfied with the response they receive from the school with concerns or questions they have. • 93% agree/strongly agree that the school holds parent meetings at different times and provides interpreter services.  • 100% agree/strongly agree that the school communicates with parents in a language they can understand in order to provide input in decision-making. • 100% agree/strongly agree they are satisfied with the opportunities available to parents to be involved in their child’s education.   Question: How often have you been invited to attend a workshop, program, performance and/or schoolwide event? • 51% More than once per month • 20% Monthly • 26% Every few months.   Question: How many times have you attended “Coffee with the Principal?” this school year? • 54% Never • 20.% Once • 26% Twice  In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the Principal at EJE Middle Academy will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.   The Principal has shared the parent survey results with stakeholders (parents, staff and governing board) and will implement steps to promote parent participation in school programs and seek input from parents in decision-making through parent engagement.  In addition, the Principal and school staff will work diligently to increase parent participation for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
19647330120048|Alliance College-Ready Middle Academy 5|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.4 and 3.5. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.6), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance College-Ready Middle Academy 5 (“CRMA 5”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting CRMA 5’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #6 is to promote parent involvement in order to support all students in becoming college-ready. To meet this goal, CRMA 5 hosted parent engagement activities (i.e. parent conferences, input surveys, and workshops) on topics that enable them to support their students academic and career success.||Met|Annually, Alliance College-Ready Middle Academy 5 (“CRMA 5”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians and minimizes measurement error. At CRMA 5, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve learning environments for children.|2018
37683380129395|Elevate Elementary|3|Findings Reported:   PARTICIPATION RATE: Elevate Elementary administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 80 parents representing K- 5 students participated, approximately a 26% participation rate.   SURVEY FINDINGS: The following are the parent survey findings: • 95% agree/strongly agree that the school allows input and welcomes parents’ contributions.  • 97% agree/strongly agree that the school encourages parents to be an active partner with the school in educating their child.  • 88% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 92% agree/strongly agree that parents feel welcome to participate at the school.  • 96% agree/strongly agree that the school staff treats parents with respect.  • 94% agree/strongly agree that the school staff takes parent concerns seriously.  • 95% agree/strongly agree that the school staff are helpful to parents.  • 93% of parent respondents have attended a general school meeting.  • 46% of parent respondents have attended a parent-teacher organization meeting.  • 90% of parent respondents have served on a school committee.  • 96% agree/strongly agree that the school keeps parents well-informed about school activities.  • 95% agree/strongly agree that the school’s teachers communicate with parents about what students are expected to learn in class.  • 97% agree/strongly agree that the school promptly responds to phone calls, messages or emails.  • 97% agree/strongly agree that the school promotes academic success for all students.  • 99% agree/strongly agree that the school provides a learning environment that is both supportive and inviting.   Elevate Elementary selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  The survey is developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    Elevate Elementary’s Principal and staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
19647330120014|Endeavor College Preparatory Charter|3|PARTICIPATION RATE: Endeavor College Prep Charter School administered an internal parent survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 451 parents participated, approximately a 71% participation rate.   SURVEY FINDINGS: The following are the findings from a series of questions on the parent survey: • 82% agree/strongly agree that the school’s teachers communicate with parents regularly regarding the progress of their child behaviorally and academically.  • 79% agree/strongly agree they feel valued by the school as a partner. • 84% agree/strongly agree that there are enough opportunities to communicate with and have access to school leadership.  • 85% agree/strongly agree that the school communicates relevant information to parents in a timely manner.  • 83% agree/strongly agree that they feel part of the school community.   In order to accurately measure parent input, in decision-making and promoting parent participation in programs, and the requirements of Priority 3, the School’s Principal at Endeavor College Prep Charter School will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3. In addition, the Principal and school staff will work diligently to increase parent participation in the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
19647330119982|Equitas Academy Charter|3|PARTICIPATION RATE Equitas Academy administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 202 families, representing scholars in grades TK-4, completed the survey, approximately a 45% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 94% agree/strongly agree, ”My child’s teacher regularly communicates with me about my child’s progress.” • 98% agree/strongly agree, “School leaders follow through on programs and initiatives.” • 93% agree/strongly agree, “If I have a problem with my child’s school, I can talk to the schools leaders.” • 97% agree/strongly agree “I feel welcome at my child’s school.” • 99% agree/strongly agree, “My child’s school is a safe place.” • 95% agree/strongly agree, “My child’s school schedules events at times that are convenient.” • 98% agree/strongly agree, “My child’s school responds to input and concerns from families.” Equitas Academy has shared the parent survey results with parents and the governing board. Equitas Academy will continue to administer the Panorama Family Survey to gather feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
19647330126169|Equitas Academy #2|3|PARTICIPATION RATE Equitas Academy #2 administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 136 families, representing scholars in grades 6-8, completed the survey, approximately a 34% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 74% agree/strongly agree, ”My child’s teacher regularly communicates with me about my child’s progress.” • 82% agree/strongly agree, “School leaders follow through on programs and initiatives.” • 79% agree/strongly agree, “If I have a problem with my child’s school, I can talk to the schools leaders.” • 88% agree/strongly agree “I feel welcome at my child’s school.” • 85% agree/strongly agree, “My child’s school is a safe place.” • 78% agree/strongly agree, “My child’s school schedules events at times that are convenient.” • 76% agree/strongly agree, “My child’s school responds to input and concerns from families.” Equitas Academy #2 has shared the parent survey results with parents and the governing board. The Principal and school staff will continue to collaborate to promote parental participation in programs and seek input from parents in decision-making, and increase parent survey participation rates as outlined in the school’s LCAP.    Equitas Academy #2 will continue to administer the Panorama Family Survey to gather feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
19647330129650|Equitas Academy #3 Charter|3|PARTICIPATION RATE Equitas Academy #3 administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 150 families, representing scholars in grades TK-2, completed the survey, approximately a 55% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 88% agree/strongly agree, ”My child’s teacher regularly communicates with me about my child’s progress.” • 92% agree/strongly agree, “School leaders follow through on programs and initiatives.” • 90% agree/strongly agree, “If I have a problem with my child’s school, I can talk to the schools leaders.” • 94% agree/strongly agree “I feel welcome at my child’s school.” • 87% agree/strongly agree, “My child’s school is a safe place.” • 83% agree/strongly agree, “My child’s school schedules events at times that are convenient.” • 91% agree/strongly agree, “My child’s school responds to input and concerns from families.” Equitas Academy #3 has shared the parent survey results with parents and the governing board. The Principal and school staff will continue to collaborate to promote parental participation in programs and seek input from parents in decision-making, and increase parent survey participation rates as outlined in the school’s LCAP.    Equitas Academy will continue to administer the Panorama Family Survey to gather feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
19647330133686|Equitas Academy 4|3|PARTICIPATION RATE Equitas Academy #4 administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 41 families, representing scholars in grade 5, completed the survey, approximately a 55% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 71% agree/strongly agree, ”My child’s teacher regularly communicates with me about my child’s progress.” • 87% agree/strongly agree, “School leaders follow through on programs and initiatives.” • 85% agree/strongly agree, “If I have a problem with my child’s school, I can talk to the schools leaders.” • 93% agree/strongly agree “I feel welcome at my child’s school.” • 80% agree/strongly agree, “My child’s school is a safe place.” • 80% agree/strongly agree, “My child’s school schedules events at times that are convenient.” • 88% agree/strongly agree, “My child’s school responds to input and concerns from families.” Equitas Academy #4 has shared the parent survey results with parents and the governing board. The Principal and school staff will continue to collaborate to promote parental participation in programs and seek input from parents in decision-making, and increase parent survey participation rates as outlined in the school’s LCAP.    Equitas Academy #4 will continue to administer the Panorama Family Survey to gather feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
37684110126086|Hawking S.T.E.A.M. Charter|3|Hawking STEAM Charter Schools administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs. Parents with children in grades K-6 participated and represented who are socio-economically disadvantaged, English Learners, and Students with Special Needs across both school sites.   PARTICIPATION RATE: Site #1 A total of 196 parents were surveyed, approximately a 43% participation rate.   SURVEY FINDINGS: SITE #1 The following are the parent survey findings: • 93% agree/strongly agree that the “school encourages me to be an active partner with the school in educating my child.”  • 93% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 96% agree/strongly agree that parents feel welcome to participate at the school. • 98% agree/strongly agree that school staff treat parents with respect.  • 91% agree/strongly agree that school staff take parent concerns seriously. • 95% have attended a school event.  • 97% have attended a general school meeting. • 59% have attended a meeting of the parent-teacher organization/association. • 98% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 84% have served on a school committee.   PARTICIPATION RATE: Site #2 A total of 192 parents were surveyed, approximately a 46% participation rate.   SURVEY FINDINGS: SITE #2 The following are the parent survey findings: • 93% agree/strongly agree that the school allows input and welcomes parents’ contributions  • 97% agree/strongly agree that the “school encourages me to be an active partner with the school in educating my child.”  • 91% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 96% agree/strongly agree that parents feel welcome to participate at the school. • 97% agree/strongly agree that school staff treat parents with respect.  • 91% agree/strongly agree that school staff take parent concerns seriously. • 96% agree/strongly agree that school staff are helpful to parents.  • 92% have attended a school event.  • 92% have attended a general school meeting. • 59% have attended a meeting of the parent-teacher organization/association. • 96% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 83% have served on a school committee.   For the Spring 2019 parent survey, the Principals and school staff at each site will work towards increasing the parent survey participation rate as outlined in the school’s LCAP.  Results from this survey have been presented to parents and the governing board.||Met||2018
37684110128082|Hawking S.T.E.A.M. Charter School 2|3|Hawking STEAM Charter Schools administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs. Parents with children in grades K-6 participated and represented who are socio-economically disadvantaged, English Learners, and Students with Special Needs across both school sites.   PARTICIPATION RATE: Site #1 A total of 196 parents were surveyed, approximately a 43% participation rate.   SURVEY FINDINGS: SITE #1 The following are the parent survey findings: • 93% agree/strongly agree that the “school encourages me to be an active partner with the school in educating my child.”  • 93% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 96% agree/strongly agree that parents feel welcome to participate at the school. • 98% agree/strongly agree that school staff treat parents with respect.  • 91% agree/strongly agree that school staff take parent concerns seriously. • 95% have attended a school event.  • 97% have attended a general school meeting. • 59% have attended a meeting of the parent-teacher organization/association. • 98% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 84% have served on a school committee.   PARTICIPATION RATE: Site #2 A total of 192 parents were surveyed, approximately a 46% participation rate.   SURVEY FINDINGS: SITE #2 The following are the parent survey findings: • 93% agree/strongly agree that the school allows input and welcomes parents’ contributions  • 97% agree/strongly agree that the “school encourages me to be an active partner with the school in educating my child.”  • 91% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 96% agree/strongly agree that parents feel welcome to participate at the school. • 97% agree/strongly agree that school staff treat parents with respect.  • 91% agree/strongly agree that school staff take parent concerns seriously. • 96% agree/strongly agree that school staff are helpful to parents.  • 92% have attended a school event.  • 92% have attended a general school meeting. • 59% have attended a meeting of the parent-teacher organization/association. • 96% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 83% have served on a school committee.   For the Spring 2019 parent survey, the Principals and school staff at each site will work towards increasing the parent survey participation rate as outlined in the school’s LCAP.  Results from this survey have been presented to parents and the governing board.||Met||2018
12629010000000|Klamath-Trinity Joint Unified|3||The District has made it a priority to engage the community in the decision making process.  Goal 3 of our LCAP specifically states:  All schools will provide a safe and welcoming learning environment for students and families.  We measure this using the following criteria:  1. According to teacher parent logs, 100% of the parents/guardians, including parents of students with disabilities, will participate in at least one parent/teacher conference 2. Parent participation in school activities, including decision making opportunities, parent conferences, and student events, will be increased by 5% over prior year baseline  Additionally, the District utilizes a parent committee called the Indian Policy and Procedures Task Force (IPP Task Force). The District’s IPP Task Force meets with the Superintendent on a bi-monthly basis to identify the needs of American Indian students, propose programmatic changes, and offer feedback regarding program activity efficiencies and effectiveness.  The District’s IPP Task Force is composed of Chairpersons (or their designees) and the Education Directors from the Karuk Tribe, the Yurok Tribe, the Hoopa Valley Tribe, and the Tsnungwe Tribe.  The District also solicits parents to sit on the committee through a general call for interested persons each year, during the fall, through the local paper(s), radio stations, flyers at local businesses, and Board announcements.    Each year, the IPP Task Force reviews the Annual Impact Aid Report to Tribes and Community to determine if data collected adequately addresses impact aid program concerns from tribes and parents, and recommends goals and priorities to the Superintendent.  Additionally, the IPP Task Force reviews ALL Single Plans for Student Achievement (School Plans) to provide input.|Met|Overall, to develop each year’s LCAP, the District begins with a review of each school site plan.  Typically, School Site Council meetings are held on at least a monthly basis, and each school site develops its own site plan.  In developing the LCAP, the District considers and includes input from each site plan.  Prior to approval of the LCAP, each year, the District will publish a draft and include a notice in the local newspaper that the draft LCAP is available at the District office for anyone to review it or obtain a copy.    The District’s current LCAP is for the three-year period from July 1, 2017 through June 30, 2020.  The District conducted the annual update to the 2016-2017 LCAP and developed the three-year LCAP Plan for 2017-2020 concurrently.       On June 23, 2017, the District held a public hearing to solicit recommendations and comments from the community on the proposed LCAP and District budget.    On June 27, 2017, the District’s Governing Board held a public meeting, during which staff presented the proposed annual LCAP to the Board for its consideration and approval.  After discussing the LCAP, including an opportunity for the public to provide comments, the Board voted to approve the LCAP.  During July 2018 and up to September 15, 2017, the District and HCOE staff worked to collaboratively to correct errors and clarifications on the LCAP.  On September 17, 2017, the Board re-approved the 2017-2018 LCAP, after it was updated to incorporate necessary changes|2018
07617700000000|Orinda Union Elementary|3||Indicator 3: Parent Engagement  Orinda Union School District also has a strong culture of meaningful parent participation and engagement.  Some of the groups and programs that parents are involved with include:  Coordinating Council:  District Staff, Superintendent, Site Principals and PTA presidents from all sites meet monthly to discuss District-side issues and programs. Site Councils:  Each site has an active Site council that participates in the development of school site plan Before School After School Parents Clubs run a wide variety of  programs at each site that serve or support more than half our students.   Site PTA's and our Parent Foundation (Education Foundation of Orinda) contributed 32% of our total 33M dollar revenue for 2017-2018. School Climate  Committee, Technology Committee, Strategic Planning Process, LCAP Advisory, Block Schedule Advisory Group, Family Math and Science Nights, Grandparents Day are  but a few examples of the ways that parents in Orinda Schools have meaningful and ongoing engagement in decision making and the success of our students.  All five Orinda school sites administered parent surveys  in 2017-2018 as a function of their SIte Council. Each School Site Council analyzed parent survey results and comments pertaining to the eight state priorities. The data indicates there is a consistent and progressive increase in parent satisfaction in all areas of focus when compared to responses received in the previous three years. There has been a collective effort to ensure students are treated with respect, that students feel safe at school, and that families are informed of grade level standards as well as school and district events. These areas #2, #3, #4 show a percentage increase in satisfaction from 2016 while areas #1, #5, and #6 have maintained consistent high levels of satisfaction with no changes from 2017.   These results reflect parent responses from all five schools:  Del Rey, Glorietta, OIS, Sleepy Hollow, and Wagner Ranch.  1. 88% agree: I understand the grade level academic standards for my child. (compared to 80% in 2014, 86% in 2015, and 88% in 2016)  2. 85% agree: The buildings and grounds are clean and in good condition. (compared to 82% in 2014, 84% in 2015, and 84% in 2016)  3. 94% agree: My child has access to necessary materials and curriculum. (compared to 88% in 2014, 94% in 2015, and 93% in 2016) 4. 96% agree: My child is treated with respect and dignity at school.(compared to 91% in 2014, 97% in 2015, and 95% in 2016) 5. 98% agree: My child feels safe at school. (compared to 95% in 2014, 96% in 2015, and 98% in 2016) 6. 98% agree: My school keeps me informed on school events and activities. (compared to 96% in 2014, 97% in 2015, and 98% in 2016)|Met|During the Spring of 2018, the District hosted a variety of parent group discussions, where stakeholders identified areas of progress and accomplishments for the 2017-18 school year. Common themes were identified and shared with groups again at the April meeting sessions. During these March/April sessions, input from our stakeholders yielded several consistent acknowledgments of progress toward goals:   Accomplishments for 2017-18   Goal 1: CAASPP results; math instruction; availability of online supplemental programs  Goal 2: TOSA coaches work with staff, Math collaborative meetings; math trainings; differentiated staff development model this year; cross school visitations for science  Goal 3: BaySci Partnership; Nature Area Board Policy Goal 4: Facilities Master Plan year 1 /Stop gap measures completed  Goal 5: Purchases of additional devices and mobile carts; working infrastructure; additional tech support  Through whole group and small group discussions this year, stakeholders identified actions needed for 2018-19 for each of the five goals for 2018-19. All input received from the LCAP Advisory and other LCAP input sessions were charted, discussed, typed, and recorded. The Director of Curriculum and Instruction facilitated all stakeholder input sessions. The Superintendent responded in writing to comments received during the public comment period.|2018
19645680000000|Glendale Unified|3||Glendale Unified School District (GUSD) is committed to engaging parents and other stakeholders and incorporating their feedback in decision-making processes. Various programs and events have been established to initiate outreach and build connections with parents, including the Parent Teacher Association (PTA), district initiated webinars, school open house events, Parent Nights, and back-to-school nights. Establishing these connections and developing relationships leads to greater parent involvement. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC) and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC), Stakeholders’ Committee and Parent Advisory Committee. GUSD’s 2017-18 Parent Culture survey revealed that 81% of parents agree or strongly agree (50% and 31%, respectively) that “school[s] encourage me to participate in organized events and parent groups”. Of the parents completing the survey, 62% agree or strongly agree (43% and 19%, respectively) that they “believe that my input on this survey will make a difference”. The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement.  GUSD can gather information on the quantity and quality of parent participation in events and programs as well as establish opportunities for parents to participate in the school decision-making process. GUSD will gather input from parents during events and activities to supplement feedback received on our parent culture survey in order to more comprehensively assess parental perceptions of school participation.   This locally-authored survey was chosen because it gathers information directly from parents and creates opportunities to measure parent perception in addition to quantifiable measures. The survey has been updated for the 2018-19 academic year to align more closely with district LCAP and Board priorities. The survey can be refined to more effectively measure AMO 3-2-1 goal: Parent input in decision making as the “percent of students being represented by a parent/guardian at meetings of local governing boards and/or advisory committees (LCAP, ELAC, DELAC, SSC, or PTA) will increase by 5% per year for All Students and each Student Group”. Additionally, AMO 3-2-2 goal focuses on parent participation in programs for unduplicated pupils - the “percent of students being represented by a parent/guardian at trainings/workshops that are linked to student learning and/or social-emotional development or growth will increase by 10% per year for All Students and each Student Group” - can also be incorporated into the survey.|Met||2018
55724130112276|Gold Rush Charter|3|* Healthy Family survey * CCSS Parent Nights * A.L.I.C.E Training          - November 9, 2017 (All parents, teachers, staff and students)  Health Survey  4/3/2018 & 3/22/2018 Amy Emerald Face to Face  Survey April 12, 2018 & April 16, 2018 5,7,9 & 11 grades      California School Parent Survey GRCS had never administered a Healthy Survey so the survey in the spring of 2018 brought forth valuable information.   The results of this survey allowed us to see that parents do fee their input is heard and that they are actively involved in many aspects of the school.   School allows input and welcomes parent contributions. Strongly agree 79% Agree 21% School encourages parent to be an active partner Strongly agree 86% Agree 14% School actively seeks parent input in important decisions. Strongly agree/Agree 93% Parents feel welcome to participate at the school Strongly agree/Agree 100% Staff treats parents with respect Strongly agree/Agree 100%  California Healthy Survey (Student)   Students report that they feel safe at GRCS and that they understand that bullying is not allowed.   Do you feel safe at your school. Yes all the time/Yes Most of the time 100% Teachers and grown- ups make it clear that bullying not allowed. Yes 100%  Area of Concern Some students in our high school survey showed that they had experimented with electronic cigarettes, marijuana and alcohol. The school plans do use this information to offer a school information campaign about drugs and alcohol.      Parent Survey April 2018- May 2018 Survey included questions regarding after school program. Also included questions regarding art and music.  It is through these surveys and staff meetings that after school reading programs, after school math tutoring and Friday tutoring have been added.   Parents also requested consideration for music and a small music and art programs have started.   We have also added one to one tablets on campus.   Through our LCAP we added goals that would increase our technology program for students on and off campus. Each grade attends technology twice a week and we have added classes that are more in-depth for Independent Study and High School students. With the training that comes from the teacher, students utilize tablets for ELA and math programs that they can also access at home. Through our LCA,P we added in class support by adding new Instructional Aides to the on campus program. These aides assist with lessons, do playground supervision and oversee the new after school reading program Fast ForWord. Fast ForWord is an after school reading program that is offered each day for 30 minutes. Teachers work with parents to determine student needs and then the student is placed in the program for additional support.||Met||2018
37680230124321|Howard Gardner Community Charter|3|Findings Reported:   PARTICIPATION RATE: Howard Gardner Community School administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 59 parents representing K- 8 students participated, approximately a 28% participation rate.  A diverse group of parents were surveyed representing the following subgroups: Socio-economically Disadvantaged, English Language Learners, and Students with Special Needs.   SURVEY FINDINGS: The following are the parent survey findings: • 96% agree/strongly agree that the school allows input and welcomes parents’ contributions.  • 93% agree/strongly agree that the school encourages parents to be an active partner with the school in educating their child.  • 95% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 94% agree/strongly agree that parents feel welcome to participate at the school.  • 98% agree/strongly agree that the school staff treats parents with respect.  • 96% agree/strongly agree that the school staff takes parent concerns seriously.  • 98% agree/strongly agree that the school staff are helpful to parents.  • 81% of parent respondents have attended a general school meeting.  • 57% of parent respondents have attended a parent-teacher organization meeting.  • 78% of parent respondents have served on a school committee.  • 94% agree/strongly agree that the school keeps parents well-informed about school activities.  • 95% agree/strongly agree that the school’s teachers communicate with parents about what students are expected to learn in class.  • 88% agree/strongly agree that the school promptly responds to phone calls, messages or emails.  • 95% agree/strongly agree that the school promotes academic success for all students.  • 91% agree/strongly agree that the school provides a learning environment that is both supportive and inviting.   Howard Gardner Community School selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  The survey was developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    Howard Gardner Community School’s Director and staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
20651770000000|Alview-Dairyland Union Elementary|3||The District seeks parent input through multiple measures including Parent Teacher Club, School Site Council, District English Language Advisory Committee, School Wellness Council, and LCAP Committee.  The District also encourages parent volunteers in classroom settings and offers parent-teacher conferences twice each year.  In addition, the superintendent provides a monthly newsletter and teachers provide weekly classroom updates.  All communication is translated for Spanish-speaking families.  This year in May of 2018, parents were encouraged to respond to an online survey using Survey Monkey.  The survey was used to glean data on various measures of parent involvement and school climate.  Responses were solicited on curriculum, school safety, cleanliness, school rules, communication, caring staff members, and student motivation.  The responses were tabulated for both schools.  Parents responded favorably in all areas—average responses ranged from 87% to a 100% approval rating.  No area was below an 87% approval rating.  All staff is encouraged to seek parent input and our parent involvement policy is reviewed on an annual basis with teachers and School Site Council members.|Met||2018
19647330137471|High Tech LA Middle|3||PROGRESS IN SEEKING INPUT HTLA Middle School is in its initial year of operation as of Fall 2018.  In order to seek input from parents/guardians in school decision-making our school will host Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council.  In addition, HTLA Middle School will host month HTLA Speaker Series on various topics of interest to parents that include but are not limited to:  • Lil Space (technology access) • Teen Line (adolescent social-emotional development  • Holocaust Survivor: student learning and social-emotional development • The Power of Failure • Teenage & Adolescent empowerment  HTLA Middle School will also disseminate weekly emails to parents to keep them abreast of schoolwide events.    In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.|Met||2018
24102490000000|Merced County Office of Education|3||1. The LEA enacts procedures designed to engage parents/guardians/stakeholders in advisory committees. These include holding separate elections for parents/guardians/stakeholders for School Site Councils (SSC). Each SSC elects a representative to serve on the District Advisory Committee. The English Learner Advisory Committees (ELAC) include parents/guardians/stakeholders, who elects a representative to serve on the District ELAC.   With the transient nature of the student population, the LEA frequently notifies parents/guardians/stakeholders regarding participation in meetings of advisory committees. Notifications include information shared at orientation meetings as students enroll in the Court/Community School programs; back to school night and open house events; graduation ceremonies; and other school activities. The LEA provides annual parental notification packets with advisory committee information in addition to regular meeting notifications through the school year.  The LEA administered a parent engagement survey in the Fall of 2018. 92% of surveys received said the school seeks parent involvement and input in school decision making.   2. School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child's education. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings.   The LEA administered a parent engagement survey in the Fall of 2018. 100% of surveys received said the school communicates with parents in their primary language. 92% of surveys said they feel like a member of the school community and the school regularly communicates the performance and progress of his/her child.   3. These measures were selected because they accurately demonstrate that the LEA seeks input from parents/guardians/stakeholders in decision making and promotes parental participation in programs on an ongoing basis. The continual nature of the LEA's measures to promote parent involvement is based upon the transient nature of the student population.   The findings relate to LCAP Goal 2, which addresses parent/guardian/community engagement at all school sites.|Met|The LEA annually measures its progress in: (1) seeking input from parents in decision-making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.|2018
40688330000000|Shandon Joint Unified|3|Parent LCAP surveys, which measured parent’s perceptions of school safety and connectedness, were given to all parents with students in grades 3-12 at all Shandon Joint Union Schools. The survey was based on the needs of the LCAP reporting sections and to aid in the potential growth of the District.  71% of parents surveyed reported their students felt safe at school and 92% of parents feel welcome at school.  80% of parents felt that the school encourages parent participation and 94% of parents felt that the school district meets or exceeds their expectations. 85% of parents felt the grounds were clean, safe and functional but only 68% of parents (mostly at the elementary level) felt that there was enough supervision during recess and breaks.  Parents enjoy a number of activities at the schools including “Back to School Night”, the Thanksgiving Feast, teacher conferences, athletics and the Colt Stampede.  All surveys were available in both English and Spanish. Surveys were offered in both paper and electronic versions and all responses were anonymous . Results were discussed with certificated and classified staff, shared at School Site Council/DELAC, and presented at a regularly scheduled board meeting. Survey feedback was analyzed and considered in formulating LCAP goals and plans of action.||Met||2018
19101990106880|Jardin de la Infancia|3|PARTICIPATION RATE Jardin de la Infancia administered an internal parent survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 35 parents participated, a 97% participation rate.   SURVEY FINDINGS: The following are the parent survey findings:  • 94% of parents agree that Jardin offers parents opportunities for meaningful student participation • 91% agree Jardin allows input and welcomes parents' contributions • 86% agree that Jardin provides a safe learning environment.   In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the Director of Jardin de la Infancia will research a valid evidence-based parent survey for the Spring 2019 parent survey administration that adheres to the requirements of Priority 3 such as the CA Parent Survey, recommended by the California Department of Education.||Met||2018
30665300134221|Kinetic Academy|3|PARTICIPATION RATE: Kinetic Academy administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parent participation in school programs.  A total of 74 parents participated, approximately a 25% participation rate.   SURVEY FINDINGS The following are the parent survey findings: • 87% agree/strongly agree that the school allows input and welcomes parents’ contributions.  • 92% agree/strongly agree that the school encourages parents to be an active partner with the school in educating their child.  • 73% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 91% agree/strongly agree that parents feel welcome to participate at the school.  • 87% agree/strongly agree that the school staff treats parents with respect.  • 76% agree/strongly agree that the school staff takes parent concerns seriously.  • 88% agree/strongly agree that the school staff are helpful to parents.  • 96% of parent respondents have attended a general school meeting.  • 65% of parent respondents have attended a parent-teacher organization meeting.  • 93% of parent respondents have served on a school committee.  • 95% agree/strongly agree that the school keeps parents well-informed about school activities.  • 93% agree/strongly agree that the school’s teachers communicate with parents about what students are expected to learn in class.  • 90% agree/strongly agree that the school promptly responds to phone calls, messages or emails.  • 91% agree/strongly agree that the school promotes academic success for all students.  • 89% agree/strongly agree that the school provides a learning environment that is both supportive and inviting.   Kinetic Academy selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  This survey was developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    Kinetic Academy’s Principal has presented the parent survey findings to its stakeholders and will continue to collaborate with parents to seek input in decision-making and ensure parent participation in school program. In addition, the Principal and staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
43733870000000|Milpitas Unified|3|At MUSD we chose the Sample District Family Involvement Survey adapted from ODE Framework for Building Partnerships Among Schools, Families and Communities because it aligns with the metrics we are using to measure our parent engagement goal as per the LCAP and it is important for us to use a consistent tool to show trends and evaluate progress. A total of 1,154 responses were received.  Decision Making. 84% of those that responded Strongly Agreed. Participation in Programs: 80% of the parents responded Agreed and Strongly Agreed and 20% Neutral. A growth area is to improve on having translation services.||Met||2018
15635450000000|Kernville Union Elementary|3|1. KUSD's annual LCAP survey polled parents of the entire District regarding parent participation with the following questions:  * My child's school values parents/guardians as important partners in their child's education;  * Parents have opportunities to take part in decisions made within the school i.e. School Site council, PTC, Booster's, District Advisory Council (DAC);  * Parents are invited to help plan, implement and evaluate instructional materials, strategies, and programs at DAC and School Site Council meetings, Family Nights, Back To School and/or Open House;  * Parents are provided the resources and training needed to strengthen student learning at home.  An average of 79% of parents' responses agreed or strongly agreed with those statements. This was an increase of 11 percentage points from the prior year's survey.   2. Certificated staff evaluated progress on Engaging Stakeholders by using the Family and Community Engagement Rubric published by RSDSS. Here are the average results of staff members:  • Welcoming to families Emerging (2016-2017 Emerging level) • Communicate effectively Emerging (2016-2017 Progressing level)* • Support student success Emerging (2016-2017 Progressing level)* • Advocacy Emerging (2016-2017 Emerging level) • Leadership Emerging (2016-2017 Emerging level) • Collaborating Emerging (2016-2017 Progressing level)* Progressing is the level just after Emerging.  In the three areas with an asterisk, the level of implementation declined.  The other three areas remained static.  3. These two tools were selected to gather unfiltered feedback from stakeholders. The LCAP Survey is made available to every parent and staff member. All students in fourth through eighth grade were also given the survey. The Family and Community Engagement Rubric is a valid measure of quality parent engagement programs and is useful to KUSD as a means to identify strategies for improvement and increased family/community engagement.||Met||2018
56725205630405|Valley Oak Charter|3|In our annual Schoolwide Parent Survey, the primary goal was to measure parent attitudes and involvement related to our LCAP and WASC goals. The survey addresses parental engagement in school operation and participation in school decision-making. Survey results: •Parents of 59% of our students stated that they actively served on a schoolwide committee. Our schoolwide committees handle specific areas of school operation (curriculum, budget, library, programming, etc.) or school decision-making (Parent Advisory Council, Steering Committee and School Board of Directors). •The parents of 61% of students completed their assigned duties as an Assisting Parent consistently. In this role, parents volunteer to help in classrooms, drive students to school events, or participate in some other individual capacity. • 100% of our parents oversee their child’s educational program and serve as their child’s primary teacher. In this role, they are directly engaged on a daily basis in the education of their children.||Met|At Valley Oak Charter, parents are their children’s primary in-home teacher, responsible for the day-to-day delivery and supervision of their child’s core academics. In this capacity, the parent is supported by VOC staff when and as needed. All members of the school staff, from the Director through office personnel, are available to provide advice and assistance in their own areas of expertise. Parents volunteer at the school multiple times each trimester, working in the classroom or elsewhere on campus, driving students to and from off-site classes or fieldtrips, or assisting with office duties and site maintenance. Parents are also responsible for serving on at least one decision-making committee in order to provide opportunities for our families to be actively involved in our community and to make authentic and meaningful contributions to the overall program.|2018
36678760109850|Public Safety Academy|3|PARTICIPATION RATE: Public Safety Academy administered a parent survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 26 parents participated, approximately a 6% participation rate.   SURVEY FINDINGS: The following are the findings from a series of questions on the parent survey: • 90% feel welcomed at the school. • 90% feel that communication with parents is open, easy and sufficient. • 75% agreed they had been invited to a parent workshop. • 75% would like to attend a workshop on the college admissions process.  • 30% identified Fridays as a convenient day for volunteering and/or attending workshops. • 75% identified the hours of 4-7pm as convenient times to host a parent workshop.  • 37% sated that they would prefer to be notified about workshops and school events via text message.   In order to accurately measure parent input, satisfaction and the requirements of Priority 3, the School’s Principal at Public Safety Academy will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3. In addition, the Principal and school staff will work diligently to increase parent participation in the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
07617546118087|Eagle Peak Montessori|3|Each year Eagle Peak conducts a survey which is anonymous and available to all parents in grades 1-8. The survey covers questions regarding the academic program, parent partnership and over school community feel. Those results are delivered to the Eagle Peak Board of Directors via the Principal's Annual Report. This report also includes a measure of parent involvement with programs and campus activities. This is a school created survey and can be changed to reflect input on subject the board determines to have impact on the program of the school.||Met|Eagle Peak Montessori is an independent charter school which is governed by their Board of Directors. This board consists of 13 members: 6 current parents, 3 outside community members, 2 teachers, the administrator and a position for an alumni parent.|2018
30103060134288|Scholarship Prep Charter|3|"Our efforts to engage our parents and guardians on the progress, successes, and challenges of our school helped us to frankly and honestly evaluate our program. Our parents valued student achievement and school climate as the top priorities. In discussing the results with various parent groups, they articulated that high grades and high test scores were extremely important because these are pathways to better high schools. The higher grades and scores also signified to parents that their choice to enroll their child(ren) into our school was worthwhile. School climate was a clear second priority. Parents and guardians commented that they were thankful that all staff members were active in monitoring the campus, especially the front office staff and administration. Increased safety measures on campus, including the buzz-in gate and active visitor check-in system, were a focus of parent input as well. Parents and guardians strongly agreed with the statements that the school ""keeps (them) informed of school events through the website, newsletters, and phone calls"" and ""offers information meetings with the founders"". The key finding in terms of promoting participation was that the school did not communicate the various ways in which parents can be involved at school through committees and volunteering with the same success. We chose to engage parents (and all stakeholders) with our created survey because it closely aligned with the Local Control and Accountability Plan, the state priorities, and was tailored to items specific to our school and the focus of our charter. Our survey questions allowed us to reflect on the implementation and benefits of our elective and foreign language programs, technology, and social-emotional supports. The findings were very relevant for a number of other data collection tools, including the LCAP, our internal benchmarks, and the SARC."||Met||2018
19768690131128|Da Vinci Communications High|3|ANNUAL PARENT SURVEY INDICATORS: Parents consistently respond positively that they would recommend Da Vinci Communications to a friend or family member seeking a similar school to attend. Over 90% of families rated 8-10 on a 10 point scale on the 2017-18 parent surveys, a rate slightly higher than the previous two years where between 87% and 90% of families rated 8-10. 91% of parents report that Da Vinci Communications does a good, very good, or excellent job of involving parents in the decision-making process in 2017-18, a rate consistent with previous surveys. In 2017-18, 98% of parents report that Da Vinci Communications is good, very good, or excellent at creating a compassionate and caring learning community, also a rate consistent with previous surveys. PARENT PARTICIPATION AT SCHOOL EVENTS: 94% of families attended student events in 2017-18, which remains above the 90% goal. The average number of families attending school committees and meetings was 9, with a total of 45 families attending over the course of the year, also above the school goals of averaging 8 families per meeting with 40 total families over the course of the year. The parent survey completion rate was 69% (average of two administrations), a 2% decrease from 2016-17.||Met||2018
01612340000000|Newark Unified|3|"California Healthy Kids Survey Parents surveyed on the CHKS with students in grades 7 reported the following: ""Teachers communicate with parents about what students are expected to learn"" - 59% Strongly Agree/Agree (28% neither agree nor disagree). 56% of 7th grade parents reported they feel welcome to participate at the school and 59% reported ""School staff takes parent concerns seriously (33% neutral). Responses to these same questions from parents in 9th and 11th grade drop. 43% (9th) and 29% (11th) Strongly Agree/Agree  ""Teachers at this school communicate with parents..."" When surveyed regarding ""Parents feel welcome to participate..."" 32% (9th) and 25% (11th) Strongly Agree/Agree. And finally, when asked ""School staff tales parent concerns seriously,"" 31% (9th) and 28% (11th) Strongly Agree/Agree with the statement.  Math Pilot Survey Parents were also surveyed regarding usability and standards during our math adoption pilot. Parents in all participating pilot questions were given the opportunity to review the pilot materials and provide feedback on publisher/textbook preference.   Fall Parent Survey Finally, a Fall Parent Survey was conducted to hear from parents regarding participation in parent programs offered both at the school sites and district-wide; as well as decision making opportunities available via partnerships with their students' school site and district-wide. 103 total parent responses (English and Spanish surveys were provided):  95% of parents reported being “Yes” to “Have you attended a school event or meeting in the past 12 months. 79% reported being “Satisfied” with the “opportunities to be included in decision-making at …school sites.” 30% of the parents who responded stated they are currently, or in the past, have been a member of a parent leadership group. 57% stated they have attended an event or meeting hosted by NUSD. 68% reported being satisfied with the opportunities to be included in decision-making in NUSD. When asked about whether or not parents would be interested in attending workshop, 37% report yes and 50% responded maybe.  Parents were given an opportunity to list the workshops they would be interested in, as well as provide an opportunity to share additional thoughts or feedback with NUSD via the survey. Parents indicated they would be interested in academic support, homework help, mental health support, social media tools and healthy eating. We will be looking at future dates to provide more Parent Education opportunities based on this parent feedback."||Met||2018
37769010134429|Thrive Public|3|PARENT SURVEY FINDINGS:  PARTICIPATION RATE Thrive Pubic Schools administered a parent survey in English and Spanish. A total of 101 parents completed the English version, and 6 parents completed the Spanish survey, an 18% parent participation rate.   SURVEY FINDINGS: Thrive Public Schools administered a parent survey in English and Spanish survey to gather input and feedback on their experiences at Thrive.   In its survey, Thrive used a Net Promoter Score (NPS).  NPS is a management tool that measures customer service experience and predicts business growth.   Subtracting the percentage of Detractors from the percentage of Promoters yields the Net Promoter Score, which can range from a low of -100 (if every customer is a Detractor) to a high of 100 (if every customer is a Promoter).   The following are the results of the English version of the parent survey:   • How likely are you to recommend Thrive Public School to a friend or colleague? NPS 22 • 94% agree/strongly agree they have a positive relationship with their child’s teacher.  • 80% agree/strongly agree they have a positive relationship with the school’s leadership team.  • 80% agree/strongly agree their family feels like part of the school’s community. • 98% agree/strongly agree they receive regular communication from Thrive • 72% respondents have attended at least one parent informational meeting • 36% have participated in the Family Action Network (FAN) • 26% have attended the monthly coffee/teas hosted at their site.  • 13% set up meetings with teachers  The following are the results of the Spanish version of the parent survey: • How likely are you to recommend Thrive Public School to a friend or colleague? NPS 17 • 100% agree/strongly agree they have a positive relationship with their child’s teacher.  • 83% agree/strongly agree they have a positive relationship with the school’s leadership team.  • 100% agree/strongly agree their family feels like part of the school’s community. • 100% agree/strongly agree they receive regular communication from Thrive • 100% respondents have attended at least one parent informational meeting • 0% have participated in the Family Action Network (FAN) • 17% have attended the monthly coffee/teas hosted at their site.  • 17% set up meetings with teachers  In order to accurately measure the school’s progress in seeking input from parents in decision making and promoting parental participation in programs, the requirements of Priority 3, the Principals at Thrive Public Schools will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.||Met||2018
21654580000000|San Rafael City Elementary|3|(1) Key findings from the parent survey indicate the majority of respondents feel the school values the diversity of the student body and the student body has respect for the school staff.  There is expressed desire for additional opportunities to volunteer and be involved. Many parents also work and may not be available during school hours in order to demonstrate their support. (2) Approximately 88% of respondents reported meeting with teachers once or more per year in person, and 66% of respondents report involvement with their child’s school. Approximately 87% of respondents say they physically helped out which indicates an increase  parent involvement from last year’s survey responses. (3) The selected survey has been under development for several years in order to more closely align with LCAP initiatives (goals 4 and 5), specifically, to promote increased parent and community voice within local control as well as to serve as a longitudinal resource for community Feedback.The elementary school district received 1304 parent responses to the local survey.||Met||2018
33672070000000|Perris Union High|3||Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.  -Develop family-friendly board policies; -Provide professional development on family and community engagement for school staff; -Offer training for parents and community stakeholders on effective communications and partnering skills; -Provide better information on school and school district policies and procedures; -Ensure timely access to information, using effective communications tools; -Information that is translated into languages that parents/families understand; -Hire and train school-community liaisons who know the communities’ history, language, and cultural background to contact parents and coordinate activities; -Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. -Regularly evaluate the effectiveness of family involvement programs and activities.|Met|In 2017-18, the district conducted the California Healthy Kids Survey that included the parent module. 543 responded to the survey; Key survey indicators are:  Parental Involvement -School allows input and welcomes parents’ contributions: 67% agree and strongly agree  -School encourages me to be an active partner with the school in educating my child: 70% agree and strongly agree  -School actively seeks the input of parents before making important decisions: 45% agree and strongly agree -Parents feel welcome to participate at this school: 66% agree and strongly agree   Academic Orientation and Participation -School promotes academic success for all students: 76% agree and strongly agree  -School is a safe place for my child: 73% agree and strongly agree -School motivates students to learn: 69% agree and strongly agree -School has adults that really care about students: 67% agree and strongly agree -School provides opportunities for meaningful student participation: 69% agree and strongly agree   Respect and Cultural Sensitivity -School treats all students with respect: 73% agree and strongly agree  -School promotes respect of all cultural beliefs and practices: 61% agree and strongly agree   Facilities -School has clean and well-maintained facilities/properties: 77% agree and strongly agree|2018
37103710136085|Scholarship Prep - Oceanside|3|Our efforts to engage our parents and guardians on the progress, successes, and challenges of our school helped us to frankly and honestly evaluate our program. Our parents valued student achievement and school climate as the top priorities. In discussing the results with various parent groups, they articulated that high grades were extremely important because these are pathways to better high schools. School climate was a clear second priority. Parents and guardians commented that they were thankful that all staff members were active in monitoring the campus, especially the front office staff and administration. There was concern that the campus was open and, while there are barriers to entry to the school, students have to wait in the morning and afterschool in open areas (even with staff supervision).We chose to engage parents (and all stakeholders) with our created survey because it closely aligned with the Local Control and Accountability Plan, the state priorities, and was tailored to items specific to our school and the focus of our charter. Our survey questions allowed us to reflect on the implementation and benefits of our elective and foreign language programs, technology, and social-emotional supports. The findings were very relevant for a number of other data collection tools, including the LCAP, our internal benchmarks, and the SARC.||Met||2018
19647336114912|Watts Learning Center|3|Findings Reported:   PARTICIPATION RATE: WLC- Elementary School administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parent participation in programs.  A total of 189 parents representing K- 5 students participated, approximately a 46% participation rate.   SURVEY FINDINGS: The following are the parent survey findings: • 87% agree/strongly agree that the school allows input and welcomes parents’ contributions.  • 92% agree/strongly agree that the school encourages parents to be an active partner with the school in educating their child.  • 76% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 90% agree/strongly agree that parents feel welcome to participate at the school.  • 93% agree/strongly agree that the school staff treats parents with respect.  • 88% agree/strongly agree that the school staff takes parent concerns seriously.  • 92% agree/strongly agree that the school staff are helpful to parents.  • 88% of parent respondents have attended a general school meeting.  • 55% of parent respondents have attended a parent-teacher organization meeting.  • 64% of parent respondents have served on a school committee.  • 93% agree/strongly agree that the school keeps parents well-informed about school activities.  • 93% agree/strongly agree that the school’s teachers communicate with parents about what students are expected to learn in class.  • 89% agree/strongly agree that the school promptly responds to phone calls, messages or emails.  • 95% agree/strongly agree that the school promotes academic success for all students.  • 93% agree/strongly agree that the school provides a learning environment that is both supportive and inviting.   WLC – Elementary School selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  The survey is developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    Elevate Elementary’s Principal has shared the parent survey results with parents and the governing board.  In addition, the Principal and staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
19647330120527|Watts Learning Center Charter Middle|3|Findings Reported: WLC – Middle School administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs. Parents with children in grades 6-8 participated and completed the survey. Parents/guardians who were surveyed also represented children identified as English Learners, Socio-economically Disadvantaged, and/or Students with Special Needs.   PARTICIPATION RATE:  A total of 124 parents were surveyed, approximately a 32% participation rate.   SURVEY FINDINGS: SITE #1 The following are the parent survey findings: • 88% agree/strongly agree that the school allows input and welcomes parents’ contributions. • 79% agree/strongly agree that the “school encourages me to be an active partner with the school in educating my child.”  • 78% agree/strongly agree that the school actively seeks the input of parents before making important decisions.  • 83% agree/strongly agree that parents feel welcome to participate at the school. • 92% agree/strongly agree that school staff treat parents with respect.  • 85% agree/strongly agree that school staff take parent concerns seriously. • 37% have attended a school event.  • 23% have volunteered at the school. • 68% have attended a general school meeting. • 48% have attended a meeting of the parent-teacher organization/association. • 76% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 26% have served on a school committee.  • 87% agree/strongly agree the school keeps them well informed about school activities.  • 81% agree/strongly agree that the teachers communicate with parents what students are expected to learn in class.  • 84% agree/strongly agree that the school promptly responds to phone calls, messages or emails from parents.   WLC – Middle School selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3. The new Principal has shared parent survey results with stakeholders (parents, staff and governing board) and will implement steps to promote parent participation in school programs and seek input from parents in decision-making through parent engagement.    WLC Middle School’s new Principal and school staff will work diligently to increase parent survey participation rates for the Spring 2019 parent survey as outlined in the school’s LCAP.||Met||2018
54721990000000|Terra Bella Union Elementary|3|The top 3 findings taken from the latest survey are the continued need to address Student Achievement, Basic Services, and Student Engagement. The survey shows instruction in Common Core as a high priority.  As far as Basic Services, parents have requested the replacement of kindergarten play equipment and a shade structure at the play areas.  Other stakeholders have also requested additional general safety and repairs at the elementary campus.  There was also a specific request to add additional technology devices to reach 1:1 across the district.  The findings from our local survey continue to mirror our LCAP Goals, improvements at each site, improved technology, and 100% Common Core implementation.   The survey presented to stakeholders was chosen because it describes the 8 State Priorities with examples.  The survey also includes an area for fill-in responses to identify specific areas of concern.||Met||2018
01100170124172|Yu Ming Charter|3|PARTICIPATION RATE Yu Ming Charter School administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 270 families, representing students in grades K-7, completed the survey, approximately a 70% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 16% parents meet in person with their child’s teacher at least weekly/monthly. • 20% agreed they are extremely/quite involved in a parent group at school. • 39% have “helped out” at the school at least weekly/monthly.  • 73% have visited the school at least weekly/monthly.   Yu Ming Charter School has shared the parent survey results with parents and the governing board. The School Directors and school staff will continue to collaborate to promote parental participation in programs and seek input from parents in decision-making, and increase parent survey participation rates as outlined in the school’s LCAP.    In order to accurately measure parent input in decision-making, and promoting parental participation in programs, the requirements of Priority 3, the School Directors will research a valid evidence-based parent survey for the Spring 2019 parent survey administration such as the CA Parent Survey to ensure accurate survey reporting and input from parents/guardians.  The CA Parent Survey is an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.||Met||2018
27102720000000|Monterey County Office of Education|3||Alternative Programs has made great efforts to seek input in school/district decision making and promote participation in programs.  Examples include: School Site Council, LCAP stakeholder engagement, back to school night, quarterly mailings, Power School Portal, Black Board Connect, Infinity Learning Maps - parent / teacher conferences, Odysseyware - Base Education, and truancy workshops.  School Site Council consists of staff, parents, students, and community partners.  They meet once a month and discuss school / district business.   Alternative Programs facilitates quarterly LCAP stakeholder engagement.  LCAP stakeholder engagement consists of surveys, program evaluation, and new ideas captured at live sessions with stakeholders.  All programs in Alternative Education facilitate back to school night in the fall as an informational session and open house in the spring focused on student achievement.  Quarterly mailings occur that include NWEA diagnostic scores in reading and math, a letter from the Principal, quarterly newsletters, parent / student handbook, and important dates.  All parents and students are educated on how to use the parent portal in Power School that allows parents to view student grades, credits, and attendance.  Black Board Connect allows Alternative Programs to communicate with staff and parents regarding important  school notices.  Infinity Learning Maps is a tool to understand student learning and serves as a conversation piece among student, teacher, and parents regarding student learning and goals.  Base Education is a social-emotional tool with course offerings for both parents and students monitored by teachers.  Lastly, Alternative Programs offers monthly truancy workshops for students with excessive absences.  Parents and students are provided resources that address truancy and the consequences as well as solutions to improve attendance.  All resource materials, information items, and meetings are made available in English and Spanish dependent on linguistic need.|Met||2018
34674470000000|San Juan Unified|3|Rationale:  A district developed survey is administered annually to all staff, parents, and students in grades 5 – 12.   This survey includes items in a variety of domains with some parallel items appearing on two or all of the surveys.  Parent surveys are available both paper and online with translations for both.  One section that has been used for several years, addresses parent engagement and allows for the identification of trends over time.  The use of this tool allows San Juan to collect perception data in a variety of LCAP related areas with a single tool, thus increasing the response rate for those involved.  In 2017-2018, the survey response rate was approximately 42% (11,504 surveys). The data collected in this survey related to not only the parent engagement priority, but also to the priorities around pupil achievement, pupil engagement, and school climate. Key Findings – School and District Decision making: 81.4% of responding parents/guardians indicated they had an opportunity to provide input on school/district decisions.   Key Findings – Promoting Parent Participation in Programs: 80.5% of responding parents indicated they had opportunities to be involved at their school to support their student’s learning.  Among responses from parents speaking a language other than English, 68.1% indicated availability of materials and services in their language. This information is included in the 2017 – 2020 approved Local Control and Accountability Plan in sections 2.5 and 2.6.||Met|Results from the District Surveys were presented to the Board of Education on March 13, 2018 and the local measures were presented and approved by the Board of Education on September 25, 2018. The minutes from the Board meetings can be found at https://www.sanjuan.edu/Page/361.|2018
29664070000000|Union Hill Elementary|3|"Union Hill sent out 700 surveys to parents and received 349 responses.  This is a 50% response rate, very high as school surveys go, and up from 41% the previous year.  The district chose this survey as it has been in place for several years and has a good response rate.  The district evaluates the survey and adjusts the questions each year based on responses from parents.  The data show parents are comfortable approaching office staff, teachers and principal with questions or concerns.  95% of parents feel teachers are helpful and responsive to the needs of their child and feel their child's academic skills are increasing. It is evident from the response rate and survey results that the district promotes parent participation.  Of all the comments received the most frequent topic of comment was positive (26 responses), and that ""student behaviors are a problem"" (26 response), followed by ""class size"" (13) and ""improve drop off-pick up"" (11).  The district responded to this data by developing and implementing a district-wide behavior support plan for 2018-19."||Met||2018
19648650000000|Palos Verdes Peninsula Unified|3|PVPUSD gathers parent input through an annual LCAP survey. In this survey, input is gathered on a variety of topics. One of those topics is parent participation in schools and the organizations with which they are affiliated in order to be a part of the school and district decision-making process. This survey was selected by the LEA, as it is the only survey that is open to all parents across the district. Approximately 10% of parents across the district completed the survey and the key findings include 72.5% agree and strongly agree that PVPUSD school sites offer a variety of programs for parents to be engaged in the school community. Additionally, 5% are a part of the Site School Site Councils, 61% volunteer for or at the schools and 75% are a part of the PTSA.||Met|Additionally, there are over 24 members on the District LCAP committee, of which 13 are parents. There are also parent representatives on all District-wide committees. Last, each school site has at least one representative on the District English Learner Advisory Committee with participation and attendance at an all time high.|2018
42691120000000|Blochman Union Elementary|3|Priority 3:  Parent Engagement Standard: Local educational agency annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.  The local indicator for parent engagement consists of three requirements as outlined below. 1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making and,  2. Promoting parental participation in programs are as follows:  Partial results from the California School Parent Survey administered in September, 2018:  Parental Involvement (percent of respondents who strongly agree) School allows input and welcomes parents’ contributions:  82% School encourages me to be an active partner with the school in educating my child: 81% School actively seeks the input of parents before making important decisions: 67% Parents feel welcome to participate at this school: 79%  The complete results from the survey can be found on the district’s website located at www.blochmanusd.org.  3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.  We choose the California School Parent Survey (CSPS) because it is sanctioned by the California Department of Education and it specifically addresses the required priorities of the Local Control and Accountability Plan (LCAP).||Met||2018
42693100000000|Santa Maria Joint Union High|3|Administered Parent Survey: 1. Decision Making- 74% Strongly Agree or Agree their school allows input and welcomes parents’ contributions. 51% Strongly Agree or Agree that Schools actively seek the input of parents before making important decisions. 2. Participation- 66% Strongly Agree or Agree that Parents feel welcome to participate at their school. 76% Attended a general school meeting.58% Attended a school or class event. 3. The District choose the California School Parent Survey (CSPS) created by WestEd. Because this short, 34-item survey parallels much of the content of the CHKS and CSSS, it can be used to compare parent, student, and staff perceptions. The Parent Survey was administered in the Fall of 2017-18 with a full report of the survey’s findings available March 2018.  Another Parent Survey will be Administered Nov 2018- Dec 2018 with findings available March 2019.||Met||2018
19647330133702|New Los Angeles Charter Elementary|3|PARTICIPATION RATE: New Los Angeles Charter Elementary School administered the CA School Parent Survey, in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 35 parents with children enrolled in grades K-2 participated (approximately a 22% participation rate) representing students who are socio-economically disadvantaged, English Learners, and Students with Special Needs.   SURVEY FINDINGS: The following are the parent survey findings: • 100% agree/strongly agree that the school allows input and welcomes parents’ contributions. • 100% agree/strongly agree that the school encourages me to be an active.  • 97% agree/strongly agree that the school seeks the input of parents before making important decisions.  • 100% agree/strongly agree that parents feel welcome to participate at the school. • 100% agree/strongly agree that school staff treat parents with respect.  • 100% agree/strongly agree that school staff take parent concerns seriously. • 100% agree/strongly agree that school staff are helpful to parents.  • 97% have attended a school event.  • 100% have attended a general school meeting. • 80% have attended a meeting of the parent-teacher organization. • 97% have attended a regularly scheduled parent-teacher conference with their child’s teacher.  • 100% agree/strongly agree that the school has kept them well-informed about school activities.  • 100% agree/strongly agree that  teachers communicate with parents about what students are expected to learn in class.  • 100% agree/strongly agree that the school promptly responds to phone calls, messages or emails from parents.  • 100% agree/strongly agree that the school’s learning environment is supportive and inviting.  • 100% agree/strongly agree that the school provides a safe learning environment.    New Los Angeles Charter Elementary School selected the CA School Parent Survey, an evidence-based survey, as recommended by the California Department of Education (CDE) and as part of the school’ LCAP process and adherence to Priority 3.  WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract with the CDE Coordinated School Health and Safety Office.    For the Spring 2019 parent survey, the Principal and school staff will work towards increasing the parent survey participation rate.  Results from this survey have been presented to parents and the governing board.||Met||2018
19648080000000|Montebello Unified|3|Montebello Unified School District conducts an annual survey each spring to all parents/guardians across the district. Input and feedback are gathered in order to better meet needs of parents and families. Percentages below are from the annual survey, conducted in Spring 2018, which include results from just under 10,000 parent responses: • 84% of parents indicated that they are a valued partner in their child’s education • 77% of parents indicated that the school provides resources and training to build their capacity in order to assist their children • 84% responded that the school informs parents about the instructional programs implemented at school • 91% of parents responded that they are invited and encouraged to serve on important committees such as the School Site Council, English Learner Advisory Committee, Title I Advisory Committee, PTA, and other groups • 86% of parents responded that they know the academic standards that their child is expected to meet • 89% of parents indicated that they are fully informed about their child’s progress||Met||2018
28662410000000|Calistoga Joint Unified|3|During the 2017-18 school year, both Calistoga Elementary School (CES) and Calistoga Junior/Senior High School (CJSHS) used a local survey to seek input from parents/guardians regarding the Local Control Accountability Plan (LCAP) and decision making. The district chose to use this measure because the responses were anonymous and we were able to gather feedback from those who could not attend meetings. In addition, we solicited input from the English Language Advisory Committee (ELAC), the CES School Site Council (SSC) and Parent Teacher Association (PTA). Monthly Coffee and Conversation meetings at CES also gave parents an opportunity to discuss school issues in an informal setting.   Based on the limited number of survey responses and attendance at parent involvement meetings, we determined that although we have made progress, we still need to increase parent engagement throughout the district.||Met||2018
15637190000000|Pond Union Elementary|3|Pond used multiple channels, outreach strategies, and venues to engage with a diverse array of community stakeholders. A special priority was made to meet with representatives of the targeted students populations served through the LCAP, including the students themselves. The efforts began in October with a series of Program Reviews, sharing the progress made as a result of the goals and investments of the PUESD’s 2015-16 and 2016-2017 LCAPs. Meetings were held by the District to engage community stakeholders in the work of the LCAP from October through May. A survey was produced in February and ran through April 2017 to solicit feedback from the community on the priorities of the LCAP and the District’s goals.Surveys have been sent to parents, advisory groups, teachers/staff and students in March through April 2017 to gather feedback from stakeholders on the existing goals, targets, and investments of the LCAP and to identify desired revisions to the LCAP. Pond School District used quantitative and qualitative data for the goal setting process to share with community stakeholders that is included in the Performance Meter. Attendance rate, suspension rate, data, local ELA proficiency rate, local benchmark math proficiency rate, English Learner reclassification rate, parent survey data, and student survey data where all gathered and shared. DAC/DELAC had no questions for superintendent.||Met||2018
49402530000000|Santa Rosa City Schools|3||A community meeting was held for parents to understand the move from the traditional math pathway to the integrated math pathway. Schools promoted these community meetings that were conducted in both English and Spanish. Input was received from these meeting that impacted the decision making of pathways regarding honors pathways and support for students. The same process will be conducted for the move to new science pathways that embrace the NGSS standards.  All administrators are trained in how to support a well functioning ELAC committee at the sites. Principals receive PowerPoint presentations in English and Spanish to support the training for parents. The goal is to build leadership capacity among our parents. The goal is that they understand that their voice matters and must advocate for their students. All ELAC minutes must reflect that parents' opinions/suggestions are sought.  The focus of ELACs and the DELAC is to build parent capacity and to encourage active participation in the school and district setting. Last year, 2017-2018, ELAC/DELAC parents were instrumental in getting Santa Rosa City Schools' graduation requirements changed to a-g. They were vocal and passionate about the desire to have their children in a-g classes. They attended several Board meetings and spoke publicly demanding the Board adopt these new graduation requirements. To their delight their voice was heard and new graduation requirements were adopted. ALPS (Advanced Learner Plan & Services) Advisory Committee was formed last year (spring 2018) and includes teachers, administrators, parents and other school staff.  CTE District Advisory exists. Local CTE Program Advisory Committees are in the process of being developed for all CTE programs.  At SRCS we value parent participation. To this end, we ensure that all of our communication is provided in English and Spanish. Every site is encouraged to create a line item for translation services in each sites' SPSA. In addition, we have made a concerted effort to provide more language supports to parents by hiring bilingual/biliterate Family Engagement Facilitators for each of our sites. In addition, we have Supporting Our Language Learners (SOLL) counselors who are bilingual at our secondary sites. All site and district meetings, including Board meetings have translation services provided.|Met||2018
20764140000000|Yosemite Unified|3|The LEA annually administers a local survey to parents/guardians and community members. A YUSD Stakeholder Survey link was emailed to all YUSD parents and staff members on October 8, 2018, with a request for their voluntary participation. The link was also placed on our district website. The survey is designed to gather information from stakeholders to assist with district/site decision making, and to gather information from stakeholders to promote parental participation in programs.   Two hundred and fifty stakeholders responded. Forty-six percent of respondents were providing information related to K-8 sites, 41% to Yosemite High School, 12% to the district in general, and 1% to educational options programs.  Seventy-one percent of responders were parents/guardians, 26% were staff members, and 3 % classified themselves as community members. The questions, and the percentage of participants who rated an answer as either a four or five on a Likert scale (1: Strongly Disagree to 5: Strongly Agree) follow—items of significant concern are in bold. More detailed data, charts and graphs are attached.   1. Parents/guardians and students have access to up-to-date grades and assignments: 70 2. YUSD parents/guardians and students are adequately informed about school closures and schedule changes: 76 3. YUSD parents/guardians and students have opportunities to provide input and/or serve on district committees: 63 4. YUSD provides academic supports to help ALL students succeed: 52 5. YUSD provides a wide variety of rigorous courses: 55 6. YUSD provides opportunities for enrichment activities (e.g., field trips, assemblies, pentathlon, athletics, band, mock trial, etc.): 66 7. YUSD provides clean and well-maintained facilities: 68 8. YUSD provides a positive school climate: 55 9. YUSD staff and/or programs provide social and emotional support for students: 51 10. YUSD staff deal appropriately with student discipline: 41 11. YUSD schools’ web and social media sites provide up to date information about school events and activities: 60 12. YUSD provides adequate supervision (lunch, playground, passing periods, etc.): 39 13. Students feel safe and connected at school: 49 14. Students are treated fairly and equitably: 55 15. Students are free from harassment and bullying: 33  The survey also included three open ended questions:  1. What can YUSD schools do to improve student achievement?  2. How can YUSD schools promote positive school climate and help students feel safe and connected at school? 3. What can YUSD do to provide parents/guardians, students, and the community members with greater opportunities to be involved?  YUSD chooses to utilize this survey because it accurately demonstrates that YUSD seeks input from stakeholders and the findings specifically relate to LCAP Goal 3.||Met|This is one of YUSD's areas of strength.|2018
49753900124230|Healdsburg Charter|3|Healdsburg Charter School surveys students, parents/guardians and staff at least once per year. 1. The key findings is that only 49% of HCS parents/guardians believe the school actively seeks input for decision making. 2. The key finding is that 96% of parents/guardians believe HCS promotes parental participation in programs. 3. HCS utilizes a combination of survey tools including the CA Healthy Kids Survey, a survey specifically for LCAP input, a technology survey and input from Site Councils and parent groups including the English Learner Advisory Committee (DELAC). These surveys were selected and are used to inform the goals established to the LCAP and LCFF due to their reliability and ease of use. However, HUSD is actively working to increase Parent Outreach and Education opportunities by increasing staffing to promote parent input and participation.||Met||2018
19647336117048|ICEF View Park Preparatory Elementary|3|PARTICIPATION RATE ICEF View Park Preparatory Charter School administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 87 families, representing scholars in grades TK-5, completed the survey, approximately a 20% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 49% have met weekly/monthly with their child’s teacher in-person. • 19% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 21% volunteer at the school either weekly/monthly basis. • 63% have visited the school weekly/monthly.  In addition, when asked the following question, parents/guardians responded as follows: Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 70% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 86% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 85% responded, this was small/not a problem at all • The school is not welcoming to parents: 90% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 93% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 89% responded, this was small/not a problem at all.  ICEF View Park Preparatory Charter School has shared the parent survey results with parents and the governing board. The Principal and school staff will work diligently to increase parent participation rate for the 2019 Parent Survey.   ICEF View Park Preparatory Charter School will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
43696170000000|Mount Pleasant Elementary|3||Mount Pleasant Elementary School District continues to promote and refine parent participation. The district provides ongoing opportunities for parents to share feedback with the schools and school district. For the 2017-18 school year, the district had five morning and evening meetings (Coffee with the Superintendent). The Superintendent also met four times with the PTA and School Site Council elected members. These meetings are translated and open to everyone; there is no fixed agenda, these are opportunities for parents to share concerns, offer suggestions and provide feedback. The district also held five LCAP Committee meetings; the committee has representation from all the schools, parents from all advisory groups are invited and encouraged to participate, and the meetings are open to everyone. Personal invitations are made, reminder phone calls are made, and translations and childcare are provided. On May of every year before the adoption of the LCAP, the parents of the DELAC/ELAC advisory groups present to the board their involvement in providing feedback on the Annual LCAP revision, their concerns, and recommendations. Also, in 2017-18, the district provided a Parent Academic Fair, the fair took place on four Saturdays, parents had the opportunity to attend two different workshops each Saturday. The workshops were provided in Spanish, English, and Vietnamese, and childcare was provided. Based on parent surveys, parents indicated that they valued and learned from the different workshops, but also indicated that there were too many choices and sometimes it was hard to choose which workshops to attend. The feedback from the parents will be used to improve the Parent Academic Fair for the 2018-19 school year.|Met||2018
41690880000000|Woodside Elementary|3|The School Site Council and Board of Trustees established a all constituent survey to be implemented in early spring annually to assess LCAP and strategic goals. Parent participation in DELAC and Tinsely Outreach are focus area. Parent/guardian feedback focused on the desire for more communication about student progress and differentiated learning opportunities on both sides of the performance spectrum.||Met||2018
19648320000000|Newhall|3||Newhall School District used the following metrics to monitor parent engagement:  Goal: Results on the School Effectiveness Survey will maintain or improve by at least .1% because of increased security measures, visitor check-in policies, and emergency drill standardization. Results: The results on the School Effectiveness Survey showed that 91.05% agree that our schools are safe because of increased security measures, visitor check-in policies, and emergency drill standardization.  6.59% of parents stated they did not know..Goal: Gather feedback from parents and key stakeholders to create 2017-2020 LCAP through site and District meetings. Results: Held LCAP stakeholder feedback meeting at each site to provide input into LCAP design and held a District meeting with key stakeholders (SSC, PTA/PTO, Foundations, ELAC reps) to provide feedback on the draft LCAP as well.  Goal: Track volunteer hours, annual fundraising, and attendance at fall parent conferences. Results: Tracked parent volunteer hours for a total of 72,886. This is an increase of 10,615 hours. Tracked annual fundraising by all sites. The District sites raised $503,755, an increase of $66,791. Tracked percentage of parent attendance at fall conferences. 94% of all parents attended fall conferences. Goal: Provide CCSS parent workshops and parent engagement opportunities at District English Learner Advisory Committee (DELAC) and GATE District Advisory Committee(GDAC) events. Results: Common Core Parent Workshops were not planned for this year based upon feedback that they were not needed at this time. Held parent engagement opportunities at 3 DELAC and 3 GDAC events. The average attendance at each DELAC event was 130 students and parents. The average attendance at the GDAC events was 219 students and parents. Attendance at our DELAC and GDAC events continued to rise throughout the year. Feedback from parents was overwhelmingly positive. The three events for both DELAC and GDAC engaged students in the following: • Science and Engineering Practices connected to NGSS • Sculpting techniques in Art  • Healthy Cooking.   We chose these metrics because each of these indicators are current data points in the Newhall School District LCAP. Newhall School District believes there is a direct link to parent engagement and student achievement. Parent engagement is a high priority for the Newhall School District. Parents are highly involved in parent conferences, school events, and other District events. Sites tracked all events with parent sign-in sheets to document attendance. At District events, parents signed in by school site to help track attendance for sites as well. Each site has a bilingual community liaison based upon priority language needs of the site. The community liaison played an instrumental part in helping support parents and encourage parents to attend a variety of events. They also served as critical translators at the major District events.|Met||2018
19768690119636|Da Vinci Design|3|ANNUAL PARENT SURVEY INDICATORS: Parents consistently respond positively that they would recommend Da Vinci Design to a friend or family member seeking a similar school to attend. 90% of families rated 8-10 on a 10 point scale in 2017-18, and between 85% and 90% of families rated the same way on the 2015-16 and 2016-17 parent surveys. 91% of parents report that Da Vinci Design does a good, very good, or excellent job of involving parents in the decision-making process in 2017-18, a rate slightly higher than previous year. 97% of parents reported that Da Vinci Design is good, very good, or excellent at creating a compassionate and caring learning community in 2017-18, a rate consistent with the two previous years.PARENT PARTICIPATION AT SCHOOL EVENTS: 97% of families attended student events in 2017-18, a rate slightly higher than in 2016-17. Parent survey participation rates (based on enrollment for fall and spring surveys) increased 4% from under 78% in 2016-17 to 82% in 2017-18.||Met||2018
49710356052377|Wright Charter|3|"In the past, schools in the district sent out a ""Parent Satisfaction Survey"" at the end of each school year to all families, and results were collated and used in various reports. The questions on the survey related to 1) school/home communication, 2) knowledge of and satisfaction with the instructional program, 3) level of, and opportunities for, parent and community involvement, and 4) perceptions about the culture and earning environment at the school. Last Spring the district developed a new ""District Parent Feedback Survey"" that was given to parents of all third graders at each school. Questions were added that focused more on parent and community Involvement as they more directly relate to our LCAP Goal 3: ""Active parent involvement, participation and engagement in school functions and students' education will increase, and more parents will volunteer in classrooms and participate on district and site-level committees. "" Questions on the new survey specifically ask whether or not parents are encouraged to be involved in their children's education and to participate in school activities and events, and also whether they are provided with opportunities to learn about and participate in school and district meetings. Additionally, a narrative space was added for parents to comment on any challenges or impediments they face in attending school and district meetings or events, so that the potential barriers that inhibit parent involvement could be evaluated and hopefully reduced. Results from the district's ""Parent Feedback Survey"", sent home to parents of all 3rd graders last Spring, showed that 86% of those who responded feel that their involvement in their child's education is valued, and 90% of the parents responding said they are invited to meetings so that they can both learn about participating in what is going on in the school and district. Parents continue to cite work conflicts and home/parenting responsibilities as the main barrier to attending more meetings at school.   Many parents attend their children's school events, activities and parent conferences, and the schools generally have very good attendance at ELAC meetings, but getting parents to participate on School Site Councils and district committee meetings has been more difficult. The average number of parent volunteers for the year was 60 volunteers per week, which is almost twice as many as last year, at 32. We also saw a significant increase in the number of EL parents attending both the ELAC and DELAC meetings at all school sites."||Met||2018
28662666026983|Napa Valley Language Academy|3||Napa Valley Language Academy has an open door policy for all parents and provides many opportunities for parents to provide input on decision making.  Various programs and events have been established to make connections with parents and seek input.  These include but not limited to the following: monthly meetings with CLASE (Cultural, Language, Arts, Students, Enrichment-our PTO), monthly meeting with charter council, back to school night, open house, and three Town Hall meetings throughout the school year.  We also have a Parent Resource room run by our Parent Liaison.  This center offers trainings and workshops on student learning and social emotional development growth.  These trainings have been offered at our parent liaison on a monthly basis and range from nutrition classes, advocacy classes, to the road to college, and BEST/PBIS.  We have a monthly calendar that goes out to parents at the beginning of each month with offerings for the following weeks.  On a given workshop, according to our sign in's, we have anywhere from 10-35 parents participating at the workshops.|Met||2018
49753900000000|Healdsburg Unified|3|HUSD survey's students, parents/guardians and staff at least once per year. 1. The key findings is that 52%, up from 38% in 2016-17, of HUSD parents/guardians believe the school and district actively seeks input for decision making. 2. The key finding is that 96% of k-5 and 81%, up from a low of 16% two year ago, of grades 6-12 parents/guardians believe HUSD promotes parental participation in programs. 3. HUSD utilizes a combination of survey tools including the CA Healthy Kids Survey, a survey specifically for LCAP input, a technology survey and input from Site Councils and parent groups including the English Learner Advisory Committees. These surveys were selected and are used to inform the goals established to the LCAP and LCFF due to their reliability and ease of use. However, HUSD is actively working to increase Parent Outreach and Education opportunities by increasing staffing to promote parent input and participation.||Met||2018
19768690119016|Da Vinci Science|3|ANNUAL PARENT SURVEY INDICATORS: Parents consistently respond positively that they would recommend Da Vinci Science to a friend or family member seeking a similar school to attend. 94% of families rated 8-10 on a 10 point scale on the 2017-18 parent surveys, which represents an increase from the two previous years where approximately 90% of families responded the same way. 93% of parents report that Da Vinci Science does a good, very good, or excellent job of involving parents in the decision-making process in 2017-18, a rate consistent with previous year. In 2017-18 surveys, 99% of parents report that Da Vinci Science is good, very good, or excellent at creating a compassionate and caring learning community, a rate slightly higher than the previous year. PARENT PARTICIPATION AT SCHOOL EVENTS: Over 1,800 family sign ins were received for school events such as Exhibition Night, Presentations of Learning, and Student Led Conferences, and an average of 6 parents regularly attended committee decision making meetings including School Site Council. 280 parents completed the Fall 2017 parent survey, and 184 families completed the Spring 2018, both exceeding the goal of 150 parent surveys complete for each administration.||Met||2018
01612590000000|Oakland Unified|3|ABOUT THE PARENT SURVEY OUSD has administered the California School Parent Survey every year to all parents within all grade spans since 2010-11. The survey is provided in six languages (English, Spanish, Chinese, Vietnamese, Khmer, Arabic). Our LCAP goal is for all schools to reach at least 40% parent response rate.  In 2017-18, 12,855 parents/guardians submitted responses to our parent engagement survey, including 1,197 special education parents, and 50 schools (57.5%) reached or exceeded the 40% response rate. Response rates were 8.3 percentage points lower this year because we moved to online survey administration and only printed a limited number of paper surveys due to budget reductions.  We added parent responses to survey questions related to School Connectedness, as recommended by our LCAP Parent Student Advisory Committee:  1. I feel welcome to participate at this school. 2. School staff treats me with respect. 3. School staff takes my concerns seriously. 4. School staff welcomes my suggestions. 5. School staff responds to my needs in a timely manner. 6. School staff is helpful. 7. My child's background is valued at this school.  WHY WE CHOSE THE CALIFORNIA SCHOOL PARENT SURVEY The survey includes questions related to parent engagement (Priority 3), as well as to parent perceptions of student safety (Priority 6), learning conditions (Priority 1), and participation in afterschool and meal programs. We chose the California School Parent Survey because it provides rich information about parent involvement - critical to student success. The parent survey also gives information about parents’ views on student engagement (Priority 5) and school climate (Priority 6).  KEY FINDINGS: PARENT PARTICIPATION IN PROGRAMS In 2017-18, 92.7% of parents felt welcome to participate in their child’s school, 95.1% felt the school staff treated them with respect, 90.3% felt the school staff takes their concerns seriously, 89.7% felt that the school staff welcomed their suggestions, 89.1% felt the school staff responds to their needs in a timely manner, 92.8% felt the school staff is helpful, and 91.7% felt their child’s background is valued at their school.  KEY FINDINGS: PARENT INPUT IN SCHOOL AND DISTRICT DECISION-MAKING In 2017-18, 89.6% of parents felt encouraged to be an active partner with the school in educating their child, and 89.1%  felt encouraged to participate in organized parent groups (school site councils, committees, parent organizations, LCAP Parent Student Advisory Committee, etc.).  Filipino, white and Asian families felt the most encouraged to be an active partner with schools in educating their children (95.3%, 94.9% and 94.7%, respectively), whereas American Indian/Alaska Native families felt the least encouraged to be an active partner (85.1%).||Met||2018
30666700000000|Santa Ana Unified|3|Santa Ana Unified School District is dedicated to working collaboratively and comprehensively with staff, families, parents, and the community to strengthen the learning environment which is focused on raising the achievement of all students and preparing them for success in college and career. To further foster an inclusive community, the District has prioritized engagement with all stakeholders by developing the Department of Community Relations. The function of the department is to work collaboratively with stakeholder groups including local businesses, community/civic organizations, parent groups, other SAUSD departments, and school sites to establish, develop, and leverage mutually beneficial relationships that improve the academic success of all SAUSD students.  Parent/Family engagement is one of the most important characteristics of a positive school climate and quality education.  When parents and the family are involved at school, children perform better in both behavior and academic achievement.  To further expand community engagement and relations, the District provides a breath of opportunities to engage all parents and families through access to Wellness Centers, which offer a range of classes and resources, monthly parent meetings, annual parent conferences, and parent of the year recognition.  In accordance with this function and to further support equity, access, and inclusion, the Community Relations department is responsible for supporting the practice of family and community engagement (FACE) throughout the entire District. Although the practice of engaging all stakeholders is the responsibility of all those who serve students, the District is committed in providing all the support, resources, and structures by establishing a Wellness Center at each one of the 56 sites in addition to a District Wellness Center. To support fidelity of this practice and provide additional support to schools, families, and community, sites will be staffed with FACE liaisons and workers who will act as facilitators in providing support, resources, and access to balanced menu of options reflective of the needs of each site.||Met|In 2017-2018, the California School Parent Survey (CSPS) was completed by 15,983 SAUSD parents. Results indicate the majority of parents surveyed agreed with being engaged in school and district decision making and promotion of participation in programs.  In regards to their feelings related to school and district seeking input in school and district decision making, 93% of the participants the school keeps parents well-informed about school activities and 85% of parents agreed they attended a general school meeting. Participants agree schools and the District promote parental participation in programs. Over 90% agree schools allow input and welcome parents’ contributions and encourage parents to be active partners in the school and  94% of participants feel welcome to participate at school and 94% agree the school staff treat parents with respect.   Parent Involvement: School Encourages Parent Involvement  Key findings from the survey related to seeking input from parents/guardians in school and district decision making (17-18). School keeps me well-informed about school activities. 93% Attended a general school meeting. 85%  Key findings from the survey related to promoting parental participation in programs (17-18). School allows input and welcomes parents’ contributions. 90% School encourages parent to be an active partner with the school in educating my child.  91% Parents feel welcome to participate at school. 92% School staff treat parents with respect.  94%|2018
19647336119044|Multicultural Learning Center|3|We used a new survey to assess parent perception of school climate and engagement in  grades K-8 designed and administered by Panorama Education. In addition to surveys, MLC holds regular meetings and forums with parents to collect feedback for school-wide decision making, planning, and implementation.  Following is a summary of data collected: 1) Advisory Council (including staff and parents); 100% of participants gave favorable rating for their involvement in school-wide decision making.  2) At our parent meetings around decision-making, parents have identified health, wellness, and physical site improvements related to those objectives as a priority. As a result, parents are supporting a facility improvement initiative by raising funds to pay for landscape architect and also contributing ideas and support to creating school gardens, nutrition campaigns, and improved outdoor play space for students. Parent input also led to the schoolwide decision to hire additional staff for physical education and to reinvent our before and after-school programs so we can grow opportunity for wellness and activity for our students.  3) 57% of parents surveyed were at least somewhat involved in efforts to raise funds for school resources or learning activities tied to our LCAP.  4) 56% of parents surveyed are involved in school activities at least monthly, which includes formal and informal meetings with administration and staff to give feedback and/or inform decision making.  5) 50% of parents surveyed are involved in our Parent Groups (including Parent Council and Advisory Council) both of which support school-wide initiatives and contribution to school-wide decision-making. However, only 5% or less are willing to take leadership roles to organize events or activities.  6) When surveying parents regarding the type of participation activities they are most likely to attend, the majority of parents prefer events that are on campus, including both parents and students, and have a community feel to them versus events off campus, or that don’t include the entire community.  7) During in-person meetings and assessments, a majority of parents feel that recent changes in leadership and expansion of the school have diminished opportunity for parent engagement. This collection of data has been far more useful than surveys, and has led us to plans for improvement including: a. Re-visiting the roles and functions of school leadership to engage with parents on school-wide decision making.  b. Parent Workshops that have dual purpose, of informing parents of school-wide values and practices as well as empowering parents with tools to use at home to support students.  c. Increased opportunities for community-building across stake-holder groups to include staff, parents, and students around school values.||Met||2018
37737910000000|San Marcos Unified|3|As part of the LCAP process, the District annually administers a parent survey to solicit feedback on the District's efforts in the following areas: the instructional program; student support, achievement and engagement; parent involvement; positive school climate; English language learner programs. The parents respond to a number of statements on a continuum from strongly disagree to strongly agree.  The goal is to have parents agree or strongly agree with the statements. Instructional Program:  Approximately three-quarters (80%) of responding parents are aware of grade-level, subject area standards, believe grades clearly communicate their child's progress toward proficiency (76%), and think the instructional program develops the necessary skills for college and career (74%- an increase of 4% from 2017).  In comparison with 2017, 5% more parents (77% total) think the instructional program addresses their child's needs or interests.  Parents of English learners are more confident in their knowledge of what their child must do to graduate college-and career- ready (13% higher than other parents). Student Support, Achievement, and Engagement:  More than three-quarters of parents think their child is being appropriately challenged (78%) and that instructional resources (e.g., technology) support their learning (83%).  However, only 61% feel their child's needs are addressed through academic supports (e.g., tutoring, support classes), and only 63% (-up 6% from 2017) think extra programs before and after school (e.g., sports, extracurricular activities, extended learning) have made a difference in their child's education.  Eight percent more parents than 2017 feel their child has access to  counseling for attendance issues or behavioral concerns and six percent more parents than 2017 feel their child has access to college guidance counseling. Parents of English learners convey greater belief that their child's needs are addressed through academic supports (79%).  Parent engagement:  81% of parents feel welcome at their child's school and 85% find communication to be timely and up-to-date (an increase of 5% in each area over 2017).  Ninety percent of parents feel informed about events and programs at their child's school, eighty-three percent participate in activities or decision-making committees, yet only 67% say the District or school offers valuable workshops for parents.  Parents of English learners express similar views and rates of participation.   Positive school climate:  More than 80% of parents think their child's school is well-maintained (89%) and clearly articulates behavior expectations (83%).  However whereas 84% say their child feels respected by teachers and staff, only 65% believe students treat other students with respect.  Perceptions of school climate are more positive among parents of English learners (12% more feel students are respected by staff and 17% more feel students treat other students with respect).||Met||2018
36679340000000|Victor Valley Union High|3|Victor Valley Union High School District (VVUHSD) is committed to the involvement and feedback of all stakeholders in the decision making processes at site and district levels.  The Local Control and Accountability Plan (LCAP), as well as the Strategic Plan 2020, reflect creativity, diversity and commitment to raise levels of student achievement. VVUHSD used a variety of activities during multiple events to involve parents/guardians in discussion, review of goals, district data, the proposed action and services in the LCAP, School Plan for Student Achievement (SPSA) and Strategic Plan. The programs and events used to gain valuable family input included the LCAP Advisory committee, school site council meetings, English Learner Advisory Committee (ELAC) and District ELAC meetings, Superintendent’s Advisory Council, Coffee with the Principal meetings, and Family Centers at school sites with a Family Engagement Liaison who provides additional outreach. VVUHSD launched a new climate survey for families from Panorama Education in the winter of 2017-2018. We received 735 responses representing the approximately 10,090 students.  The family survey asked specific questions regarding seeking input from parent/guardians regarding decision making, as well as promoting parent participation. When asked if the parents/guardians feel the school staff welcome their suggestions, the response rate was 79% with 551 respondents selecting Strongly Agree/Agree.  This demonstrates a slight increase of 5% from the prior 2016-2017 California School Parent Survey (CSPS).  When asked if they feel welcome to participate at their students’ school, 87% of parents/guardians responded favorably with 630 selecting Strongly Agree/Agree. The Panorama survey recorded a favorable response rate of 87%, this demonstrates a slight increase of 4% from the CSPS. VVUHSD chose to move from CSPS to Panorama due to the fact that Panorama allows principals to access their data, explore their survey results, and use a tool called Playbook for proven strategies to address areas of need. The results the Family Feedback survey, revealed parents in our district feel welcomed and encouraged to participate and support their students.  There are two areas in which our district must continue to focus on improving according to the data. The first area is actively seeking out parents to provide input when conducting important decision-making. Although they may be contributing, additional data suggest their concerns may not be taken as seriously as they would hope. The second area is to provide parents more guidance and information about the importance of their role at the school site. These areas are embedded into the LCAP action/services by the school sites continuing to redesign and expand Parent Centers at each school site and increase the Family Engagement Liaisons positions from six school sites to seven for the 2018-19 school year. Parent involvement continues to be a primary objective for VVUHSD.||Met||2018
19647336121081|ICEF View Park Preparatory Middle|3|PARTICIPATION RATE ICEF View Park Preparatory Charter Middle School administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 56 families, representing scholars in grades 6-8, completed the survey, approximately a 16% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings:  In the area of Family Engagement:  • 23% have met weekly/monthly with their child’s teacher in-person. • 11% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 14% volunteer at the school either weekly/monthly basis. • 43% have visited the school weekly/monthly.  In the are of Barriers to Engagement: Parents/guardians were asked the following questions:   Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 69% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 76% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 80% responded, this was small/not a problem at all • The school is not welcoming to parents: 85% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 82% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 85% responded, this was small/not a problem at all.  ICEF View Park Preparatory Charter Middle School has shared the parent survey results with parents and the governing board. The Principal and school staff will work diligently to increase parent participation rate for the 2019 Parent Survey.   ICEF View Park Preparatory Charter Middle School will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.  In addition, the School Principal will collaborate with school staff to increase parent participation for the 2019 Parent survey.||Met||2018
19647330101196|ICEF View Park Preparatory High|3|PARTICIPATION RATE ICEF View Park Preparatory Charter High School administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 75 families, representing students in grades 9-12, completed the survey, approximately a 14% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings:  In the area of Family Engagement:  • 16% have met weekly/monthly with their child’s teacher in-person. • 11% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 5% volunteer at the school either weekly/monthly basis. • 32% have visited the school weekly/monthly.  In the are of Barriers to Engagement: Parents/guardians were asked the following questions:   Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 80% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 88% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 89% responded, this was small/not a problem at all • The school is not welcoming to parents: 95% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 95% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 93% responded, this was small/not a problem at all.  ICEF View Park Preparatory Charter High School has shared the parent survey results with parents and the governing board.  The Principal and school staff will work diligently to increase parent participation on the 2019 parent survey as outlined in the school’s LCAP.   ICEF View Park Preparatory Charter High School will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.  In addition, the School Principal will collaborate with school staff to increase parent participation for the 2019 Parent survey.||Met||2018
01612590123711|Vincent Academy|3||At least 2 sources of gaining parent information have been utilized in addition to the recommendations of the Parent Leadership Group. Parent response rate is more than 50% Staff- community based resources- do provide formal and informal trainings to increase parent involvement and engagement in all aspects of school activities. Parent recommendations do contribute to scheduling parent training topics. Interpretation services are available.|Met||2018
09100900123521|Charter Alternative Program (CAP)|3|Communication with stakeholders has and remains a top priority, and significant progress has been made in this area, including the expanded use of mass-phone/text/email messaging, program-specific website subscription services, downloadable brochures, online stakeholder surveys, emergency communications, improvements to our website.  Direct mail is still also used.  We utilize an online survey service for reaching out to and getting authentic feedback from all stakeholder groups, including students, parents, staff, and community members. While parental interactions can sometimes be limited for our at-risk students, every effort is made to engage and encourage parent participation.  Traditional mail and phone calls from teachers and the site administrator supplement the newer systems. Parents have indicated in our annual stakeholder surveys that communication is timely and informative.  Parents and students are invited to participate in School Site Council meetings twice a year.||Met||2018
19646340120303|ICEF Inglewood Elementary Charter Academy|3|PARTICIPATION RATE ICEF Inglewood Elementary Academy administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 228 families, representing students in grades TK-5, completed the survey, approximately a 61% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 38% have met weekly/monthly with their child’s teacher in-person. • 23% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 25% volunteer at the school either weekly/monthly basis. • 62% have visited the school weekly/monthly.  In addition, when asked the following question, parents/guardians responded as follows: Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 87% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 93% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 93% responded, this was small/not a problem at all • The school is not welcoming to parents: 95% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 97% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 94% responded, this was small/not a problem at all.  ICEF Inglewood Elementary Academy has shared the parent survey results with parents and the governing board. The Principal and school staff will work diligently to increase parent participation rate for the 2019 Parent survey.   ICEF Inglewood Elementary Academy will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
12628280000000|Freshwater Elementary|3|California Healthy Kids Survey was administered to fifth and sixth graders in 2017-18.  Perceptions of school safety are as follows: 78% of students reported feeling safe at school most or all of the time.   76% of students reported having a caring relationship at school.   Full results of both school climate indicators from both Part 1 and Part 2 were reported to the board on 11/13/18.||Met|This school climate data is used to inform LCAP Goal #3.|2018
19646340120311|ICEF Inglewood Middle Charter Academy|3|PARTICIPATION RATE ICEF Inglewood Middle Academy administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 32 families, representing scholars in grades 6-8, completed the survey, approximately a 16% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings:  In the area of Family Engagement:  • 31% have met weekly/monthly with their child’s teacher in-person. • 16% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 6% volunteer at the school either weekly/monthly basis. • 56% have visited the school weekly/monthly.  In the are of Barriers to Engagement: Parents/guardians were asked the following questions:   Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 71% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 81% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 77% responded, this was small/not a problem at all • The school is not welcoming to parents: 90% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 97% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 87% responded, this was small/not a problem at all.  ICEF Inglewood Middle Academy has shared the parent survey results with parents and the governing board.  The Principal and school staff will work diligently to increase parent participation rate on the 2019 Parent Survey.   ICEF Inglewood Middle Academy will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.  In addition, the School Principal will collaborate with school staff to increase parent participation for the 2019 Parent survey.||Met||2018
19647330117937|ICEF Vista Elementary Academy|3|PARTICIPATION RATE ICEF Vista Elementary Academy administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 233 families, representing scholars in grades TK-5, completed the survey, approximately a 77% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 38% have met weekly/monthly with their child’s teacher in-person. • 27% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 31% volunteer at the school either weekly/monthly basis. • 60% have visited the school weekly/monthly.  In addition, when asked the following question, parents/guardians responded as follows: Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 93% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 96% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 97% responded, this was small/not a problem at all • The school is not welcoming to parents: 97% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 97% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 99% responded, this was small/not a problem at all.  ICEF Vista Elementary Academy has shared the parent survey results with parents and the governing board. ICEF Vista Elementary Academy will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
36677850000000|Mountain View Elementary|3|The District strives to involve parents in the educational experience of their child in various ways. Parents are offered opportunities and do participate in their child’s education. Parents serve on district advisory committees such as the District English Language Advisory Council (DELAC) and LCAP Stakeholder & Parent Advisory Committee (SPAC).  Parents serve on school site committees such as: School Site Council,  English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math Night, Parent /Teacher Conferences, Coffee with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, Parent Workshop: Partners in PBIS and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones),  Supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as PTA Reflections Program, Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Stakeholder Survey and School Banners. During the 2017-18 school year, all parents in grades TK-8 were offered the opportunity to complete the California Schools Parent Survey (WestEd). This is the first year the District has used this survey.  It was chosen as the Cal-SCHLS survey has a component for staff, students and parents well as being recommended by CDE.  The key findings of the survey revealed that of the parents completing the survey, 90% agree or strongly agree (46% and 44%, respectively) that the “school encourages me to be an active partner with the school in educating my child” (3% reported “Don’t know”).  Seventy-seven percent agreed or strongly agreed that the “school allows input and welcomes parents’ contributions “ (45% and 32%, respectively, 11% indicated “Don’t know”). Fifty-six percent agree or strongly agree (33% and 23%, respectively) that the “school actively seeks the input of parents before making important decisions” (23% reported “Don’t know”). The survey will be offered again during the 2018-19 school year and comparisons to prior year will be made with action steps to be created. The survey findings align to the goal(s) of the LCAP, which includes involving and educating parents in decision-making and funding decisions.||Met||2018
19647330115287|ICEF Vista Middle Academy|3|PARTICIPATION RATE ICEF Vista Middle Academy administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 135 families, representing scholars in grades 6-8, completed the survey, approximately a 70% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 22% have met weekly/monthly with their child’s teacher in-person. • 22% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 19% volunteer at the school either weekly/monthly basis. • 46% have visited the school weekly/monthly.  In addition, when asked the following question, parents/guardians responded as follows: Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 90% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 93% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 93% responded, this was small/not a problem at all • The school is not welcoming to parents: 98% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 99% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 96% responded, this was small/not a problem at all.  ICEF Vista Middle Academy has shared the parent survey results with parents and the governing board. The Principal and school staff will work diligently to increase parent participation rate on the 2019 Parent Survey.   ICEF Vista Middle Academy will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
19647330117952|ICEF Innovation Los Angeles Charter|3|PARTICIPATION RATE ICEF Innovation Los Angeles Charter School administered the Panorama Education Family Survey in order to seek input from parents in decision-making, and to promote parental participation in programs.  A total of 72 families, representing scholars in grades TK-5, completed the survey, approximately a 40% parent participation rate.    SURVEY FINDINGS: The following are the parent survey findings: • 67% have met weekly/monthly with their child’s teacher in-person. • 36% agreed they have been extremely/quite involved in a parent group(s) at their child’s school. • 46% volunteer at the school either weekly/monthly basis. • 79% have visited the school weekly/monthly.  In addition, when asked the following question, parents/guardians responded as follows: Question: How big of a problem are the following issues for becoming involved with your child’s current school? • School Staff seem to busy: 86% responded, this was small/not a problem at all.  • You feel unsure about how to communicate with the school: 92% responded, this was small/not a problem at all • The school provides little information about involvement opportunities: 96% responded, this was small/not a problem at all • The school is not welcoming to parents: 96% responded, this was small/not a problem at all. • The school does not communicate well with people from your culture: 97% responded, this was small/not a problem at all. • You do not feel a sense of belonging with your child’s school community: 94% responded, this was small/not a problem at all.  ICEF Innovation Los Angeles Charter School has shared the parent survey results with parents and the governing board.  The Principal and school staff will work diligently to increase parent participation rate on the 2019 Parent Survey.   ICEF Innovation Los Angeles Charter School will research whether to continue to administer the Panorama Family Survey or another evidence-based survey to gather input/feedback while effectively engaging parents and guardians.  Developing parents’ capacity to contribute to their child’s learning is an important factor in promoting positive student outcomes.||Met||2018
12628930000000|Jacoby Creek Elementary|3||The Jacoby Creek School District seeks input from parents/guardians in a number of ways. The School Site Council serves as the district’s LCAP Advisory Committee and works to collect stakeholder data.  In the 2017-2018 school year, three focus group meetings were held to solicit parent input surrounding LCAP goals.  A survey was also sent to parents.  Additional formal input meetings, including LCAP advisory meetings, will be scheduled during the 18-19 school year.  The Jacoby Creek School District will promote parental participation in a variety of ways.  The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, and parent participation in fund raising efforts, and parental involvement in our PTO, School Site Council, Jacoby Creek Children’s Education Foundation, and Athletics Committee.      Though Jacoby Creek School District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  Progress will be measured by tracking attendance at Back to School Night and Parent Teacher Conferences, tracking Focus Group attendance, tracking survey responses, and monitoring whether or not fund raising goals are met.    High levels of parent involvement are currently enjoyed by the school. The goal for the 2018-2019 school year is to maintain the current levels of involvement.    The District LCAP includes the goal: JCS will be a safe, healthy, and inclusive environment for learning.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  Our LCAP Advisory Committee is dedicated to soliciting both qualitative and quantitative data from our stakeholders. For this reason, we will annually survey the families and offer focus group meetings.    By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the school community.|Met||2018
01611190119222|Nea Community Learning Center|3|"Seeking input from parents/guardians is an identified goal for Nea. To measure the effectiveness of Nea’s efforts to seek input from parents/guardians in school and district decision making and promoting parental participation in programs, Nea sends out a comprehensive survey twice per school year.   A ""comments"" section in the survey provides an opportunity for parents to outline additional areas that they are supportive of or would like to see adjustments in. These areas showed that parents are dedicated to learner achievement and progress on a daily basis.   -Facilitators use Class Dojo to keep parents up to date on their learners' behavior and classroom happenings. Parents requested more behavior updates on a platform they could access. Class Dojo met this request.   -Parents can access all data related to learners’ scores on assignments, benchmarks, quizzes and tests, via their Jupiter Grades portal. Jupiter access is vital as parents wanted a program that provided them with their own username and password to access their child's grades.   -Parents receive state assessment data as soon as its available and are able to visit staff websites for content specific questions. Survey findings indicated many parents did not understand how to interpret the data. Cheat sheets and staff website breakdowns help with this endeavor.   -Nea has a number of active committees and a governing board. Committees are composed of the Lead Facilitator, Department Leads, Facilitators, Support Staff, Parents and Learners. Committee meetings relate to finance, curriculum and standards, program evaluation, LCAP, WASC, and personnel. The Lead Facilitator meets regularly with these teams to guide them through analyzing data, determining professional development needs, providing learner support structures, and addressing other curricular issues.   -Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year. Further, the Lead Facilitator prepares progress reports to both the Nea Governing Board and CLCS Board of Directors for review and approval.   Nea administers the California Healthy Kids Survey for parents, students, and staff because it is the largest statewide survey of resiliency, protective factors, risk behaviors, and school climate in the nation. The findings relate to our LCAP goals by discovering participation, satisfaction, and contribution rates."||Met||2018
43694680000000|Fremont Union High|3|A Parent Survey developed with Hanover Research was administered in February 2016. There were 2,146 responses from parents (19.5% approximately). In November 2017, a Parent Engagement Survey, conceived and drafted by the Family Engagement Committee and built by Hanover Research, was administered. There were 1,870 responses (17% approximately). The District plans to continue to administer a similar parent survey every other year, increasing the parent participation rate continues to be a priority. This measurement and activities such as establishment of the Family Engagement Committee are in direct support of FUHSD LCAP Goal 4: parents, students, and other community stakeholders will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs.   In addition to feedback gathered through the bi-annual parent survey, FUHSD engages parents and the community through a variety of opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, booster clubs, and various parent volunteer organizations. District committees including the Community Advisory Committee on Enrollment, the Math Advisory Council, the Wellness Council, and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute to District-level discussions and decisions.   Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to speak with them.   FUHSD holds a range of events aimed at supporting students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified. Sites have incorporated parent engagement goals into their WASC Action Plans and increased efforts to reach out to communities that have traditionally been less engaged including scheduling events on weekends or in neighborhoods farther from campus. Back to School Night activities include an orientation for parents of newcomer English Learners to support them in learning about school culture and activities, and how to support their student with tools including School Loop and Infinite Campus Portal access. Each site has staff members in place to support verbal and written translation of materials and presentations.   PTSAs provide presentations for families in the areas of college planning and parenting supports. The District is in its fourth year of partnership with El Camino Hospital to offer presentations on mental health related topics for students, staff and parents.||Met||2018
09100900000000|El Dorado County Office of Education|3||Cohesive communication is a priority among all stakeholders. While this is a program for incarcerated youth, and parental interactions can sometimes be limited, every effort is made to encourage parent participation.  The schools reach out to parent stakeholders via letters and phone calls from teachers and the site administrator.  Parents are invited to participate in School Site Council meetings twice a year.  Parents have indicated in a survey that communication is timely and informative. The schools, in collaboration with probation, have implemented a new way to promote parent participation through  school open houses in the Fall and Spring that are held on parent visitation nights; these have been highly successful with up to 80% of parents participating as measured by parental attendance.|Met||2018
27659610000000|Alisal Union|3|THIS REPORT WAS PROVIDED TO THE BOARD OF TRUSTEES AT AN OPEN SESSION ON THURSDAY, AUGUST 9, 2018. The Local Control Accountability Plan (LCAP) documented promotion of parental participation and involvement in programs as follows: -Goal 2 (Action 2b): Alisal Family Resource Center (AFRC) operated six days a week and provided outreach services and classes to 22,097+ parents (attendance). -Goal 2 (Action 2c): ALL sites provided parent engagement opportunities that included: family reading/math nights, technology classes, English classes, registration to parent conferences (ie. CABE), child supervision, etc. -Parent Survey: 93% responded receiving timely information about how to become involved at school; 95% responded that the school encouraged them to be involved and provided them different options to do so, including LCAP development.|THIS REPORT WAS PROVIDED TO THE BOARD OF TRUSTEES AT AN OPEN SESSION ON THURSDAY, AUGUST 9, 2018. The Local Control Accountability Plan (LCAP) documented promotion of parental participation and involvement in programs as follows: -Goal 2 (Action 2b): Alisal Family Resource Center (AFRC) operated six days a week and provided outreach services and classes to 22,097+ parents (attendance). -Goal 2 (Action 2c): ALL sites provided parent engagement opportunities that included: family reading/math nights, technology classes, English classes, registration to parent conferences (ie. CABE), child supervision, etc. -Parent Survey: 93% responded receiving timely information about how to become involved at school; 95% responded that the school encouraged them to be involved and provided them different options to do so, including LCAP development.|Met||2018
19647331931708|Chatsworth Charter High|3|We encourage all parents to complete the LAUSD School Experience Survey every year. This survey helps us evaluate our progress towards the parent engagement goals of the LCFF and the LCAP. Parents rate our performance on various issues related to parent engagement and the results of the survey are available to the public online. On the 2017-2018 survey, 96% parents indicated teachers treat them with respect, 85% indicated they feel welcome to participate at this school, 68% indicated the school encourages them to participate in organized groups, 65% indicated they can easily find information about parent workshops, and 81% indicated the school provides interpretation or translation when needed.                We have a fully staffed Parent Center and we make extensive efforts to increase parent participation in our Parent/Teacher/Student Association, Booster Club, Parent Workshops and ESL classes for parents. Parents can voice their concerns directly to the principal during the monthly coffee with the principal meetings and they have the opportunity to collaborate as equal partners with our school by being elected to two major school decision making groups: the Chatsworth Charter Leadership Council and the School Site Council.||Met||2018
09100900930123|Charter Community School Home Study Academy|3|Communication with stakeholders has and remains a top priority, and significant progress has been made in this area, including the expanded use of mass-phone/text/email messaging, program-specific website subscription services, downloadable brochures, online stakeholder surveys, emergency communications, improvements to our website.  Direct mail is still also used.  We utilize an online survey service for reaching out to and getting authentic feedback from all stakeholder groups, including students, parents, staff, and community members. While parental interactions can sometimes be limited for our at-risk student groups, every effort is made to engage and encourage parent participation.  Traditional mail and phone calls from teachers and the site administrator supplement the newer systems. Parents have indicated in our annual stakeholder surveys that communication is timely and informative.  Parents and students are invited to participate in School Site Council meetings twice a year.||Met||2018
42692290000000|Lompoc Unified|3|In the 2017-2018 school year, Lompoc Unified School District implemented the California School Parent Survey (CSPS), which is a companion tool to the California Healthy Kids Survey (CHKS). Since the parent survey is already administered every other year as part of the implementation of the CHKS, LUSD has decided to increase the frequency to provide yearly longitudinal data in these areas. The CSPS gathers data in the following domains: parent participation, student drug use, safety, school climate, and social-emotional supports. The survey data directly relates to LUSD LCAP Goal 2: Promote effective communication among students, staff, community and stakeholders and Goal 4: Provide a safe and respectful learning environment for students and staff.  The findings of the survey indicate that there are areas of strength in engaging students and parents, as well as some relative areas of concern. The strengths, according to the data, include the perception of parents that the schools promote success for all students, staff treat parents with respect, schools respond promptly to communication, and high participation in parent conferences. Additionally, the survey showed significant growth in the responses of middle schools parents in all domains with increases of 10-25% from the 2016-2017 school year. The areas of concern included supports for social-emotional concerns and whether the schools seek the input of parents before making important decisions. These concerns are being addressed this school year in a variety of ways, including, but not limited to, a parent safety survey included in the registration packets, additional behavioral specialists funded through the LCAP, streamlining of parent surveys to elicit feedback, outreach to parents through school sites and utilization of our home/school liaisons.||Met||2018
19647330129833|Global Education Academy 2|3|The following is a summary of the parent survey that was giving in September 2018 to all of our parents. It reflects that our school is a small, but effective school that parents appreciate. Our parents are able to participate in a variety of ways and we are strong promoters of parent participation. We hold monthly SSC, ELAC, and Booster Club meetings, as well as parents volunteer every day at our school. We believe that our parents are a part of a team to educate their children. We chose to select this survey because it give a snapshot of how our parents feel about our school and what we offer to their children. The finding do relate to the goals established in the LCAP.  What are a sample of some things at GEA 2 that you would like to see continue in the future? (from some of the Parent Survey in September 2018):  1). Spelling Bee contest, weekly assemblies, Music and Art Classes, and Talent Show. 2). I do not have any complaints, just thanks because of the hard work of this education team. I only ask God to give all of you a lot of health and patience… Thank you! 3). The good teachers and the lovely office staff.  4). Chess tournament, music classes, and language immersion program. 5). Learning Korean and the music class. 6). All the Spirit Days! 7). Extra activities that are fun (Chess, soccer, dance, music, second language). A well-organized/structured school that stays in line with children’s educational goals. Small classroom size with higher standards that LAUSD. 8). Field trips, festivals and celebrations. 9). Teaching Korean/Spanish and rewarding students for their achievements. 10). Music and after school program. 11). International Day / Taekwondo. 12). Raffle time, classes in different languages. 13). Learning of different countries and cultures to encourage diversity. 14). All the Spirit Days! 15). Frequent testing and academic rigor. These are a sample of some things at GEA 2 that don’t happen at GEA 2 that you would like to see started in the future:  1). Academic/sports clubs or teams, summer/vacation activities. 2). Reading club, sports, art, or other clubs for after school. 3). That all the children arrive with a uniform. 4). Science contest. 5). The website updated with latest news with school scores, activities, etc. 6). Selling snacks after school. 7). I would like to see a buzzer at the gate so the staff doesn’t have to come to the gate all the time. 8). I would like to see other parents step up more and get them involved. 9). More music teaching instruments. 10). More field trips. 11). Plays or musicals. After school performances that involve students memorizing lines and performing for all the parents. 12). I would love GEA 2 to have a school orchestra, choir, more music assemblies. I would also love official sports teams, mascots, cheerleading? 13).Typing classes or keyboard classes. These are a sample of some things at GEA 2 that that you would like stopped or changed in the future:   1). Better quality food supplier.||Met||2018
19647336016778|Dixie Canyon Community Charter|3|Dixie Canyon Community Charter continues to have a high percentage of parents completing the School Experience Survey.  Last year, we had a 69%  parent completion rate.  In order to determine whether Dixie Canyon Community Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question.  I feel welcome to participate in this school.  98% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  98% School provide translation and interpretation services when I need them.  96% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% This school provides instructional resources to help me support my child’s education. 87%  School Climate (Priority 6)  Dixie Canyon Community Charter administered the 2017 – 2018 School Experience Survey during the fall semester to 4th and 5th graders.  The participation rate for this survey was 97%.  The following are the questions that pertain to the school climate and the % of students indicating Yes, Always / Strongly Agree are noted next to the question.  Are you happy to be at this school? 89% Do you feel like you are part of this school? 73% Do you feel accepted for who you are at this school? 81% Do you feel safe at this school?  90%|Dixie Canyon Community Charter continues to have a high percentage of parents completing the School Experience Survey.  Last year, we had a 69%  parent completion rate.  In order to determine whether Dixie Canyon Community Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question.  I feel welcome to participate in this school.  98% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  98% School provide translation and interpretation services when I need them.  96% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% This school provides instructional resources to help me support my child’s education. 87%  School Climate (Priority 6)  Dixie Canyon Community Charter administered the 2017 – 2018 School Experience Survey during the fall semester to 4th and 5th graders.  The participation rate for this survey was 97%.  The following are the questions that pertain to the school climate and the % of students indicating Yes, Always / Strongly Agree are noted next to the question.  Are you happy to be at this school? 89% Do you feel like you are part of this school? 73% Do you feel accepted for who you are at this school? 81% Do you feel safe at this school?  90%|Met||2018
47704660000000|Siskiyou Union High|3||We are using the Family and Community Engagement Metric (Adapted from the PTA National Standards) https://drive.google.com/open?id=0Bx2CRt3ByuekODcwLTAxanJMZzA We used this rubric with various parent groups to determine that as a district we average in the progressing (2) area of the rubric. Each school site is identifying a specific area to address and defining activities to improve in this area.|Met||2018
31667790000000|Alta-Dutch Flat Union Elementary|3|The California Healthy Kids Survey was administered to students in the Fall of 2017. Along with this student survey, a parent survey was offered to all families. The parent participation was low. The survey participation from the parents was not an ideal method of communication. With Alta-Dutch Flat being a school of approximately 110 students in grades K-8, the preferred method for communication, is a direct conversation between parents and teachers along with the Superintendent/Principal.  Parents are active in the Parents Club and other on-site activities throughout the school year. Teachers and administration have an open door policy that encourages communication along with dialogue that is productive and healthy.  The survey and overall feedback throughout the school year shows that parents want an educational environment where their students can thrive in the classroom and socially. With small class sizes and good relationships with the staff at school, parents value the small school atmosphere and depend upon timely communication.||Met||2018
49706720000000|Dunham Elementary|3|One of our action steps from last year was to streamline the parent survey to allow for ease of taking the survey.  Dunham Site Council reviewed the content and streamlined the survey to make it easier and less timely.  55% of families responded to our annual survey.  Of those, 98.15% of the parents, including parents of unduplicated pupils and individuals with exceptional needs reported engaging in activities that focused on their child's education.  92.59% of parents reported feeling involved and part of the school community.  Several components of parent feedback impacted our district's LCAP.  As a result of parent requests, the school has set a goal to include more diverse after school club opportunities to students.  Additionally, goals were incorporated that focus on social/emotional components of our program and overall campus cleanliness.||Met||2018
45104540111674|Chrysalis Charter|3||1. How we seek input from parents/guardians in school and district decision making:  • Our LCAP and Title I plan are distributed to all parents electronically, and the Administrator hosts an annual morning coffee and donuts session to share these documents with any parent interested. Through these efforts we invite our parents to offer input on these documents before we bring them to our Site Council and Executive Board for discussion and approval. There are 2 parent representatives on our Executive Board and 4 parent representatives on our Site Council.   2. How we promote parental participation in programs: Our primary measure of parent involvement is the number of parent volunteer hours logged. In 2017-18, 3404 hours were logged as of June 1, 2018, not counting 1,004 hours in donations to our annual giving campaign (at an exchange rate of 1 hour for every $10 donated). This represents far greater than 95% of the prior year's total. There are a multitude of additional ways that families participate and a strong community is built:  • Annual giving campaign: 62 families  • Raft trip: 145 family members  • Fall camping trip to Lassen National Park: 149 family members  • Spring camping trip to Monterey Bay: 110 family members Other family events include familySTEM night, winter performance, spring talent show, family game and pizza night, movie night, game night, graduation  3. Why the LEA chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP.  A core educational philosophy of Chrysalis is to offer a warm, supportive, and welcoming community for families. We involve parents in school governance, encourage families to volunteer, and create many opportunities throughout the year for families to come together and build community. Thus, our measure of parent involvement is whether parents have sufficient opportunities to provide input on school decision making and whether parents volunteer and participate in community events.|Met||2018
49706720122440|Dunham Charter|3|One of our action steps from last year was to streamline the parent survey to allow for ease of taking the survey.  Dunham Site Council reviewed the content and streamlined the survey to make it easier and less timely.  55% of families responded to our annual survey.  Of those, 98.15% of the parents, including parents of unduplicated pupils and individuals with exceptional needs reported engaging in activities that focused on their child's education.  92.59% of parents reported feeling involved and part of the school community.  Several components of parent feedback impacted our district's LCAP.  As a result of parent requests, the school has set a goal to include more diverse after school club opportunities to students.  Additionally, goals were incorporated that focus on social/emotional components of our program and overall campus cleanliness.||Met||2018
19647336018725|Plainview Academic Charter Academy|3||PACA participates in LAUSD’s annual School Experience Survey.  In order to determine whether PACA has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed by LAUSD to determine key findings.  In order to assess whether parents felt that  Plainview Academic Charter Academy sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed:   This school includes me in important decisions about my child's education.   I feel welcome to participate in this school.   This school encourages me to participate in organized parent groups (councils/ committees/parent organizations, etc.).   This school provides me with information (verbal and written) I can understand.    This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.).    Clerical office staff responds to my needs in a timely manner.    This school provides instructional resources to help me support my child's learning.     In total, 161 parents completed the survey which equals 66%.  The response for question 1 was 97%.  The response for question 2 was 97%.  The response to question 3 was 92%.  The    response for question 4 was 97%.  The response for question 5 was 99%.  The response for question 6 was 98%.  The response for question 7 was 91%.|Met||2018
43104390000000|Santa Clara County Office of Education|3||During the 2017-18 school year, there have been 6 ELAC and 6 School site council meetings with an average of 8 members in attendance for both Alternative Education and Special education respectively. In Special Education, there have been 4 Parent Institutes (seminars/workshops) with an average attendance of 14 parents. In addition, there have been 9 PODD (communication device) trainings for parents with an average attendance of 9 parents. Parents were provided different opportunities to engage with the Student Services Branch to provide feedback. Parents were engaged through surveys and discussions at various forums that included School Site Council Meetings, English Learner Advisory Committee (ELAC) meetings, and parent training opportunities. From these stakeholder meetings throughout the school year the student services branch was able to identify priorities as it relates to parent engagement: • Promote awareness and increase parent attendance of engagement activities • Increasing parent communication.  To promote parent involvement, services will be provided to increase communication between the department/school sites and families. The department is looking to provide communication through newsletters available in various languages and accessible in hardcopy at program sites, and through our website in digital formats. The department and clusters will implement communication to inform parents about school activities and student progress. Parent involvement in school decision making and support for student learning are important elements in education.  The department redeveloped the intake process to increase communication, expectations, supports, and resources and to improve alignment of resources to student needs.   Family engagement is enhanced by offering parent events. The department implemented parent breakfasts/coffee chats and School Site Council (SSC)/English Learner Advisory Committee (ELAC) meetings to involve parents in decision making for the department as well as provide feedback on how services can be improved.   In addition, this year a Parent Advisory Committee (PAC) met quarterly to inform the LCAP process to ensure their voice in the process. Student attendance is an area that greatly impacts student achievement. The department identified the following practices as strategies and activities to assist in having a positive impact in encouraging students and families to regularly attend school: raise awareness of the negative impacts of chronic absence and truancy, identify and address factors contributing to chronic absenteeism and habitual truancy, including suspension and expulsion, and ensure that pupils with attendance problems are identified as early as possible to provide appropriate support services and interventions. The Parent Institute workshops assisted families to better understand the resources and supports that can be provided to students with educational and/or social/emotional need.|Met||2018
48705730129494|Kairos Public School Vacaville Academy|3|Kairos Public School administers a Parent/Guardian Survey every Spring in order to seek input and feedback from parents/guardians in school and district decision-making. Additionally, every month Kairos administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In the Fall of 2016, the school went through a 5-year strategic planning process involving all stakeholders, including parents, in developing the direction and decision making of the school over the next 5 years. In addition, 3 of the Kairos Board of Directors are parents or grandparents of Kairos Public Schools scholars. In our annual Parent Survey, the key findings of the survey showed that 96.1% of respondents stated the school provides opportunities for parents to be involved. The school logs over 10,000 hours of parent volunteering every year. Kairos offers a Parent University training/workshop seven times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. According to the Spring, 2018 survey, 96% of parents responded that they are satisfied with their child's development at Kairos. 88% of parents responded that they are satisfied with the impact the school is making in the local community. 91% of respondents stated they participate regularly in school activities. 96% of respondents stated they feel the school is a safe school for their students. Kairos selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements listed in our charter document. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders.||Met||2018
19647336119531|CHIME Institute's Schwarzenegger Community|3|The CHIME Board and the CHIME Community Association (CCA) offers opportunities to parents and community members to become officers and members. Monthly meetings are open to all parents, guardians, and community stakeholders. CHIME encourages parent engagement through various volunteer opportunities. Every parent/guardian must attend training before they can volunteer. Volunteer training is given at the beginning of the school year on-site but is also available on-line throughout the year. In addition, we are offering 5 Parent Workshops this school year on topics such as; Supporting Common Core Math at Home, Early Literacy Development and Talking to Kids about Disability.  Volunteers work inside the classrooms supporting students with academics in small groups. They also work in special classes such as Library, Art, and Music to support students and teachers. Volunteers run the hot lunch program, chaperone field trips, drive to sporting events, and help prepare curricular materials.  The Board Development committee comprised of CHIME staff and volunteers organizes special events. Volunteers organize and run the carnivals, galas, picnics, picture day, Walk ‘n Roll A Thon and special holiday events.  Special committees such as Diversity by Design includes teachers, administrators, and parents who are working together to support multicultural and diversity in the curriculum.  CHIME Charter School takes parent engagement and parent participation seriously and view it as an integral part of our school culture and key to the successful functioning of our school. Our most recent stakeholder survey administered to parents indicated that 93% of all families who responded to the survey were satisfied with the communication systems provided by teachers and administrators at the school. Parents commented on the survey that the communication and email systems were effective for both information purposes and parent engagement and feedback. In addition CHIME’s main parent advocacy organization – CHIME’s Community Association (CCA) – had a Satisfaction rating of 95% by the stakeholders who responded to the survey indicating a high level of parent involvement in the many programs and volunteer opportunities at the school. These satisfaction percentages align with previous administrations of the stakeholder survey. Parents also commented that they appreciated having both evening and morning meetings for the CCA and felt their voice was listened to in these venues and that their ideas were taken into account. This survey was developed in partnership with parent stakeholders, staff, and CHIME board members and was administered electronically. These questions have been utilized over a number of survey administrations which allow they school to assess baseline data and progress over time. The questions with respect to parent/school communication and CCA satisfaction and program involvement align with goals identified in CHIME’s Local Control and Accountability Plan.||Met||2018
19768690128728|Da Vinci Connect|3|ANNUAL PARENT SURVEY INDICATORS: Parents consistently respond positively that they would recommend Da Vinci Connect to a friend or family member seeking a similar school to attend. Between 85% and 90% of families rated 8-10 on a 10 point scale on parent surveys for the last three years. 85% of parents report that Da Vinci Connect does a good, very good, or excellent job of involving parents in the decision-making process in 2017-18, a rate slightly higher than the last two years. Parents consistently report that Da Vinci Connect is good, very good, or excellent at creating a compassionate and caring learning community, with over 95% of families positively responding in the last three years. PARENT PARTICIPATION AT SCHOOL EVENTS: 96% of families attended student events in 2017-18, a slight increase from the previous year, and parent participation in committees and meetings remained consistent in 2017-18, with parent participation in FAN meetings attended by an average of 10 parents per meeting. The number of parents taking the Spring parent survey increased from 98 in 2016 to 120 in 2017, the parent Survey participation rates (based on enrollment for Spring surveys) increased by 9% from 44% in 2016-17 to 53% in 2017-18 (120 of 225 families participated).||Met||2018
49707306110639|Salmon Creek School - A Charter|3||1.  The participation rate decreased, but the questions on the survey were redesigned to promote further parent input regarding school/district decision making. 2.  Family participation has increased at school events due to district, school, and classroom communication and the increase of digital communication. 3.  The district locally established a measure directly connected to LCFF and LCAP priorities and goals.|Met||2018
04615230000000|Palermo Union Elementary|3|A locally developed parent survey was administered during the 2017/2018 school year to all parents at all grade levels, K-8.  District-wide, we had 466 surveys completed and returned. When asked to indicate agreement or disagreement with statements regarding parent engagement and involvement we received the following responses:  • My student’s school encourages families, students and the community to be involved with the school in a variety of ways:          53% agreed, 38% strongly agreed • I feel welcome at my student’s school: 47% agreed, 48% strongly agreed • My student’s school makes families aware of resources and programs in the community that promote learning: 55% agreed,         36% strongly agreed • I am actively involved in activities at my student’s school: 52% agreed and 28% strongly agreed  We developed this survey in order to determine if parents believe that their students are academically challenged and supported, safe and connected to their school, and whether or not there are any barriers to parental involvement and participation.  The questions and findings relate directly to our Local Control and Accountability Plan and the other priorities of the Local Control Funding Formula.  Parent comments indicate that some of the barriers to parent participation include a need for: more communication regarding school events and more advanced notice; childcare; more opportunities for parents to engage in field trips and class parties/special events; a more stream lined volunteer process; and events scheduled outside of normal work hours.||Met|As a district, we continue to look for ways to involve more parents in school activities and the decision making process.  We will continue to provide parents the opportunity to participate in the decision making process through school site councils, LCAP meetings, ELAC/DELAC meetings and parent surveys, however, we need to investigate more ways to increase overall participation. In order to facilitate the completion of parent surveys, we would like to make the surveys available online. Each year, the individual school sites provide additional opportunities for families to attend school events during the evenings by hosting Back to School Nights, Open House, subject matter nights (math, science, art, etc.), school concerts, and sporting events.  These events generate positive feedback and are widely attended.|2018
10621660106740|Aspen Valley Prep Academy|3|1. Surveys were administered to parents and guardians during the 2017-18 school year, for the purpose of being inclusive of stakeholder voices in decision making for our schools. In the surveys, we asked parents a variety of questions related to decision making at the school. For example, the survey in fall of 2017 asked parents if they would prefer shorter breaks over summer to reduce student learning loss, with a 74% positive response. A key finding was that a majority of parents and guardians wanted the school to make changes to the calendar to offer a shorter summer break. 2. Additionally, parents were asked about engagement in future events, including taking part in Family Lighthouse Team meetings. 40% stated that they would be willing to serve on the team and 60% said they would consider participation. The survey asked for suggestions for future events and family engagement, including best times and places for events. Parents indicated their interest areas in partnering with the school. As evidence on parent sign-in sheets, approximately 90% attend Parent/Student Conferences. 3. These surveys were developed and chosen, due to questions from various key areas within our organization and were connected to overall student success. The key findings exceeded the LCAP Goal stating that more than 70% of parents will attend at least one school event (evidenced by sign-in sheets at parent conferences). Further, more than 79% of parents (Survey) indicated satisfaction with the school’s program that encourages student led achievement. Next steps toward improvements for the LEA (as guided by parent responses on survey) include: Conflict Resolution training, sports, and home-school communication.||Met||2018
19647330128041|Alliance Kory Hunter Middle|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.4 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.4 and 3.5. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.6), (b) This school has a main office that is responsive to parents (3.6), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.4). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Kory Hunter Middle School (“Hunter”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Hunter’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to provide meaningful involvement opportunities for community members and parents that will support student success in becoming college and career ready. To meet this goal, Hunter (1) maintained a bilingual parent engagement specialist; (2) supported a Parent Engagement program – advertising and hosting Townhall Meetings, Coffee with the Principal, and Parent Awards Night; and (3) maintains Parent Square Communication System to improve parent/school communication.||Met|Annually, Alliance Kory Hunter Middle School (“Hunter”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Hunter, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve learning environments for children.|2018
19647330111518|Alliance Jack H. Skirball Middle|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.2 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.2. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.4), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Jack H. Skirball Middle School (“Skirball”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Skirball’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to provide meaningful involvement opportunities for all parents that are aligned both to the high school and college readiness needs of their children and to the parents/guardians development as advocates for their children. To meet this goal, Skirball (1) provideed parent workshops related to school goals (e.g., high school matriculation, college awareness, student health, etc.); (2) provided parent involvement and volunteer opportunities (e.g., college field trips, town halls, report card nights, etc.); and (3) provided parent education (i.e., ESL, technology and computer literacy classes, nutrition classes, etc.).|Annually, Alliance Jack H. Skirball Middle School (“Skirball”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Skirball, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our school and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|Met||2018
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.2 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.3. The Parent Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Gertz-Ressler/Richard Merkin 6-12 Complex (“Gertz”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Gertz’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Gertz (1) maintained 2 full-time parent engagement specialists to plan and advertize parent involvement and volunteer opportunities and track participation; and (2) offered coherent programming for parent education (i.e., ESL, technology classes, financial aid, etc.).||Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (“Survey”) indicate that students believe Alliance Gertz-Ressler/Richard Merkin 6-12 Complex (“Gertz-Merkin”) is meeting its goals for a safe and inclusive school climate. In the Survey, Gertz received an overall average response of 3.14. And while we are happy with the rating, we will continue to prioritize the safety and well-being of our students. Given the minor decrease, we will continue to prioritize the safety and well-being of our students. At Gertz-Merkin, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college.|2018
49753580000000|Windsor Unified|3|In 2017/18, 80% of surveyed parent respondents agreed or strongly agreed that the school regularly seeks parent input and participation. This high percentage indicates positive parent perception regarding the District's efforts to seek and include parent input in district decision making. The District created its own survey. The findings relate directly to LCAP Goal 4: Build effective and relevant family partnerships to increase student achievement and engagement in school.||Met||2018
49753586052369|Cali Calmecac Language Academy|3|In 2017-2018 our parent survey revealed that 92.23% of the parents who responded strongly agreed, or agreed, that the school regularly seeks parent input and participation.  Our district created our own survey based on stakeholder input and our findings in this area directly related to goal 4 in our LCAP: Build effective and relevant family partnerships to increase student achievement and engagement in school.||Met||2018
33671160000000|Menifee Union Elementary|3||The Menifee Union School District continues to value parent, community, and stakeholder engagement.  We work diligently to incorporate input from all stakeholders in the decision-making process.  Various systems, programs, and events have been established to help facilitate outreach, education, and making connections with parents, including parent informational events at the newly established Family Engagement Center, site Parent Nights/Events, Open House, Back-to-School nights, and district-wide Thought Exchange surveys.  The Family Engagement Center was created in response to parent request for more information and education related to their child’s learning in school.  During the 2018-19 school year we plan to have numerous parent events related to each subject area (math, Science, Language Arts) and other topics as well.  Thought Exchange has been a critical tool in getting input from our community and stakeholders.  This system allows our stakeholders to give input, provide feedback, and participate in discussions on a variety of topics throughout the year.  In the 2017-18 the number of Thought Exchange surveys increased from one (16-17) to four (17-18).  They were utilized to gain input on school boundaries for Ta’awila Elementary and topics related to school safety from both parent and student perspectives.  These locally created surveys were chosen to help the district gain the communities perspective on previously mentioned topics.  We found that our community is very interested in the continued improvement of school safety while at the same time they generally believe our schools to be safe learning environments for our students.  In addition to these previously mentioned engagement opportunities, parents were also able to participate in several surveys in which parents provided input at school site and district levels, in School Site Council, English Language Advisory Committee (ELAC), and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Language Advisory Committee (DELAC), Stakeholder Committee, and the Parent Advisory Committee (PAC).  These measures were chosen to provide feedback on our three LCAP goals.  As we move forward we will continue to refine the processes for parent and community input to provide increased actionable data related to our district-wide goals, actions, and services.  In 2018-19, our district is collaborating with Riverside County Office of Education to create an Action Team for Partnership to develop a district level parent engagement framework. Throughout the district, we use our district and site websites, social media, our robo-caller phone system, and face-to-face meetings throughout the school year to promote parent participation in district programs.|Met||2018
13632060000000|Mulberry Elementary|3|Mulberry Elementary is a small, rural K-8 school which currently has 77 students.  Due to the small size of our district, we have a close working relationship with our students and their families on a regular basis.  We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students.  We provide many opportunities in which parents can be a part of decision making and be involved.  Mulberry has a very active PTA which holds monthly meetings on campus.  School staff and administration attend the meetings and update and ask for input on LCAP goals and progress we are making toward meeting our goals.  We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals.  Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app.   In our Fall 2018 Parent Survey we surveyed our parents in grades K-8 and asked for their input on parent engagement and communication.  We had 86% of our parents return the survey.  The results showed that 98% of our parents feel they can communicate with the staff openly through email, phone, or in person on a regular basis.  94% of our parents felt questions and concerns are addressed in a timely fashion.  98% of our parents feel welcome to ask questions of staff, and 98% feel the school provides communication about activities and events to enable parents to participate if they wish.   The district finds the Parent Survey to be a positive analysis of the environment which the district has tried to foster where parents feel they are involved and their opinions matter.  The district will use the data received in order to continue to reach out to involve parents.  We will work on providing answers to questions in a more timely manner and making sure our parents feel comfortable asking questions of staff and administration.  We will continue to have activities and programs in the evenings to foster the parent and family participation. Mulberry Elementary chose to conduct the survey in order to gain insight into our parents’ feelings toward Priority 3 Parent Engagement.  We feel parent engagement is a key factor in all of our LCAP goals and it plays a vital role in the success of our district working towards and meeting those goals.||Met||2018
19647330101659|CATCH Prep Charter High, Inc.|3||CATCH Prep is fortunate to continue to have strong community support and parent involvement. Our community cares deeply for the quality of instruction and support provided for both students and teachers. Parents are invited to volunteer their time, attend school events, and even share in the decision-making process. Staff welcome parents’ help with fundraisers, graduation activities, athletics, and performing arts. Parents are encouraged to attend Back to School Night, Open House, Coffee with the Principal, College Night, Freshman Orientation, and Homecoming. School Site Council, PTSA (Parent Teacher Student Association), and our WASC Committee, as each provide opportunities for parents to have input on curricular programs and financial planning. School-to-home communication takes place in a variety of formats. The Daily CATCH is published every Monday and features the week’s schedule, important reminders, tutoring services, and announcements regarding school activities, club activities, and sports. Parents may access our school website at www.catchhighschool.com or general information about the school, staff e-mail, activities, homework, daily bulletins, schedules, and current school news.|Met||2018
19647336019939|Westwood Charter Elementary|3|Over the last few years, Westwood Charter Elementary has worked to increase the percentage of parents completing the School Experience Survey and the particpation rate has increased from 35% to 47%. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. The school includes me in important decisions made about my child’s education. 94%  2. I feel welcome to participate in this school. 94% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 99% 4. This school provides me with information (verbal and written) I can understand. 99% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% 6. This school informs parents about school activities in a timely fashion. 99% 7. This school provides information about parent workshops and  other programs offered at this school. 96%||Met||2018
43695340000000|Los Gatos-Saratoga Joint Union High|3|LGSUHSD surveyed staff, students, and parents in the 2017-18 LCAP Survey regarding parent engagement.  Over 300 respondents rated parental engagement and involvement on a 1-5 point scale: Our schools value and encourage parental involvement (3.76 average) Our schools communicate effectively and in a timely manner with parents (3.90 average) Site principals and assistant principals meet frequently with parent committee and organizations.  Stakeholder meetings are convened to address a wide array of topics including diversity and inclusion, social-emotional learning and school improvement initiatives.  School sites promote parental participation by convening a variety of evening community meetings and events.||Met||2018
19647336019525|Topanga Elementary Charter|3|In the fall 2017 School Experience Survey, the percentage of parents completing the survey was 35 percentage points In order to determine whether our school has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed: 1. I feel welcome to participate in this school - 98%  2. The school includes me in important decisions about my child's education - 90% 3. This school provides me with information (verbal and written) I can understand - 100% 4. This school informs parents about school activities in different ways (letters, emails, phone calls, flyers, etc.) - 99% 5. The school informs me about volunteer opportunities - 97% 6. The school encourages me to participate in organized parent groups (councils/ committees/organizations, etc.) - 98%. 7. I can easily find information about parent workshops and other programs at this school - 94% 8. I feel comfortable supporting my child's use of technology at home - 89%.  The responses for question one indicated that an average of 77% of parents from elementary, middle and high schools completing the survey last year agreed that schools partnered with them in making decisions about their child’s education. Ninety-eight percent of parents felt that our school welcomed them to participate, addressing question two. The responses to question 6 show an average of 94% of parents felt that our school encourage their participation in organized parent groups. For both questions 4 and 5, 98% of parents indicated that Topanga school provided them with information and differentiated their communication strategies.  Our school demonstrates that it has met the standards for the performance indicator concerning parent engagement due to the 89 to 100 percent of positive responses provided by parents within the School Experience Survey.||Met||2018
37680490000000|Dehesa Elementary|3||Parents are always welcomed and encouraged to attend and provide input at monthly Board meetings. Each month a class attends the Board meeting and presents  some aspect of their learning.  Parents are in attendance with their students and are provided the opportunity to leave after the presentation.  Our incredible parents usually stay on past the presentation and are active in providing input on programs, curriculum, and school purchases. Our Board frequently seeks information from our parents.|Met|In addition to the Board meetings, parent input is sought out at our School Site Council, LCAP, Parents' Club, Title VI meetings and at various school events. Parents regularly volunteer in classrooms. This year we will be hosting Parent University nights again that meet the needs of parents based on survey results.|2018
49706800112987|Forestville Academy|3||(A3) Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees.  Parent Connection: Forestville school community meeting to informally discuss topics of interest and areas for improvement. Parents request topics to be discussed and may include: academic standards, volunteer opportunities, internet safety, social media, age appropriate behavior expectations, and the LCAP process.   DELAC: English learner parents and economically disadvantaged parents are involved in goal setting and decision making and meet on a regular basis.   Foundation Meetings: Parent group meets once per month to plan activities schoolwide, support enrichment classes, and support teachers with projects. Administration gives the group a monthly update on school issues and activities.   Staff Meetings (Certificated and Classified): Ongoing meetings with staff covering topics of interest and concern. Update on funding formulas and LCAP bi-annually   LCAP Meetings: Meetings regarding the update and goal setting of LCAP. Meetings include members from the classified and certificated staff, community members, parents, and board members. Discussion included updates from staff and DELAC, surveys, CAASPP scores, local assessments data   Board Meetings: Monthly meetings regarding the governance body. LCAP updates monthly beginning in February 2018.   Surveys: Parent, student and staff survey regarding school climate and curriculum. A second survey is administered to parents, staff, and students specifically regarding technology.   Student Forums: Participated in Healthy Kids survey, Technology survey, Students from grades 4-6 volunteered to meet with the Superintendent and school psychologist discussing areas that are going well and areas that need improvement  Bargaining Units: Each bargaining unit, both certificated (FTA) and classified (CSEA), are included and consulted in the LCAP process through staff meetings, community meetings, surveys, and LCAP meetings.   Forestville tracks all volunteer activities through the visitor sign in process. Schoolwide events have a parent sign in. Parents are encouraged to attend all recognition and BEST assemblies. Parents have access to the weekly bulletin, Facebook, and the website.  (B1): Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  Our bilingual liaison works with EL students, attends parent conferences as needed, provides homework support, and is available to provide translation at meetings. Our bilingual liaison meets with EL parents regularly and assists them with planning a school wide event. Documents translated in Spanish include but are not limited to the weekly bulletin, report cards, the LCAP, parent correspondence, annual parent notifications, the parent handbook, and emergency forms.|Met||2018
19647336094726|Community Magnet Charter Elementary|3|In order to determine whether the Community Magnet has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed:  1. I am a partner with this school in decisions made about my child’s education.  2. I feel welcome to participate in this school.  3. This school encourages me to participate in organized parent groups (councils/ committees/parent organizations, etc.).  4. This school provides me with information (verbal and written) I can understand.   5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.).   6. This school informs parents about school activities in a timely fashion.   7. This school provides opportunities to help me support my child's learning.   The responses for question one indicated that an average of 91% of parents agreed that the school partnered with them in making decisions about their child’s education.  Ninety-eight percent of parents felt that their schools welcomed them to participate, addressing question two.  The responses to question 3 show an average of 93% of parents feel that schools encourage their participation in organized parent groups.  For question 4, 98% of parents indicated that our school provided them with information (verbal and written) they could understand.  The responses to question 5 showed that 99% of parent felt our school differentiated the communication strategies. Ninety-seven percent of parents agreed that they were informed in a timely fashion, and 96% agreed that opportunities were provided to them to help support their children.||Met||2018
41690050000000|Redwood City Elementary|3|The Climate Survey is facilitated by an independent 3rd party, Panorama Education.  The questions were drawn from an archive of research-based questions developed by Panorama in broad theme areas of parent engagement, parent participation, student engagement, student safety, and teacher feedback. In addition, there are questions related to LCFF and LCAP.|N/A RCSD Chooses option 1|Met||2018
45700860000000|Oak Run Elementary|3|"The parent surveys conducted this fall indicate that parents overwhelmingly feel welcome at the school and also feel accepted by the school community. 100% of parents surveyed indicated that ""students enjoy going to school here,"" ""there are sufficient opportunities for parent involvement,"" and ""I respect the principal."" Overall parents are happy with the school climate, the qualification of the staff, the opportunities for parent involvement, and communication between families and the school.   The survey results showed a need for improvement in the following areas, ""students are challenged at this school,"" ""overall, the school performs well academically,"" ""teachers hold high expectations for student learning,""the school meets the academic needs of the students,"" and  ""the school succeeds at preparing the students for future work.""   Survey questions for parents mirrors the current LCAP focus, which primarily focuses on school climate, parent involvement, as well as academic and behavioral goals.  The School Site Council and District Advisory Committee will focus their energies on addressing the areas of need as indicated in the surveys administered this fall."||Met||2018
49708390120584|Pivot Online Charter - North Bay|3|In general, parents indicated that they were satisfied with the level of communication that they received from Pivot Charter School. Some parents did specify, however, that they would like more frequent communication from teachers. No parents indicated that they felt unable to provide input in school or district decision making.  In general, parents indicated that they were satisfied with Pivot Charter School programs and the curriculum utilized by their students. No parents indicated that they felt unable to participate in programs.  Pivot Charter School has chosen to collect information through surveys of parents/guardians since students attend school virtually. In order to provide equal opportunity for all parents/guardians to provide feedback and influence school level decisions, online surveys were conducted. These findings relate directly to Goals 1 and 3 of each Pivot Charter School Local Control Accountability Plan (LCAP).||Met||2018
19647336119903|Downtown Value|3||Downtown Value prides itself in creating a community where parents are active stakeholders. Parents, faculty, staff, and students, work together to make decisions regarding curriculum (Academic Council) and policies and procedures (ELAC, School Site Council). Parents participate in mandatory school conferences with teachers to maintain continual knowledge of their child's progress. As a culturally diverse school, we are committed to providing all materials and meetings in the family's primary language. Due to the diversity of our school, there are also social emotional needs that we need to address through community organizations such as UpLift, Magnolia Place, and Children's Bureau. In addition, parents participate in a variety of programs such as Local Control Accountability Plan (LCAP) where they plan the budget. All stakeholders matter and we expect that parents are an essential part of not only the growth of students, but for our school community as a whole.|Met||2018
33103300137836|Pivot Charter School Riverside|3|In general, parents indicated that they were satisfied with the level of communication that they received from Pivot Charter School. Some parents did specify, however, that they would like more frequent communication from teachers. No parents indicated that they felt unable to provide input in school or district decision making.  In general, parents indicated that they were satisfied with Pivot Charter School programs and the curriculum utilized by their students. No parents indicated that they felt unable to participate in programs.  Pivot Charter School has chosen to collect information through surveys of parents/guardians. This decision is based on the fact that many Pivot Charter School students and their parents/guardians live far from our resource centers. In order to provide equal opportunity for all parents/guardians to provide feedback and influence school level decisions, online surveys were conducted. These findings relate directly to Goals 1 and 3 of each Pivot Charter School Local Control Accountability Plan (LCAP).||Met||2018
23656156117386|Tree of Life Charter|3|Tree of Life Charter School conducts two parent/guardian surveys to all parents at the end of each semester, one in January and one in May. The surveys seek to get input from parents/guardians about the school’s strengths, suggestions for potential improvements, participation in student support activities at home, how the school has aided the child’s development, how the school has aided the parent’s development, family participation at school events, volunteerism, quality and modes of communication between school and family, and ways to improve attendance and completion of independent study work. The school chose the questions in its surveys to align with the charter’s vision and mission, which are the basis for the goals established for its Local Control and Accountability Plan.  Key findings from the parents/guardians that helped guide school decision making were; 1) students gained confidence and valuable skills because their strengths were encouraged and they were given help that matched their needs; 2) conferences and ease of access to talk with teachers was very valuable to parents/guardians; 3) parents/guardians would like more attention paid to site beautification and organization of classrooms. The school plans to continue professional development to encourage compassionate communication and social-emotional learning, helping students with challenges, and improving instructional skills and knowledge. It will be exploring becoming its own LEA for special education, so it can provide support that is more aligned with MTSS (Multi-Tiered Systems of Support). The school will continue to foster close communication and partnership with families through five conferences each year and timely communication from staff to parent/guardian about concerns and successes. Staff will be coached to organize and prepare their classrooms according to Montessori standards, and family volunteers will be encouraged and recruited to help with site beautification projects. As funds and fundraisers allow, some projects will be performed by licensed contractors, such as the exterior painting of buildings that was completed before school began. Key findings about parental participation included: 1) it’s difficult for parents/guardians to find time in their schedules to attend meetings, but they do read information sent to them; 2) parents/guardians are able to help with field trip driving, projects in class, reading with students, and school social events if they are given enough time to make arrangements; 3) parents/guardians appreciated parenting information and ideas and made time at home to read with children and work on school projects. Parents/Guardians also appreciated the change in March to a new communication system and are responding more frequently to information sent to them this way.||Met||2018
37737910138222|Pivot Charter School - San Diego II|3|In general, parents indicated that they were satisfied with the level of communication that they received from Pivot Charter School. Some parents did specify, however, that they would like more frequent communication from teachers. No parents indicated that they felt unable to provide input in school or district decision making.  In general, parents indicated that they were satisfied with Pivot Charter School programs and the curriculum utilized by their students. No parents indicated that they felt unable to participate in programs.  Pivot Charter School has chosen to collect information through surveys of parents/guardians. This decision is based on the fact that many Pivot Charter School students and their parents/guardians live far from our resource centers. In order to provide equal opportunity for all parents/guardians to provide feedback and influence school level decisions, online surveys were conducted. These findings relate directly to Goals 1 and 3 of each Pivot Charter School Local Control Accountability Plan (LCAP).||Met||2018
10622400113142|Ronald W. Reagan Elementary|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
19647250127506|Intellectual Virtues Academy of Long Beach|3|"LCAP Goal #4 Supportive Academic Environment: IVA will provide a multi-tiered system of support to support students in meeting academic proficiency. IVA will provide access and welcome for parent involvement and participation.  IVA staff, together with the PTSA, will create clear communication patterns to welcome parent involvement and participation at IVA with measurement goal of 93% approval rating in parents who express satisfaction with their opportunities to participate in school decision-making processes and programs.   In addition, in a 2018 annual survey parents were asked about a variety of school to home connections that parents are able to access and participate in. Parents were asked, ""Which home­school connections have you been able to access?"" with the following responses: Parent Academies ­­ 73%, Parent Volunteering ­­ 67%, Weekly Newsletters ­­ 94%, Parent Conferences with teacher ­­ 35%, Email or phone call with principal, counselor, or other staff member besides teachers ­­ 37%, Back to School Night ­­83%, Home Conversations ­­ 75%, IVA Board Meetings ­­ 11%. ""I feel welcome to participate at this school."" 96%, ""School staff treats me with respect."" 99%, "" School staff takes my concerns seriously."" 97%, ""School staff responds to my needs in a timely manner."" 89% ""School staff is helpful."" 100%, 97% agree that the school provides adequate support to my child.""  In addition, parents voted on their choice in Parent Academy meetings Parent Conversations. (a restorative justice practice) School­ facilitated parent community conversations hosted on campus and focused on pre­-identified middle school support topics. (Example of process: School takes regular surveys of parent concerns, schedules meetings for interested parents to process, facilitates discussion groups): Parent Conversations 17% first choice 1.66 overall.  Parents took LCAP budget-specific survey questions and were provided with a simplified budget summary for 18-19 spending with 88% responding that the budget with planned actions, services, and budget amounts are reasonable.   97% agree with the statement, ""Overall, so far, I am satisfied with my child's education at IVA"" 96% agree that ""I feel welcome to participate at this school"" and 98% agree that ""School staff respond to my needs in a timely manner"" and 99% agree that, ""The school staff treats me with respect."" In addition,  in the Spring of 2018 with 97% agreeing that the school welcomes their suggestions.   Based on these survey results it is clear that IVA continues to offer a welcoming environment for parents where their participation and contribution to their child's education is appreciated and they find themselves as stakeholders in the process."||Met|IVA is a small and personalized school that is able to be highly responsive to parent needs by creating Parent Academy education nights based on feedback requests. In addition, IVA is implementing restorative circle discussions with parents related to timely topics of concern. These events are well publicized in both the weekly parent newsletter, that around 50-60% of parents open along with school messenger contacts by phone, text, and email. IVA has hired staff members who are Spanish speaking and ensure that each parent education night provides Spanish translation opportunities. IVA continues to be exemplary in its parent education, access, and invitation to the decision-making process at the school site. In addition, IVA continues to implement topics based on parent survey result feedback and after major school events to seek input and future adjustments. IVA continues to implement additional LCAP Advisory Committee meetings to seek parent input.|2018
04614240137828|Pivot Charter School North Valley II|3|In general, parents indicated that they were satisfied with the level of communication that they received from Pivot Charter School. Some parents did specify, however, that they would like more frequent communication from teachers. No parents indicated that they felt unable to provide input in school or district decision making.  In general, parents indicated that they were satisfied with Pivot Charter School programs and the curriculum utilized by their students. No parents indicated that they felt unable to participate in programs.  Pivot Charter School has chosen to collect information through surveys of parents/guardians. This decision is based on the fact that many Pivot Charter School students and their parents/guardians live far from our resource centers. In order to provide equal opportunity for all parents/guardians to provide feedback and influence school level decisions, online surveys were conducted. These findings relate directly to Goals 1 and 3 of each Pivot Charter School Local Control Accountability Plan (LCAP).||Met||2018
49708390138065|Pivot Charter School - North Bay|3|In general, parents indicated that they were satisfied with the level of communication that they received from Pivot Charter School. Some parents did specify, however, that they would like more frequent communication from teachers. No parents indicated that they felt unable to provide input in school or district decision making.  In general, parents indicated that they were satisfied with Pivot Charter School programs and the curriculum utilized by their students. No parents indicated that they felt unable to participate in programs.  Pivot Charter School has chosen to collect information through surveys of parents/guardians. This decision is based on the fact that many Pivot Charter School students and their parents/guardians live far from our resource centers. In order to provide equal opportunity for all parents/guardians to provide feedback and influence school level decisions, online surveys were conducted. These findings relate directly to Goals 1 and 3 of each Pivot Charter School Local Control Accountability Plan (LCAP).||Met||2018
10621660133942|Aspen Meadow Public|3|"#1- 2017-18 was the school’s second year of operation. Several diverse surveys were given to parents/guardians at monthly Parent Connection Meetings, Town Hall Meetings, and Family Events throughout the school year. These surveys provided feedback regarding student progress and learning, school communication, staff performance, the reasons for which Aspen Meadow was chosen and how it differs from previously attended schools, and overall satisfaction. Over 90% of the parents indicated that they ""strongly agreed"" with the questions asked, indicating a positive perspective. The key findings helped administration and lead team members design professional development related to the topics. #2- Through surveys given at Back-to-School Night, parents indicated their interest areas in partnering with the school. These parents were called on frequently to assist in the classroom, at special events, and bi-monthly Parent Lighthouse Team meetings. English Language Learner parents were provided translators at ALL meetings and were also provided a couple of separate meetings for feedback regarding their ELD student-learners. As evidence on parent sign-in sheets, approximately 20% of parents attended Parent Connection Meetings, over 90% attend Parent/Student Conferences. #3- These surveys were developed and chosen, due to questions from various key areas within our organization and were connected to overall student success. The key findings far exceeded the LCAP Goal stating that ""in the first year more than 70% of parents will attend at least one school event (evidenced by sign-in sheets), and more than 70% of parents will indicate satisfaction with the school’s program, based on parent surveys."""||Met||2018
10622406114805|Central Valley Home|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
19647336097927|Open Charter Magnet|3|Open Magnet Charter has great parent involvement. In order to determine whether Open Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. 1. I feel welcome to participate at school. 99%  2. The school includes me in important decisions about my child's education. 95%    3. This school encourages me to participate in organized parent groups. 98%    4. The school informs me about school activities in different ways. 100%||Met||2018
48705736051338|Fairmont Charter Elementary|3||"Fairmont Charter Elementary is committed to engaging parents and other stakeholders and incorporating their feedback in the decision making process. Various programs and events have been established to initiate outreach and make connections with parents, including Parent Teacher Club (PTC), school open house events, parent nights, back to school night ELAC meetings and site council. Establishing these connections and developing relationships leads to greater parent involvement.In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC) and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC), as well as the district LCAP Advisory Committee. Fairmont Charter's Parent Culture survey revealed that 96% of parents agree strongly that Fairmont has ""School Connectedness"" and encourages them to participate in organized events and parent groups. Of the parents completing the survey, 96% agree that Fairmont has a culture that fosters school safety. The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. While the parents have the opportunity to participate via a survey, we also have sing in sheets for all of our parent nights and school events. We measure the percentage of parents participating in each.  Parent input in decision making as the ""percent of students being represented by a parent/guardian during these school events."" The stakeholder feedback demonstrated that Fairmont Charter School should prioritize its efforts as follows: 1. Improve academic achievement, especially in math - State Priority 4 2. Increase and improve parent involvement and participation in the school - State Priority 3 3. Improve climate and culture, specifically in the area of behavior and social emotional learning - State Priority 6  Specific Actions and Services added as a result of this stakeholder engagement process include: 1.  PBIS Tier 3 training will be completed, including training in Restorative Practices.  Goal 3 3.  An English Language Development Team will be created to support teachers in moving toward a more integrated ELD instructional model.  Goals 1 and 2 4.  Fairmont Charter School will implement additional interventions, including the purchase of new materials, professional development, and coaching.  Goals 1 and 2"|Met||2018
10622406006704|Lincoln Elementary|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
19647336018634|Palisades Charter Elementary|3|Palisades Charter Elementary School has been utilizing the School Experience Survey over the past few years that LAUSD has implemented. The percentage of parents completing the survey rose from 41% to 25% Our school’s most recent scores on the questions asked on the School Experience Survey have risen from the high 80s to the 90s: 1. I am a partner with this school in decisions made about my child’s education. (96%) 2. I feel welcome to participate in this school. (100%) 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). (98%) 4. This school provides me with information (verbal and written) I can understand. (98%) 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). (100%) 6. This school informs parents about school activities in a timely fashion. (98%) 7. This school provides opportunities to help me support my child’s learning. (94%)||Met||2018
19647336017701|Kenter Canyon Elementary Charter|3|In the 2017-2018 school year, 79% of the parents participated in the School Experience Survey at Kenter Canyon Charter.  In order to determine whether Kenter Canyon Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1.I am a partner with this school in decisions made about my child’s education.88% 2.I feel welcome to participate in this school.99% 3.This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).97% 4.This school provides me with information (verbal and written) I can understand.99% 5.This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.)99% 6.This school informs parents about school activities in a timely fashion.99% 7.This school provides opportunities to help me support my child’s learning.93%||Met||2018
37684370000000|Vallecitos Elementary|3||Over 50% of parents participated in PTO events, school functions, and as volunteers at Vallecitos. All events are publicized on the school website, fliers, weekly Blackboard Connect calls, PTO Facebook page, and the ARC Community Newsletter. School Site Council and DELAC members provide monthly input on school goals and programs. Staff have the opportunity to provide input in all aspects of the school and work closely with parents to ensure school procedures are being followed. Front office staff provide communication in both English and Spanish to parents. District notifications and classroom notifications are translated for parents. Weekly messages are sent to parents in English and Spanish updating them on important events. Spanish interpretation services have increased for parent/teacher meetings, IEP meetings, and school events due to new bilingual staff. A district survey will be conducted in the 2018-2019 school year for further input.|Met|Additional parent workshops will be provided to Vallecitos families in order to further their learning and engagement at the school.|2018
19647336018063|Marquez Charter|3|Marquez Charter School has been utilizing the School Experience Survey over the past few years that LAUSD has implemented. The percentage of parents completing the survey was  36%.  Our school’s most recent scores on the questions from the Parent Engagement section fall in the range from 85% - 99%:  1. I am a partner with this school in decisions made about my child’s education. (85%)  2. I feel welcome to participate in this school. (99%)  3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). (98%)  4. This school provides me with information (verbal and written) I can understand. (98%)  5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.). (99%)  6. This school informs me about volunteer opportunities. (97%)  7. I can easily find information about parent workshops or other programs offered at this school. (94%) 8. I feel comfortable about supporting my child's use of technology at home. (95%)||Met||2018
37681550000000|Jamul-Dulzura Union Elementary|3||"JDUSD has chosen to seek and gather parent input and support parent participation in a variety of ways throughout the year.  On average we offer 110 opportunities each year for parents to visit school and to become involved.  An annual survey is posted on the district web page. In addition, Principals hold approximately 16 informal coffee meetings (Chats at K-5 and Klatches at 6-8) each school year with parents/guardians.  These meetings are open ended and allow for free conversation and structured discussions around specific topics which are of high interest to parents.  The District Strategic Planning Team (SPT) is a collaborative team that includes parents, staff and school board members.  The SPT meets two times each year for 3 hours to review progress and make recommendations toward the Strategic Plan which includes all of the district's 6 LCAP goals.  In addition, a Parent Advisory Group Experience (PAGE) meeting is held in the Fall and Spring.  Parents from the district are all invited to attend. We also make sure parents from the District English Learner Advisory Council, PTA, PTSA, School Site Councils, and the Strategic Planning Team are invited too.  The PAGE reviews progress made toward each LCAP goal and then provides input as to the next steps for each of the goals.  A record of attendance and of the input shared at the meeting is kept on file at the district office.  Approximately 3,046 times per year parents/guardians participate in school and or district events.  Translators are provided for parent conferences, IEP and SST meetings.  Weekly messages are provided in writing and via phone in both English and Spanish for parents to remind them of involvement, participation, and input opportunities on all school sites.  Parent University training was provided for parents and administrators.  Recent Parent University opportunities include ""how to get your child into college"", social media, suicide/bully prevention, and online safety. Next on the Parent University Agenda... Sandy Hook Say Something Anonymous and mental health support.  The district meets and seeks input from teachers through JDUTA and in site based staff meetings and surveys.  Classified employees give input on the district survey and via bargaining sessions."|Met||2018
19647336016323|Canyon Charter Elementary|3|In the last year, 64% of Canyon Charter parents completed the School Experience Survey. In order to determine whether Canyon Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree is noted next to the question.  1.    I am a partner with this school in decisions made about my child’s  education.  97% 2.    I feel welcome to participate in this school.  99% 3.    This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  99% 4.    This school provides me with information (verbal and written) I can understand.  99% 5.    This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% 6.    This school informs parents about school activities in a timely fashion.  99% 7.    This school provides opportunities to help me support my child’s learning. 94%||Met||2018
47703830000000|Little Shasta Elementary|3|1. In the recent Parent Survey 100% of all parents rated parent participation in decision making a 5 (strongly agree). 2. Recent Parent Survey showed 89% of parents indicated they felt encouraged to participate in programs. 3. The Parent Survey was chosen because of the breadth of questions and the findings that aligned to LCFF goals.||Met||2018
43696900000000|Sunnyvale|3|1)  To seek input from parents/guardians, we have enlisted Thoughtexchange. Through this program, families, staff, and students are invited to provide feedback via a link sent by email, text or accessed through our website and social media channels. Participants share their thoughts on questions about our schools, and then read and rate the thoughts of others. We use the information received from the survey for the analysis and development of our LCAP goals, district priorities and the allocation of district resources. Our first Thoughtexchange was in 2017-18. 635 participants shared 1126 thoughts with 9088 ratings. In the fall of the 2018-19 school year we had 2033 participants share 1155 thoughts with 37,120 ratings. We will be conducting a second Thoughtexchange in January to seek further LCAP feedback. We also maintain a mobile app, through which parents can access an anonymous tip line to share information with us in a confidential manner. Since the app was launched in September 2017, we have had 2,990 downloads of the app, approximately 44% of our population. We regularly seek input from parents through English Learner Advisory Committees, School Site Council, parent group meetings, and informal principal coffees. Finally, we hold an annual Stakeholders’ Lyceum, where teachers, parents, community members and students have the opportunity to provide input on our LCAP goals and district initiatives.  2) We utilize Panorama to gauge our success in promoting parental participation.  We first administered the survey in the fall of 2017 as a pilot at our middle schools. At that time 330 parents responded. We expanded the survey to the elementary schools, and with greater efforts around communication and participation, increased the number of respondents to 2,076 in the fall of 2018. In the most recent survey, SESD scored in the 80th percentile (as compared with schools in Panorama’s national data set) with respect to family engagement. In addition, the percentage of families who reported that they had been involved with their child’s school increased by 18 percentage points between 2017 and 2018. 66% of parents reported that they had visited their child’s school either monthly, or weekly, and only 1% of respondents reported visiting “almost never”. 23% of parents reported being “quite involved” or “extremely involved” in the parent group at their child’s school.  3) We use Thoughtexchange to seek parent input because it enables us to receive input from all stakeholders in an open-ended format, and facilitates participation from a broad range of stakeholders. Panorama was selected to measure parent engagement as it is a well-established survey that gives clear and specific data, and allows us to compare our performance with a national data set. We are also able to disaggregate data by ethnicity, English language proficiency and gender, which helps us to understand if further outreach is needed to any particular parent community or student group.||Met||2018
30736500000000|Irvine Unified|3|Evidence:  Based on the 2017-18 IUSD Annual Survey (7,043 parent responses representing an increase of 2,985 parents over 2016-17 participation) 1. Key findings from the survey:  LCAP KNOWLEDGE AND INVOLVEMENT –   • 71% report that they have a high/some knowledge that districts are funded by Average Daily Attendance  • 47% percent understand districts are required to have an LCAP • 37% indicate that the (LCFF) was passed into law in 2013  • 28% understand that districts like Irvine USD will only return to funding levels from 2007.   • 52% state that they learn about the LCFF and the LCAP through school/district communication • 50% indicate that they have an opportunity to share their opinions on the LCAP  STRENGTHS -  • Academics, supportive staff, positive environment, parent involvement, safe campus, technology, student behavior IMPROVEMENTS:  • Upgraded facilities, academic support, extracurricular activities, reduced class sizes and improved school safety, parent involvement, communication, interventions. 2. Key findings from the survey related to promoting parental participation in programs. Almost all responding parents agree that their child is aware of and understands school rules (97 percent). A majority of responding parents also rate the relationship between parents and their child’s school positively, stating that their family feels welcome participating in school activities (89 percent) and that the school supports effective communication between teachers and parents (79 percent). Further, more than 60 percent indicate that their family volunteers at school (62 percent). 3. Why the LEA chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP. Irvine Unified School District developed a relationship with Hanover Research to support efforts to focus on continuous improvement.  This survey was selected because of its multiple focus areas on the student experience in IUSD and the ability of site and district leaders to use the results to make targeted decisions on improvement.  Survey questions focus on: LCAP knowledge and involvement, facilities, instruction, school climate, mental health, behavior, and relationships.||Met||2018
19643780000000|Charter Oak Unified|3||Utilizing an annual parent survey, this indicator reports out the LEA’s action of annually measuring its progress in: (1) seeking input from parents in decision-making, and (2) promoting parental participation in programs.   An LCAP parent survey was offered to district families with students in TK-12 in February of 2018. The first parent engagement question on the self-reflection tool was, “School sites encourage parent participation in District and/or school advisory committees.” Using a rating scale of 1 (not at all) to 5 (parents participate in all committees) survey participants recorded an average response of 4 out of 5, reporting that parents participate in most decision making committees. The second parent engagement question on the self-reflection tool was, “School sites provide translators at parent workshops, forums and school to home communications”.  Using a rating scale of 1 (not at all) to 5 (translated at all) survey participants recorded an average response of 3.7 out of 5, reporting that translators were provided at most parent workshops, forums and school to home communications.  These measures were chosen because parent partnership is a key factor to student success & educational achievement and these measures relate to our Local Control and Accountability Plan (LCAP) Goal # 3 which states that “through exemplary programs, increased student engagement, and meaningful parent involvement, the District and Schools will foster positive climates that support the social, emotional, and physical needs of students and their families”.  These results were reported to the District Governing Board on June 14, 2018.|Met||2018
10622406108328|Rafer Johnson Junior High|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
15638180000000|Taft Union High|3|Taft Union High School District selected the survey model in order to get unbiased feedback from all stakeholders.  The annual survey measures progress by seeking input from parents in decision making through surveys sent to all parents.  80% of parents reported being an active partner in educating their students.  Parent participation in DELAC and School Site Council meetings were used to set goals for the LCAP plan and LCFF priorities.||Met||2018
10622406006720|Washington Elementary|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
44104474430252|Pacific Collegiate Charter|3|PCS administers a local survey to all parents each year during the spring. Survey participation is generally around 50% of all parents. The survey gathers input about parents’ opinion on a broad range of topics related to their and their children’s experience at the school. These topics include:  • Their child’s level of engagement in school.  • Their child’s academic success in school.  • The level and source of academic and emotional support available at the school for their child.  • Their satisfaction with parent support resources provided by the school, such as college counseling.  • Parents’ opinion about school policies and procedures such as homework and grading.  • The extent to which the school seeks out and values parental input on school policies and procedures.  • Aspects of the school that parents appreciate as well as aspects that they would like to see improved.   The majority of parents believe the school welcomes their ideas and opinions about how to improve their child’s experience at PCS. The main critical feedback from parents centers on improving communication from school administration and Board regarding decisions affecting the school. The local survey primarily focuses on understanding how the school is meeting the academic, social, and emotional needs of children from the parent perspective. Certain aspects of the LCAP relate to the affirmative feedback for the school providing support for college preparation. Specifically, the LCAP addresses these needs through goals related to access to advanced courses, access to admissions test preparation, college level research opportunities, and targeted support for first generation and low income students.  Additionally, the LCAP call for ongoing parent engagement in school decision through a goal of parent membership on the Board and all school committees.||Met||2018
33672150000000|Riverside Unified|3|Riverside Unified School District (RUSD) values parents and other stakeholders as a vital part of the decision-making process. Family events, such as the Parent Engagement Summit, Back to School Night, Open House, and numerous parent education nights provide opportunities to open our doors to families and build relationships, leading to increased parent involvement.  District parent committees such as Riverside Council Parent Teacher Association (RCPTA), African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), District English Language Advisory Council (DELAC), English Language Advisory Council (ELAC), LCAP Community Advisory Committee, site level Parent Advisory Committees (PAC), and site level School Site Councils (SSC) provide ongoing input and feedback on site and district decisions.  Riverside Unified School District’s 2017-2018 Community Survey revealed that 72% of parents strongly agreed (49%) and agreed (23%) that they are “encouraged to become involved in the school through opportunities such as parent councils and volunteering.”  In addition, 55% of parents who participated in the survey strongly agreed (32%) or agreed (23%) that they “have voice in school and district decision making.”  This locally-authored survey has provided RUSD with information that has influenced the RUSD Local Control Accountability Plan (LCAP) actions and services.  For example, survey results revealed the following topics desired for parent education:  how to help my child with math (55%); College and Career Readiness (52%); how to help my child with reading (46%); state testing (41%); technology (39%); internet safety (36%); parenting skills (27%).  The use of this survey was selected because it is customized to our district actions and programs.  Survey data, along with input from all stakeholder engagement groups and Community Forums, was used in the revision of the RUSD LCAP.||Met|Information from 2017/18.|2018
40754570000000|Paso Robles Joint Unified|3|Paso Robles Joint Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent Teacher Association (PTA), Parent University,  school open house events, Parent Nights, Dual Immersion Parent Advisory Committee, Science Nights and back-to-school nights. Establishing these connections and developing relationships leads to greater parent involvement. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC) and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC), Stakeholders Committee and Parent Advisory Committee). PRJUSD’s 2017-18 LCAP Parent Survey revealed that 91 % of parents agree or strongly agree that their child’s (children) school(s) encourage parental participation and that school[s] encouraged participate in organized events and parent groups. Of the parents completing the survey, 87% agree or strongly agree  that their child’s (children) school(s) seeks their input regarding their child’s educational experiences. The survey has been a valuable tool for seeking input from parents and promoting parent participation.  PRJUSD is committed to gathering information on the quantity and quality of parent participation in events and programs as well as establish opportunities for parents to participate in the school decision-making process. The LCAP Survey was created by the LCAP committee and stakeholders to ensure that we can gather logituitual data from a variety of stakeholders to ensure that our findings correlate with our established LCAP Goals.||Met||2018
21653340000000|Kentfield Elementary|3|Kentfield School District administered the Youth Truth Survey to all students in grades 3-8, all staff and all families at Bacich and Kent. We received 82 responses from Kent families and 129 responses from Bacich families. The same questions were asked of both schools, and the responses, based on a 5-point scale, follow: The degree to which families believe their school fosters shared goals, respect, fairness, and diversity: Bacich = 4.21; Kent = 4.09 The degree to which families are engaged in their school and empowered to influence decision making: Bacich = 3.97; Kent = 3.91 The degree to which families believe that their school is a safe place for students: Bacich = 3.83; Kent 3.97 The degree to which families experience positive relationships in their school based on respect, care and approachability: Bacich = 4.22; Kent = 4.10 The degree to which families believe that their school deploys the necessary resources to support students: Bacich = 3.90; Kent = 3.85 The degree to which there are open and effective lines of communication between families and schools: Bacich = 3.85; Kent = 3.53 This survey was chosen because it taps into the school experience for all stakeholders on measures other than academic achievement. These questions align with the goals in our LCAP: academic access, open communication, safety of facilities, parent engagement and involvement in decision making.||Met||2018
10623640000000|Parlier Unified|3|Parlier Unified School District conducted a Parent Survey that focused on gathering information relating to seeking how parents felt about the district’s role including them in decision making and promoting parent participation.  The survey was also utilized for the LCAP Annual Update.  The findings indicated that 88% of the parents surveyed felt that schools/district sought parent input in school and district level decision-making process through school level meetings and events.  Parents also indicated they would like to know/learn more about the programs utilized in school during the school day so they could continue to help their children at home and increase the number of parent workshops available throughout the year.  Another key finding from the parent survey indicated that parents wanted meetings to be held at a later time in the evenings.  They also suggested having incentives and fun activities, such as family nights, that encourage more parent participation and increase parent attendance at meetings.  Parents indicated they liked having parent/teacher conferences because they received information about their child’s progress.  They would like to see additional opportunities for parent/teacher conferences throughout the school year to monitor their child’s academic progress before their child failed their coursework.  The parent survey was designed to contain questions that addressed the Parlier Unified School District LCAP goals.  The parent survey contained questions addressing student academic achievement and instruction, parent input and participation, school climate, and basic services.  The district utilized the backwards-mapping strategy to create the parent survey.  Questions were posed to elicit input from parents addressing all areas where parent participation and input is vital and highly encouraged.  Parlier Unified School District acknowledges and encourages parent input and participation as a key component to meeting district goals for student achievement.||Met||2018
12101240134163|Northcoast Preparatory and Performing Arts Academy|3||A. Seeking Input in School Decision Making 1. One important way that NPA seeks input from parent/guardians in school decision making in grades 9-12 is through parent evenings hosted for each grade level once each semester. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration. The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During these evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions. The parent meetings have a high rate of attendance. This year to date more than 70% of families have attended at least one parent evening, and during the course of the 4 years greater than 90% of families attend at least one parent evening.  2. The school promotes parental involvement through participation in the NPA Parent Council and through invitations to participate in school events and initiatives. At the beginning of each semester the Parent Council and school create sign-up sheets for upcoming events and initiatives, and these are presented at an evening all-school meeting. The school measured the rate of parent/guardian participation in one or more events or initiatives and found that 73% of families have participated in educational initiatives this year. In grades 6-8 parents are also invited to attend an individual conference with the core teacher, discussing their child's academic progress and needs. This fall 82% of families took advantage of this opportunity. The remainder were sent narrative reports by mail.  3. NPA has chosen these particular methods of involving parents/guardians in decision making and promoting involvement of parents/guardians in educational programs because they are identified as actions to be taken to meet NPA's goals for parent/guardian involvement in its LCAP, and because they have been found to be successful in prior years. Both of these measures have met or exceeded anticipated LCAP outcomes for the current year.|Met||2018
19642871996479|Opportunities for Learning - Baldwin Park|3|The highest ranked academic key findings from the 2018 Spring Parent LCAP survey results were that parents feel that we should  increase math support (53.11%), focus on post-secondary preparation (52.63%), develop social-emotional skills (47.37%), and offer more elective options such as art and music (45.45%).  Additionally, 88.83% of parents agree that OFL-BP maintains a positive school climate, and 95.13% are satisfied with their experience at OFL-BP.  A key finding from the parent LCAP survey was that 99% of parents participating in the survey are English speaking, even though the survey was offered in multiple languages. According to the 2018 Spring LCAP Parent Survey 47.85% of surveyed parents “Strongly Agree”  that OFL-BP encourages parental involvement and participation, and 32.21% also “Agree” that OFL-BP encourages parental involvement.  OFL-BP LCAP stakeholder survey questions have been historically passed on each school year to monitor the progress and identified needs in determining LCAP goals and school climate. New and modified questions may be asked based on previous year’s stakeholder feedback.||Met|OFL-BP’s plan for parent engagement is comprehensive. OFL-BP seeks parental input in making decisions, including decisions that promote parent participation for all student subgroups. Various school-wide parent outreach opportunities, such as Back-to-School nights, Open Houses, LCAP events, Art Fairs,  orientations for field trips, Family Game Nights, College Application Nights, FAFSA Information Nights, SBAC Kick-Off’s, and Senior Signing ceremonies create positive and meaningful experiences for parents and students. School staff consistently notifies parents immediately when problems with attendance, academic progress, or personal issues arise. Parents are given suggestions about ways they can support the learning process, and a written report of student progress can be provided to parents immediately upon request. Communication with parents occurs through regular phone calls from teachers, open houses each semester, quarterly newsletters, and progress reports. Student Advisors  hold meetings with parents and guardians to help guide them through post-secondary and financial aid options, as well as host quarterly parent information meetings.  Stakeholders also communicate and connect through social media outlets.|2018
19644690128736|Opportunities for Learning - Duarte|3||OFL-Duarte seeks parental input in making decisions, including decisions that promote parent participation for all student subgroups. Various school-wide parent outreach opportunities, such as Back-to-School nights, Open Houses, LCAP events, Art Fairs, orientations for field trips, Family Game Nights, College Application Nights, FAFSA Information Nights, SBAC Kick-Off’s, and Senior Signing ceremonies create positive and meaningful experiences for parents and students. School staff consistently notifies parents immediately when problems with attendance, academic progress, or personal issues arise. Parents are given suggestions about ways they can support the learning process, and a written report of student progress can be provided to parents immediately upon request. Communication with parents occurs through regular phone calls from teachers, open houses each semester, quarterly newsletters, and progress reports. Student Advisors  hold meetings with parents and guardians to help guide them through post-secondary and financial aid options, as well as host quarterly parent information meetings. Stakeholders also communicate and connect through social media outlets.  OFL-Duarte’s LCAP stakeholder survey questions have been historically passed on each school year to monitor the progress and identified needs in determining LCAP goals and school climate. New and modified questions may be asked based on previous year’s stakeholder feedback. The key findings from the (CSCI Comprehensive School Climate Inventory survey revealed that parents rated OFL-Duarte most effective in the Safety, Rules and Norms category. Parents indicated that the school clearly communicated rules about physical violence; clearly communicated rules about verbal abuse, harassment, and teasing; and that there were clear and consistent enforcement and norms for adult intervention. In terms of areas of growth, parents indicated on the CSCI survey that some students share inappropriate information on social media. OFL-Duarte educates its students on the “dos and don'ts” of social media through meaningful classroom discussions and activities and the school participates in a bullying prevention campaign every October which includes Cyberbullying. The CSCI survey also indicated that parents had a positive identification with the school and OFL-Duarte had norms for broad participation in school life for students, staff and families. In our spring 2018 Parent Engagement survey 51.39% of parents indicated that developing Social Emotional skills should be among the top focuses for our students. As a result we embedded Social Emotional Learning (SEL) activities into our instructional program.  Students participate in a Character Education class which focuses on character development. In addition, students have the opportunity to take part in other social activities such as Student Council, Experiential Learning field trips and Sports.|Met||2018
52715140000000|Elkins Elementary|3||Elkins regularly seeks input through parental input at Site Council meetings regarding student assessment & achievement related to ELA and analyzes CAASPP data in both ELA & Math|Met||2018
23738660000000|Potter Valley Community Unified|3||The district uses the following criteria to measure parent involvement: 1. Participation in the District Advisory Committee  2. Parent enrollment with the AERIES parent portal 3. Parent participation in elementary PTSO and high school Boosters 4. Parent attendance at Back to School Night and Open House|Not Met|The district has met the goal for all parent outreach events with the exception of the District Advisory Committee.  The district will continue to promote this collaborative group and increase parent participation.|2018
08618200000000|Del Norte County Unified|3|The district administered a district wide survey seeking input from parents/guardians with over 900 responses.  The district worked with WestEd in the development of the survey to help ensure the survey was unbiased and structured to get information desired.  The survey was partially selected to diversify our sources of input, because the district receives numerous data points from many face to face meetings with stakeholder groups.  Many of our parents/guardians indicated a survey is the most reliable way for them to provide input.  Also, every school site administered a parent engagement survey to promote parent participation and to obtain input for planning.  Key findings from the surveys included parents wanting to know what happens with the information that they provide, what is the process.  Other key findings included a clear communication protocol when decisions are made and communicating parent engagement opportunities on multiple platforms.||Met||2018
27660680000000|South Monterey County Joint Union High|3||Seeking Input in School/District Decision Making: parent surveys administered during ELAC and DELAC meetings; School Site Council; CABE Project 2Inspire, parent leadership development program; LCAP parent surveys administered during SSC meetings; GEAR UP parent surveys|Met||2018
37680980133991|Epiphany Prep Charter|3||The input of parents in school decision making is sought via specific structures, including Parents of Epiphany Prep (PEP), English Learner Advisory Committee (ELAC), School Site Council (SSC), and Coffee with the Leadership meetings. Meeting dates for these structures are listed within the school’s Local Control Accountability Plan (LCAP).  Summer Strategic Planning Sessions are held each year, which include parents/guardians, school staff, and governing board members. At these annual meetings all participants engage in evaluation, feedback, and decision making that assists in continuing to lay foundations for our students to thrive. For 2018-19, school highlights and awards at regular governing board meetings have been added, with the intent of incentivizing parents/guardians to attend and increase their involvement in school decision making.    Since a large number of the families speak Spanish as their home language, Epiphany Prep has sought to hire bilingual staff, and consistently offers all communication to families in Spanish.  Interpretation and translation services are always proactively addressed and available.  A review of recent parent workshops includes: Common Core State Standards, Restorative Practices, The Academic Grading System, How to Support My Child Academically, Positive Discipline, Understanding CAASPP Results, and GED support classes for parents.  In recognition that some of our families are not well connected to the school, and of the importance of the relationship between home and school, Epiphany Prep continues the practice of teachers conducting home visits.  All selected measures were chosen to support our LCAP goals and priorities, and are based on needs of the population we serve.|Met||2018
57105790132464|Empowering Possibilities International Charter|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they feel comfortable approaching teachers and administrators with concerns or questions and are highly satisfied with the foreign language and cultural aspects of the school’s program.  They indicated that there are many opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the school program.  Parents indicated a need to increase school communication about important events and increase communication and follow-up around parent concerns.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
39685850122580|Rio Valley Charter|3|The Director of Rio Valley Charter School (RVCS) holds multiple LCAP meetings with stakeholders throughout the year. Stakeholders are also surveyed annually regarding LCAP priorities. At these meetings, school leadership addressed the description of the LCAP process, explained the LCAP template, shared progress toward meeting annual goals, and discussed future LCAP goals and requested input from parents/guardians in school and district decision making staff. Annually, Rio Valley surveys all its stakeholders. We have made great progress towards measuring and promoting parental participation in our survey. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. Adjustments to the draft LCAP are made and the final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.||Met||2018
33672496114748|San Jacinto Valley Academy|3|At San Jacinto Valley Academy, we actively involve and seek input from parents/guardians in school decision making by appointing representatives to our governing board and advisory committees. We currently have three parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. We also have parent representatives on both our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects, including effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. Parent representatives are appointed each school year to both the school board and advisory committees through an application and interview process. We believe the active involvement of parents is critical to student and school success. Parents are also given an opportunity to provide input and feedback through the annual LCAP survey. Parents participated in a survey to determine their connectedness with the school and staff. The findings showed that 84% of the parents surveyed feel connected most or all of the time with staff. Parents were also asked if they feel proud to belong to SJVA. 95% of the parents surveyed feel proud to belong to SJVA most or all of the time. When asked do you feel supported at SJVA, 87% of parents surveyed felt they are supported by SJVA most or all of the time.||Met||2018
36738900000000|Silver Valley Unified|3|We asked parents if they feel their involvement in their child’s school was valued and 95% of the parents agreed with this and only 4% disagreed. Only 35 out of 667 parents surveyed felt their input was not valued and for us, that means we are doing something right. Engaging parents at the site and district level is one of the keys to our success. We recognize the importance of their input and work consistently to gain their input. We also asked parents if they feel involved in planning, implementing or evaluating school programs 48.9% responded that, yes, they are involved in this process, with only 10.9% saying they did not. The other 40.2% said they did not know. With almost 40% of the parents saying they did not know, we know we need to improve in communicating and engaging parents to seek their input through various meetings, surveys, assemblies, etc. We chose our survey questions so as to get the most direct and best results from our parents to help us further engage them in gathering data and information.||Met||2018
14632710000000|Death Valley Unified|3||For its 26 students in total, who come from residential areas as many as 150 miles apart and in which there is no reliable cell phone service, the LEA has made the following progress: 1) Finding ways for the LEA to elicit, receive and record parent/guardian input toward school and district decision making by individualizing communication for each parent/guardian by finding and utilizing the individual parent/guardian's most reliable avenue of communication, be it land line telephone, cell phone, text, email, US mail, or face-to-face meeting. In this manner, all parents/guardians may be reached readily by the LEA and by teachers. In this way, parents/guardians may express their input toward school and district decision making. 2) Given the great distances between home and school, parents opt to not travel with any regularity in order to participate in ongoing programs. The LEA has succeeded in creating interest and increased participation in one-day events, like academic field trips and special student presentations. 3) To meet the needs of its widespread, diverse and often transient community, the LEA selects measures that allow for the individual needs of its students and their parents/guardians. The findings relate to LCFF and LCAP in that they create a more regular system of communication between school and parents/guardians.|Met||2018
08100820000000|Del Norte County Office of Education|3|County schools provide educational service to 6th-12th grade students in our Community School and Elk Creek (Juvenile Hall).  The majority of parents did not respond.  As a result we have increased the different ways that we communicate with parents/guardians.  We are now posting more information online, sending home mailings, and sending home information with the students.  The survey was selected because it asked questions about a variety of topics including curriculum, school safety, relationships with staff and school, and other areas pertinent to student enjoyment and learning.  Questions including inquiry around the COE's LCAP goals and how we can improve.  The limited number of responses received on the survey indicated that there is satisfaction with the progress made in these areas.||Met||2018
34674470128124|Gateway International|3|A survey is administered to parents annually to seek input on school culture and climate.  The survey indicated that parents feel engaged and proud to be members of the GIS community.  Parents indicated they feel comfortable approaching teachers and administrators with concerns or questions and are highly satisfied with the foreign language and cultural aspects of the school’s program.  They indicated that there are many opportunities for parent participation in school activities and that the school does an excellent job making parents aware of the ways they can participate in the school program.  Parents expressed their appreciation of expanded extra-curricular and after-school opportunities for students.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
48705320122267|Dixon Montessori Charter|3|1. DMCS does biannual parent and family surveys. Our parent surveys were created by administration to gain input from parents/guardians to inform school decision making. The survey indicated 90.9% overall satisfaction with our school. The key findings from the survey regarding school decision making were positive with 94% of parents agreeing or strongly agreeing that the school administration is responsive, and visible to parents and families. Parents are happy with our school culture, safety, staff quality, and general cleanliness of the campus. 2. Parents and community members are encouraged to participate in monthly board meetings and charter advisory meetings each trimester. We are investigating finding more opportunities for all parents including parents of students in the unduplicated count.  DMCS has PTO meetings and events that are well attended. We have offered math nights with over 150 parents in attendance. Overall our parent participation rate has increased over the year at our monthly Coffee with the Director and at School Advisory Committee meetings. DMCS parent engagement has been instrumental in identifying key actions throughout our LCAP. 3. DMCS designed the parent and family survey to work in conjunction with our LCAP Goal 3: Priority 3 (Parental Involvement) and Priority 6 (School Climate) as well as Goal 4: Priority 3 (Parental Involvement), Priority 5 (Pupil Engagement), and Priority 6 (School Climate).||Met||2018
33103300137869|Excelsior Charter School Corona-Norco|3|Excelsior Charter Schools Corona-Norco (ECSCN) is in its first year of operation as a charter school approved by the Riverside County Office of Education.  As with all Excelsior Schools, we administer an annual survey to gather information from our parents regarding parent engagement.  Since ECSCN has only a few months of operation, this data will be collected in the spring of 2019 in order more accurately measure parent engagement.||Met||2018
31750850000000|Rocklin Unified|3|The mission of Rocklin Unified School District (RUSD), the cornerstone and leader of educational excellence, is to ensure each student becomes a well-rounded individual who thrives intellectually and develops unique strengths to pursue and achieve personal ambitions while contributing to a dynamic world.  In order to accomplish this mission, RUSD continually seeks input from families to inform decision making at the school and district level as well as promote parental participation in programs. In January 2018, the Rocklin Unified School District sought parent/guardian participation in the 2018 Local Control Accountability Plan (LCAP) Parent/Guardian Survey, an annual survey, in which 1,906 parents/guardians responded.  Student grade level for respondents was as follows: 29% in grades TK-3, 22% in grades 4-6, 16% in grades 7-8, and 33% in grades 9-12 and Continued Education. This input informed the development of the 2018-2019 RUSD LCAP goals, actions/services, and expected outcomes. Survey results indicate a high rate of parental participation in the education of students at RUSD.  For example, 88% of respondents strongly agreed and agreed RUSD “encourages parental involvement and participation”, an increase of 9% from the previous year.  In addition, consistent with the previous year, 91% strongly agreed and agreed “I attend events at my school including but not limited to Back to School Night, performances, informational events, conferences, athletics, and activities”.  It is RUSD’s priority to maintain as well as increase parental participation and access for parents to information about student learning across the district. Several findings informed decision making in the development of actions and expected outcomes for LCAP Goal 2, which states “RUSD will provide support systems for learning (during both the school day and after school) and provide a safe, healthy climate where all students have the opportunity to achieve at high levels”.  Specifically, 93% of respondents strongly agreed and agreed “my student is safe at school”, a 4% increase from the previous year.  The goal is to increase the percentage of parents/guardians strongly agreeing and agreeing their students are safe at school to 100% by continuing to support the social-emotional well-being of students and providing safe, well-maintained facilities and infrastructure for student use and success.  In addition, 87% of respondents strongly agreed or agreed “my student is engaged at school”, a 7% increase from the previous year.  The goal is to increase this perception by at least 3% each school year by facilitating learning experiences that ignite passion, develop enduring skills, and feature relevance, choice, and purpose for each student.||Met||2018
29663400000000|Nevada City Elementary|3|Our district chose the California Healthy Kids Survey as we wanted a consistent survey tool. We open the survey each year in November and December to all parents, in all grade levels. Teachers encourage parent participation in the survey at the Parent/Teacher Conference meetings. Key findings include parents from Deer Creek reporting high levels of parent participation, and parents from Seven Hills desiring more opportunities for involvement at the middle school level. Most parents felt they have a voice in district decision making with LCAP committee, Site Councils and monthly meetings with the Superintendent.||Met||2018
27660500000000|King City Union|3|In the spring of 2018, parents of students in grades TK - 8th grade were provided with the opportunity to complete a survey which included questions regarding opportunities for parent engagement.  Parents had the option of completing the survey on-line through a link available on the district website or completing an anonymous paper copy and returning the survey to the school to have their input added to the on-line submissions.  A total of 1088 surveys were completed for the 2017/18 school year.  Results of the completed surveys indicated that 90% of parents feel welcomed and valued as members of their school community, while 81% of parents always feel that they are listened to, 15% reported sometimes feeling listened to, and 3% not feeling supported.  In terms of respect, parents report that teacher and administrator respect for students is high with totals of 89% and 90% within each category.  The parent survey selected for administration addressed actions within goals 1 and 4 of the district LCAP, seeking to support parent engagement and communication between the school sites, the district, the community, and parents. In addition to the parent survey, input from parents is solicited at school site and district wide participation opportunities such as LCAP Stakeholder meetings, School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings. The results of the parent survey were shared with the local governing board  at the regular monthly meeting held on June 20, 2018.||Met||2018
50711006112627|Hickman Charter|3|Parent engagement is essential for a successful education at Hickman Charter School.  According to our latest parent data, 96% of parents surveyed agree that HCS encourages parent involvement. Parents are required to meet with education coordinators at least six times a year to discuss lesson planning, teaching goals, and to monitor student progress.  These meetings establish a fruitful parent-EC (teacher) collaboration to better meet the educational needs of the students. Parents also keep informed by receiving ParentSquare posts, emails, and by visiting our school’s website and keeping up on the monthly newsletter posts. Parents are encouraged to visit classrooms, talk with classroom teachers, and keep in constant contact with their ECs for guidance and support. Within our independent study model, parents play the most important role in educating their children and engagement is a requirement for success.||Met|Parents are engaged in LCAP development through online survey, LCAP Advisory Committee, and the District Language Acquisition Committee.  Local Indicators were presented to the Board on November 13, 2018.|2018
37680230000000|Chula Vista Elementary|3|1. Yearly, CVESD engages parents/guardians through a Hanover survey to understand their perceptions and opinions about District efforts with decision making.  Last year, 2310 parents/guardians provided feedback around multiple questions, including their opinions about the ability contribute to the school policy related decision making process and the budget process at individual school sites.  A key takeaway from this survey is that approximately 60% of the respondents felt that they had adequate opportunities to contribute to these questions. 2. A specific parental participation question was asked of the CVESD learning community.  This question asked if parents/guardians participated in a school specific program like, SSC, ELAC, or PTA.  A key finding for this question was that 30% of the respondents participated in one or more programs, making it one of the lowest marks of the survey.  The number of respondents was 2310, giving us a strong sample size to base our next steps off of. 3.  CVESD chose this specific survey for three reasons: *We have a history with Hanover that spans multiple years and our learning community is familiar with the format and its ease of use, making participation easy for parents/guardians. *The web-based questionnaire can be completed in an 'anytime, anywhere' fashion to support all families, particularly working families who struggle with face to face and paper surveys. *We wanted to ensure a large sample size to be confident that the parental voice is being captured to support LCAP goals and input needs.  The survey results are supporting our LCAP goals as they are informing our decision making process, supporting our DAC/DELAC Board and community with data for decision making, and providing transparency for all stakeholders with LCAP based input that drives decision making.||Met|The CVESD DAC/DELAC Board reviews Hanover survey data and provides input for District staff about next steps to increase parent/guardian participation.|2018
10101080136291|Career Technical Education Charter|3|Career Technical Education Charter opened its campus to its initial freshman class in August of 2018. Parent input into CTEC's academic program and procedures is a valuable component of our school evaluation.  In October of 2018, we asked parents to communicate on their satisfaction on four areas: the Learning Environment, Staff Support, Communication and parent satisfaction.    Through a 5 scale ranking and questions and comment component parents provided feedback on the first several months of our academic year.   Parents communicated an average of 4.2, that they were able to participate in decisions pertinent to our program. Within the comment section, parents expressed a desire for more opportunities to connect with the community outreach that is provided to students and share such events on social media. To address this concern, we have shared CTEC activities and events on social media to encourage parent communication and involvement. An area of concern for parents within the comment section, although scored an average of 4.6 or higher within the scaled ranking section, is parents access and participation/communication with regard to student academic progress.  This was an area we acknowledged as a concern and the need for improvement within the first several months.  We have been able to address this concern, by establishing a dialer and email system to communicate more frequently with parents.  We have also connected parents and students to our student information system to create further participation in student academic progress and success.   We chose to create a survey that was designed to address the specific components and goals within our LCAP.  Being a new school, it was our desire to ask questions that would assist us with providing data that would evaluate our progress and implementation of the program we communicated within our charter and laid out within our LCAP.||Met||2018
31750850128561|Rocklin Independent Charter Academy|3|The mission of Rocklin Independent Charter Academy, a unique, innovative, and collaborative K-12 educational community, is to ensure students become academically, socially, and emotionally balanced, discover their passion for lifelong learning, and thrive individually.  In order to accomplish this mission, RICA continually seeks input from families to inform decision making at the school and district level as well as promote parental participation in programs. In January 2017, the Rocklin Unified School District sought parent/guardian participation in the 2017 Local Control Accountability Plan (LCAP) Parent/Guardian Survey, an annual survey, in which 18 Rocklin Independent Charter Academy (RICA) parents/guardians responded.  The input informed the development of the 2017-2020 RICA LCAP goals, actions/services, and expected outcomes.  Student grade level for respondent was as follows: 11% in grades TK-3, 28% in grades 4-6, 5% in grades 7-8, and 56% in grades 9-12. Survey results indicate a high rate of parental participation in the education of students at RICA.  For example, 94% of respondents strongly agreed and agreed RICA “encourages parental involvement and participation”, a 12% increase from the previous year.  In addition, 78% strongly agreed and agreed “I attend events at my school including but not limited to Back to School Night, performances, informational events, conferences, athletics, and activities”, a 6% increase from the previous year.  Parent participation is a critical component of our independent program and the culture we work to promote.  As such, one of our highest priorities is monitoring and enhancing parental participation at Rocklin Independent Charter Academy. Several findings informed decision making in the development of actions and expected outcomes for LCAP Goal 2, which states “RICA will provide support systems for learning (during both the school day and after school) and provide a safe, healthy climate where all students have the opportunity to achieve at high levels”.  Specifically, 100% of respondents strongly agreed and agreed “my student is safe at school”, a 5% increase from the previous year.  The goal is to maintain the percentage of parents/guardians strongly agreeing and agreeing their students are safe at school at 100% by continuing to support the social-emotional well-being of students and providing safe, well-maintained facilities and infrastructure for student use and success.  In addition, 50% of respondents strongly agreed or agreed “my student is engaged at school”, a 5% increase from the previous year.  The goal is to increase this perception by at least 2% each school year by continuing to build school culture through student bonding activities and providing authentic, differentiated, and guided inquiry-based learning experiences.||Met||2018
15637920000000|Standard Elementary|3||Measure of participation by parents/guardians in meetings that involve school staff to build capacity in working collaboratively. 1. Parent participation in Back to School Night (K-5) improved from 48% in 2017-18 to 57% in 2018-19. 2. Parent participation in Teacher/Parent Conferences (K-5) improved from 88% in 2017-18 to 92% in 2018-19. 3. Parent participation in Parent Portal (IC) increased slightly from 22.89% in 2017-18 to 23.89% in 2018-19.|Met||2018
29663570000000|Nevada Joint Union High|3|1. 84.6% of parents agree or somewhat agree that they are encouraged to provide input on and participate in decision-making at their school. 2. 82.8% of parents agree or somewhat agree that they are well-informed about educational services and changes at the school. 3. The survey that was chosen is aligned closely to the 8 LCFF state and local priorities. Its selection, and specific items, were agreed upon by the LCAP Advisory Committee (made up of 6 students, 6 parents, 6 teachers, 6 classified staff, 6 community members, and 6 administrators) at the first of our three day long LCAP Advisory Committee meetings.||Met|Our LCAP Advisory Committee met for 3 full days throughout the 2018 Spring semester. The make up of the committee consists of 6 students, 6 parents, 6 community members, 6 teachers, 6 classified staff members, and 6 administrators.  We also had parent participation via our district LCAP survey, as well as at a series of 4 evening LCAP Town Hall meetings.|2018
17640220000000|Konocti Unified|3||Konocti Unified School District uses the Parent Summit attendance and survey as a method of measuring parent engagement.  Translation is provided at the event.  Education and trainings are offered to parents (including in the area of social-emotional development and growth).|Met||2018
31669280000000|Roseville Joint Union High|3|The RJUHSD has enlisted the support of Hanover Research in developing and administering a survey that incorporates key Local Control Accountability Plan elements.  In the 2017-18 school year all students, parents and staff were provided an opportunity to respond. The results included 4,794 student responses, 1,559 parent responses and 650 staff responses.  The major themes from the survey included a desire to engage with parents more frequently, to address feelings of isolation and disconnection from school by students, and to provide staff with more professional development opportunities. Parents of English Learner students also indicated a desire to become more engaged in school efforts to serve students.  Improved  and frequent communication was suggested by all parents to address parent engagement issues. Student results suggest the district attend to more diverse opportunities and methods in connecting with students. The areas identified through the survey are in alignment with district goals and plans to improve. Ongoing work will include monitoring of progress and revisiting of stakeholders feedback in these key areas identified through the survey.||Met||2018
04614240121475|Sherwood Montessori|3|We administered a School Survey for parents and other stakeholders during the 2017-2018 school with results summarized in our 2018-2019 LCAP. Results found that parents participated in school activities and were active volunteers. We found our volunteer tracking system difficult to use to glean quantitative data, and are trying a new method this year. We will be shifting the collection of this data from spring to fall, to have current year data to consider when developing our LCAP.||Met||2018
33671573331014|Nuview Bridge Early College High|3|We received 221 parent responses at NBECHS when we administered our LCAP survey. School Climate and Student Safety was identified as one of the top priorities for Nuview Union School District.   (1) In the key findings of our survey, related to school climate, 64.7% of parents felt that teachers and staff care about students, 74% of parents feel that students know where to go for help with a problem at school. and 80% of stakeholders feel that students feel safe at school.   (2) Findings from our survey related to promoting parental participation in programs indicate that 75% of parents feel welcome at the school site, 31% of parents feel that their school provides parent workshops on student advocacy and educational priorities, 25% of parents felt their school has family activities and 40% of parents felt that they are included in Advisory Council.   (3) NBECHS used this survey to gather feedback across the community in order to get an unfiltered response from our community. Our number one priority is to ensure student safety and this is directly reflected in the goals of our LCAP. In partnership with Hour Zero, we are revamping our safety protocols and looking at installing new locks to enhance safety and security.||Met||2018
10625470000000|Westside Elementary|3||Westside Elementary School District involves parents in analysis and goal setting, for Federal, State and Local programs. As a one-school district, we include the mandated number of parents in the School Site Council. We also have meetings of District Advisory Committees and English Learner Advisory Committees. These groups examine student progress, discuss measures of school climate, and discuss needs and goals for our students. The input of these committees help shape our Single Plan for Student Achievement and LCAP. Translation and child-care are provided for Parent Infomation Meetings, Site Council and DELAC/ELAC meetings. Translation is also provided for Parent-Teacher Conferences. The District provides Parent Information Meetings which have included such topics as how to become more involved in your child's education as well as the LCAP progress. This past year we implemented the Rosetta Stone English instruction program for parents of primary grade student, which are held one evening a week. The goal is for these Spanish speaking parents to grow in their English skills so that they will feel more confident in assisting their children academically.|Met||2018
21770650135350|Ross Valley Charter|3||Ross Valley Charter was developed by teachers and parents. Without the sustained commitment of a strong community of parents, this school would not exist. It is not only important to have parent participation, it is necessary in order to sustain its effective operation and achieve its mission. The keystone of our school is the Leadership Council. The Leadership Council is an essential organizational structure operating in furtherance of the Mission and Beliefs of RVC, founded on principles of collaboration between the stakeholders – parents, teachers, and administrators – in the education of the students.  Our initial goal in instituting the council was to have 8 to 12 parents volunteer to participate. We far surpassed this goal with 20 parents stepping up to volunteer. The Council meets every month to discuss, engage, and collaborate. This is the primary means for parents to be involved in school decision making. Any decision that comes out of the leadership council cannot be made without support from a voting parent member.   So far this year we have had two weeks of parent conferences. Our conferences allow for not only teachers to share with parents, but for parents to provide insight and input into how to best support the needs of their child. Developing a strong parent-teacher relationship better encourages growth in the child. Over 85% of our parents have met with their child’s teacher in a parent-teacher conference this year.   Further, it is necessary to ensure that all families who speak languages other than English are able to communicate effectively with all school staff. We have employed a Family Outreach Coordinator who is bilingual in English and Spanish. She serves to not only provide translation services, but to also increase engagement of our Spanish speaking families. She has doubled the involvement of our Spanish speaking families that volunteer at our school, and has been available to translate for parents at conferences.  In our annual family survey, 92% of respondents ‘agreed’ or ‘strongly agreed’ with the following statement: “RVC welcomes parents’ contributions and actively seeks the input of parents before making important decisions.”  The selected measures above relate directly to the following goal from our LCAP:  “Parents will be an integral part of the RVC community and will participate in the governance and operation of the school, as such parents will view RVC as receptive to their input and involvement.”  The selected measures were chosen as they adequately reflect our methods used to encourage parent involvement in school decision making. We will conduct a survey in the Spring to gauge our parent involvement and look for ways to improve involvement based upon the results.|Met||2018
54105460124057|Valley Life Charter|3|Valley Life administers multiple local surveys to parents/guardians each year.  In 2018, the survey's administered included: LCAP survey, Lead Measures, and a homework survey. The key findings to the LCAP survey are as follows:  86.6% agreed that students are achieving; 87.2% believe VLCS prepares students for high school and beyond; 85.9 agree that VLCS encourages parental involvement and participation; 68.3% believe the evening events offered at VLCS are appropriate; 72% agreed that VLCS students are engaged, as evidenced by high attendance rates; 86.5% agree that VLCS maintains a positive school climate; 48.2% have had their child involved in an enrichment activity, such as Peach Blossom, Robotics competitions, Show Stoppers, etc.; 38.8% take advantage of our after school program; 87.2% agrees that VLCS strives to communicate with all families; 80.9 agree that VLCS employs highly qualified teachers; 85.3% agree that VLCS staff members are kind and courteous; 87.2% agree that staff members are approachable; 78.1% agree VLCS ensures sufficient student access to instructional materials, including technology; 75.6% agree that VLCS implements CCSS.   Parental involvement is vital to student success, From August to October, 2018, VLCS has trained over 320 parents and/or grandparents, for volunteering at school. Since our volunteer training program started in 2015, over 1020 parents have gone through the training.   In 2018, VLCS has 539 households, 263 of which have 2 or more children attending VLCS.  VLCS’s  parents volunteer at  evening events, in the library, the lunchroom, office, on field trips, and as teacher helpers, either in the classroom, or at home. Research shows that parental involvement in a child’s education is paramount to their success.  Though not mandatory, volunteering is encouraged and promoted at VLCS. In 2016-17, there were approximately 14,772 volunteer hours logged. In 2017-2018, parents logged over 16,497 hours.   The findings from the survey tie directly to the priorities chosen for the 2018-2019 school year.||Met||2018
13631070000000|Calipatria Unified|3|Calipatria USD has met the indicator for Priority 3. Utilizing a district-made survey, parents in grades 3, 6, and 11 provided responses to select parent engagement inquiries.  Survey results indicated 22.1% Strongly Agree, 58.4% of respondents Agree, and 15.9% were neutral in the response to Question 10, “My child’s school seeks parent input and encourages parental participation in school governance.” There were 3.6% of the respondents who did not agree.  However, a more favorable response was noted in overall satisfaction from the Spring, 2017 results. In Question 8, parents response to “My child’s school provides effective home to school communication that promotes my involvement with my child’s education,” indicates 28.3% Strongly Agree, 50.4% Agree, and 19.5% were neutral in the rating of school efforts.  There was a 1.8% response for Disagree and an overall decrease in satisfaction with effective communication from the Spring, 2017 results.  The district created survey was selected based upon previous use as a tool to obtain parent input on LEA and LCAP development.   The survey is used by the district to support other LCAP priorities and federal and state evaluations.||Met|Calipatria USD successfully administered and summarized the parental responses for parent engagement.  A comparison of data from the base year of 2017 indicated a slight decrease in parents expressing Strongly Agree in the two targeted survey questions.  It was noted that a few respondents indicated some dissatisfaction in contrast to no parents reporting dissatisfaction in 2017.  The survey responses are also used to support various local, state, and federal targets.|2018
54105466119291|Eleanor Roosevelt Community Learning Center|3||"We are incredibly proud of the empowered role parents play in their child's education at ERCLC. As the primary teachers of their children, parents take an active role in all aspects of decision making. Recognizing this critical role, ERCLC has greatly expanded the trainings and workshops for parents to almost weekly sessions for a variety of grades and topics. To measure this, we track attendance for all parent workshops offered during the year.  As of November 2018, over 60% of our parents have attended at least one training or workshop, and many have several. Parent participation in workshops is a key goal of our community to ""support and empower families to take an active role in their child's education."""|Met||2018
43695180000000|Los Altos Elementary|3||LASD values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district is monitoring several metrics including: attendance rates at Parent EdTalks and other parent events, LASD social media analytics for Facebook and Twitter, and parent survey responses. All metrics are monitored in our LCAP.|Met||2018
50105040117457|Great Valley Academy|3|1.  Parents attend monthly meetings with site administration to participate in discussions centered around student and campus success.  Monthly morning meetings are facilitated, and evening meetings are facilitated a minimum of 3 times per year.  Preferred meeting times are solicited as part of annual survey tool. 2.  Asking and using the parent/guardian preferred meeting times has been a good way to address engagement, and including an inquiry regarding parent/guardian preferred method of communication.  We have invested in a comprehensive communication tool which has allowed parents better access, and the ability to modulate frequency and preferred type of communication style (text, email, etc.) 3.  The survey tool being used by GVA, is a combination of a previously existing parent survey (7+ years) and LCAP priority specific questions.  We have seen that by combining the two tools, we get comprehensive input from parents/guardians.  The survey input helps facilitate alignment between parent priorities and goals/actions in support of the 8 state priorities.||Met||2018
11765620000000|Hamilton Unified|3|1. In order to seek input from parents/guardians for decisions regarding behavior supports for the development of our MTSS (Multi Tiered Support System),  only 40% of respondents believed that their student is being provided extra academic support.  MTSS training will be leveraged to improve these services for students.  2. In order to promote parental participation, 80% of respondents find email and phone contact to be the most helpful for school communication.  HUSD is considering a new system of home/school communication.  This information will be used to make that decision.  3. HUSD chose this survey, LCAP Parent Survey Spring 2017, as a means to gather parent input on a variety of topics. This allowed unfiltered feedback from our community.||Met||2018
01611920127944|Silver Oak High Public Montessori Charter|3|Parents are kept involved and informed in different ways, through conferences, emails, but also text messages (as many families don’t have an email address), diverse meetings/coffees and Power School.   Parents are also involved in the Safety Comprehensive team and Wellness Committee. 1-Key findings related to seeking input from parents/guardians in decision making: - Parent Communication: 99% of parents received regular communication to keep them informed of the different activities. That is an increase of 13% (from 86% to 99%) compared to last year. We started sending communication through text messages in addition to emails. - Parent Feedback: 55% agreed that the school has channels in place to hear parents’ ideas about how to make the school better (quarterly family conferences, advisors and monthly parent education meetings). This is a decrease of 31% (from 86% to 55%) compared to last year. There is a true disconnect here as 93% of the Staff agreed that the school has channels in place to hear parents’ ideas about how to make the school better (family conferences, advisors and monthly parent education meetings). The School needs to find out why parents perceive that there are not enough channels. - Spanish Communication: 100% acknowledged that Silver Oak emphasizes Spanish communication. - Parents viewed as partners: 87% thought that Silver Oak sees parents as important partners in their student’s education. Increase of 5% (from 82% to 87%) compared from last year. 82% of students also see their parents as a partner in their education, same as last year. 2-Key findings related to promoting parental participation in programs: Organizing volunteerism has been great for the specific tasks where the school needed extra help, but it can be enhanced, as there are additional areas where parents could provide help. The creation of a Parents Organization would enhance parent volunteerism and improve communication with parents. - Feeling Welcome: 97% of parents felt welcome when at school, an increase of 7% from (90% to 97%). 3- We choose the selected survey, because we are really interested in that data as part of the LCAP too. Parent engagement (involvement and volunteerism) is part of the student education, as parents are viewed as a partner.||Met||2018
50711006116388|Hickman Middle|3|According to the Hickman Middle School parent survey, almost 98% of parents agree that HMS encourages parent involvement. Parents can easily stay in touch with their children's classrooms, as well as the entire school, by activating their HMS account on Parent Square, our school communication app.  Classroom teachers encourage and appreciate communication with parents--two-way communication can be done easily through Parent Square, email or a phone call.  Parents of middle school students can easily access students grades through PowerSchool anytime they want.  Parents and volunteers can also assist teachers in the classroom, chaperone students on field trips, or organize special classroom projects.  Other activities such as teaching enrichments, class parties, athletic events, PTSA events, and fundraisers provide parents with chances to volunteer when time permits.||Met|Parents are engaged in LCAP development through online survey, LCAP Advisory Committee, and the District Language Acquisition Committee.  Local Indicators were presented to the Board on November 13, 2018.|2018
43693696046247|Aptitud Community Academy at Goss|3||Aptitud Community Academy at Goss believes in engaging Stakeholders in a meaningful way that promotes a positive learning, working and community environment geared toward student achievement. To help measure parental participation, the school is monitoring several metrics including: participation in advisory committee decision making groups such as ELAC and School Site Council. In addition, parents are surveyed regarding a number of topics including these key questions which parents rank “strongly agree” to “strongly disagree”. The questions include: “strong sense of family belonging (98% favorable rating); and “belonging to a safe school environment” (92% favorable rating). The data pulled from these metrics help to inform the actions in our Local Control Accountability Plan which supports: our bilingual community liaison, timely translation of key documents; interpretation services at school-wide meetings/events; parent involvement, outreach and training; and support school-wide parent learning opportunities (ESL classes).|Met||2018
15634870000000|General Shafter Elementary|3||General Shafter School District promotes input from parents/guardians through annual LCAP community meetings. General Shafter communicates and promotes the importance of serving on committees such as ELAC and Site Council. All community members are encouraged and welcome to attend school  board meetings.|Met||2018
50711006052559|Hickman Elementary|3|According to the Hickman Elementary School parent survey, 97% of parents agree that HES encourages parent involvement. Parents can easily stay in touch with their children's classrooms, as well as the entire school, by activating their HES account on Parent Square, our school communication app.  Classroom teachers encourage and appreciate communication with parents--two-way communication can be done easily through Parent Square, email or a phone call.  Parents of fourth and fifth graders can easily access students grades through PowerSchool anytime they want.  Parents and volunteers can also assist teachers in the classroom, chaperone students on field trips, or organize special classroom projects.  Other activities such as class parties, athletic events, PTSA events, and fundraisers provide parents with chances to volunteer when time permits.||Met||2018
50757390124669|eCademy Charter at Crane|3|Turlock Unified School District administered the California School Parent Survey and the California Healthy Kids Survey in 2016-2017.  Data from the surveys provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  While 85% agreed or strongly agreed that schools allows input and welcomed parents' contributions, 68% agreed or strongly agreed that schools actively seeks the input of parents before making important decisions.  Other key findings included that 90% of parents agreed or strongly agreed the school encourages parents to be active partners with the school in educating their children, and 87% of parents agreed and strongly agreed they feel welcome to participate at their child's school.  This data supports the district’s focus of improving the active participation of the multitude of site and district committees and opportunities available (i.e. ELAC, School Safety, SSC, DELAC, LCAP, Back to School Night, Parent Teacher Conferences, Open House, Athletic Booster Clubs) so that all stakeholders’ input is welcomed, collected, and considered before making important decisions in TUSD.  Turlock USD is scheduled to administer the California Healthy Kids Survey to grades 5, 7, 9, and 11, the California School Staff Survey to administrators, certificated, classified and other staff, and the California Parent Survey in the 2018-2019 school year.  eCademy's data is included in the Turlock Unified School District reporting of local indicators.||Met||2018
50757390000000|Turlock Unified|3|Turlock Unified School District administered the California School Parent Survey and the California Healthy Kids Survey in 2016-2017.  Data from the surveys provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  While 85% agreed or strongly agreed that schools allows input and welcomed parents' contributions, 68% agreed or strongly agreed that schools actively seeks the input of parents before making important decisions.  Other key findings included that 90% of parents agreed or strongly agreed the school encourages parents to be active partners with the school in educating their children, and 87% of parents agreed and strongly agreed they feel welcome to participate at their child's school.  This data supports the district’s focus of improving the active participation of the multitude of site and district committees and opportunities available (i.e. ELAC, School Safety, SSC, DELAC, LCAP, Back to School Night, Parent Teacher Conferences, Open House, Athletic Booster Clubs) so that all stakeholders’ input is welcomed, collected, and considered before making important decisions in TUSD.  Turlock USD is scheduled to administer the California Healthy Kids Survey to grades 5, 7, 9, and 11, the California School Staff Survey to administrators, certificated, classified and other staff, and the California Parent Survey in the 2018-2019 school year.    eCademy's data is included in the Turlock Unified School District reporting of local indicators.||Met||2018
50712660124768|Great Valley Academy - Salida|3|1.  Parents attend monthly meetings with site administration to participate in discussions centered around student and campus success.  Monthly morning meetings are facilitated, and evening meetings are facilitated a minimum of 3 times per year.  Preferred meeting times are solicited as part of annual survey tool. 2.  Asking and using the parent/guardian preferred meeting times has been a good way to address engagement, and including an inquiry regarding parent/guardian preferred method of communication.  We have invested in a comprehensive communication tool which has allowed parents better access, and the ability to modulate frequency and preferred type of communication style (text, email, etc.) 3.  The survey tool being used by GVA, is a combination of a previously existing parent survey (7+ years) and LCAP priority specific questions.  We have seen that by combining the two tools, we get comprehensive input from parents/guardians.  The survey input helps facilitate alignment between parent priorities and goals/actions in support of the 8 state priorities.||Met||2018
15633700000000|Buttonwillow Union Elementary|3|At Buttonwillow Union School District: 97.4% of our parents agree they are invited to attend school events 75.2% have been invited to participate in the classroom 87.7% expect parents to participate in school events 75.2% attended at least one Family Night. With the exception of attending family nights, all other areas increased from the 16-17 survey results.    Why survey was chosen: Buttonwillow Union School District uses our Annual Parent Survey and LCAP Taco Night Event to gather parent/guardian feedback from across the community that is used to drive our LCAP goals and ensure that we are supporting the needs of our parents, students, and community. These results and the actions associated with the feedback are all documented in the 18-19 LCAP.||Met|The anonymous parent survey is adapted each year to ensure that we are able to gather the necessary information. Questions will were added this year that identify grade spans and specifically address the areas of parent involvement in the decision making process as stated during the 16-17 local indicators.|2018
48705810000000|Vallejo City Unified|3|In the spring 2018 over 650 parents and guardians were surveyed as a part of the Local Control Accountability Plan Stakeholder Engagement process.  All parents of elementary, middle school and high school students were invited to participate and surveys were received from all schools.  This survey was selected for use based on the alignment to district goals and Local Control Funding Formula priorities.     The survey was designed to get parent input on the importance and effectiveness of key actions contained in the 2017-2018 Vallejo City Unified School District LCAP in order to inform the creation of the 2017-2020 Vallejo City Unified School District LCAP.  Input from the survey was used, in addition to face to face meetings with parents, to broaden the base of parent input and inform decision making for the LCAP development.  Key findings from the survey as it related to LCAP decision making were that over 71% of parents taking the survey agreed or strongly agreed that LCAP actions related to parent opportunities for involvement, rigorous student instruction, college and career readiness, student attendance, parent access to information about student progress, access to mental and physical health services, access to technology, and access to arts and music were being implemented effectively.  The survey revealed that 29% or more parents surveyed were neutral, disagreed or strongly disagreed that underserved students’ needs were being met, students  had enough access to extracurricular activities, students had adequate access to intervention programs, students had adequate access to early childhood education programs, schools were assisting families with connecting to family resources, staff members had access to professional development, and that schools were safe, clean, and functional.  This input was used to develop the 2017-2020 LCAP.    The key findings related to promoting parental participation in programs were that, when presented with the statement: Parent and community partners are provided a variety of opportunities to be involved in VCUSD student’s education, 71% agreed or strongly agreed, 20% were neutral, and 8% disagreed or strongly disagreed.  When parents were presented with the statement:  Students, parents, and staff have up to date access to information about student academic progress, 73% agreed or strongly agreed, 17% were neutral, and 10% disagreed or strongly disagreed.  Despite the encouraging results, staff will continue to refine and improve parent engagement strategies.||Met||2018
10625390000000|West Park Elementary|3|Results show that parents feel they are part of both schools, but would like more opportunities in decision making and parent involvement. Parent communication is strong at both sites, but there is room to grow.||Met||2018
50755645030176|Oakdale Charter|3||1. Parental participation in school decision making happens during our Parental Advisory Committee (PAC) meetings. These meetings happen quarterly (4 times per year). Our parent participation has increased yearly.  2. Our progress has been steady in parental participation and guidance through the PAC. 3. We choose the PAC committee as a measure because this is a committee that advises the site administration on a wide range of topics.|Met||2018
41690390000000|San Mateo-Foster City|3||Our LEA's LCAP goals around parent engagement were focused on the number of parents involved with important decision making committees. The committees we measured were School Site Councils, school site English Learner Advisory Council (ELAC), and the District Advisory Committee (DAC) and District English Learner Advisory Council (DELAC). A. Our goal was to have 20 parents participating in the DELAC/DAC (up from 15 last year) and we had an average of 24 parents. B. We continue to make changes to promote more participation in our decision making groups.  The amount of staff support for translation, child care, and outreach was increased.  The times and location for the meetings continue to be adjusted to meet the needs of our various communities and parents.  The increase in participation reported for the district, as well as the site, committees was largely attributed to increased communication regarding the importance of participation, as well as the time and location for meetings.|Met||2018
50710680000000|Denair Unified|3|As part of the LCAP process, a stakeholder survey was developed and administered to all families and employees in 2017-18. The survey was developed to get feedback on specific ideas being considered to shape the future of our district and to better understand how parents wanted to give/receive communication. Seventy seven (77) percent of respondents want the district to emphasize transformational learning experiences and college and career pathways. More than half of respondents want the district to improve the process for recruiting and hiring employees; and implement a professional growth system. Parents want to be kept informed through newsletters/email/social media and the district website and would like to participate in surveys and in-person meetings. The findings from the survey were all considered in the development of LCAP goals and activities.  In addition, this fall the superintendent hosted three input sessions for employees and parents/community members. Trends from those sessions include: 1) a vision for graduates who are confident, prepared for a global world, have relevant skills, and are internally motivated; and 2) a vision for schools that are welcoming and caring, have high expectations, hold everyone accountable, and are innovative. This information will be the foundation of our engagement work during the 2018-19 LCAP cycle.||Met||2018
43694350000000|Evergreen Elementary|3||For the fourth year, Evergreen School District has administered a broad survey (in English, Spanish, and Vietnamese) to our parent and internal community to provide guidance on District priorities.  We received approximately 396 responses in the January 2018 survey.  With four years of data we are able to continue to use comparative charts to show progress in various areas. The quantitative survey provided reinforcement to the more qualitative data gathered in group work sessions, digital forums and more informal forms of feedback.    The survey segregated the parent and internal communities, which showed some distinction in data trends, notably relating to self-reflection and attitudes toward the District (with the parent group notably more positive).  The data show that trends are reinforced with positive growth in some areas, but overall, very stable responses year-over-year in most areas.   As a continued trend from previous years, parents give generally high marks to their own children’s learning, development, pride in learning and communications skills, show lower awareness of District financial activities, show mid-to-high satisfaction with District communications, a sliding scale pertaining to value perceived vis-à-vis the District, school, and teacher respectively, and uniformly extremely high marks to issues of safety and wellness.  All of these data points continue a trend rooted in each of the previous three years’ results.   Specific to parent involvement in decision-making and overall participation, the trend has moved slightly upward and shows overall positive responses.  The open-ended component to the survey reinforces this with parents making suggestions for improvements in these areas but also shows general satisfaction in this area.  Family members were also surveyed via the Youth Truth Family Survey in January 2018 about their perceptions of their school in terms of School Culture, School Safety, Engagement and Empowerment, Relationships, Resources and Facilities, and Communication and Feedback. The survey was completed by 1766 elementary and 230 middle school families.   Elementary family members (as compared to other Districts) agree more strongly that they feel informed about important decisions regarding their school.  Evergreen School District family members agree to a similar degree that they have opportunities to contribute to helping their school, their school communicates a clear direction for the future, parent/family groups make meaningful contributions to their school and that they feel represented by parent/family groups at their school.     Middle school family members agree to a similar degree that they feel informed about important decisions regarding their school, they feel empowered to play a meaningful role in decision-making at their school, parent/family groups make meaningful contributions to their school, and parent/family members are included in planning school activities.|Met||2018
41689730000000|Millbrae Elementary|3|The Millbrae Elementary School District distributes an annual parent survey to all families. Results from this survey are included in the School Climate Local indicator as well. Responses for the 2018 survey are as follows: 90% of the responses strongly agrees/agrees that schools encourage parental participation (increased from last year's 63%); 86% of the responses strongly agrees/agrees that parents are satisfied with the school’s level of communication increased from last year's 71%); 91% of the responses strongly agrees/agrees that their students’ feel safe and connected at school (increased from last year's 72%)||Met||2018
34674390101881|New Technology High|3||New Tech has worked to move beyond engaging parents and is working to cultivate a culture where parents are a major part of the School’s decision-making team. Parents are completely involved in School Site Council and have a voting voice in decision making. Parents of English Learners are engaged through ELAC. “Bagels with Bolton” is a parent meeting held one day a month where the community can talk about expenditures, climate, hiring and other relevant concerns. Every Tuesday, prospective students and their families may attend principal, student and parent-led school tours and have hands on experience on learning the New Tech way. Parents are informed about college-going culture through activities such as Back-to-School Night, FAFSA Night, and Advanced Education provided by Sacramento City College.As well as, a very strong PTSA.|Met||2018
27661420000000|Salinas City Elementary|3|1. In fall of 2017 SCESD conducted two parent surveys, the LEA Parent Survey and the California School Parent Survey, at all 14 sites.  The LEA Parent Survey included questions on academic support and family involvement. Approximately 2126 survey responses were received. Parents/guardians reported the following key findings on decision-making:  •75.2% reported that schools asked for their input on family workshops and events.  •84.6% reported that schools invite them to participate in school planning such as for the Single Plan for Student Achievement and for the Parental Involvement Plan.  •79.7% reported they participate in making decisions about their children’s education.  This data indicates parents participate in decision  making for their children’s education and school planning.  Responses in all three areas showed increases in parent participation from our fall 2016 survey. That said, there is room for improvement in all areas, in particular, contributing towards family workshops and events.   The California School Parent Survey included questions for school improvement. Approximately 1,882 surveys were completed. Results in the area of Parental Involvement indicated the following:  •93% of respondents agree that the school allows input and welcomes parents’ contributions.  •93% of respondents agree that the school encourages parents to be an active partner with the school in educating their child. •84% of respondents agree that the school actively seeks input from parents before making important decisions.  2. The fall LEA 2017 Parent Survey results indicated the following key findings on promoting parental participation in programs:  •91.9% reported that parents/guardians are encouraged to be volunteers at their schools.  •77.4% reported the schools provide them with resources and training to promote parental involvement and student learning at home.   Overall, parent responses reflect a 84.65% average of promoting parental participation, the percentages of positive responses increased by 4.85% from those of our fall 2016 survey and reflect a strong effort to promote parent participation. The school district will use the data to continue to evaluate ways to enhance communication, incentives, and outreach currently in place to effectively sustain and/or increase parental involvement.  3. The SCESD selected this survey to gather feedback from parents/guardians from all 14 schools in the district  on student academic support and family involvement.  Moreover, the district wanted to collect information from a single district-wide survey to ensure consistency of questions across all schools.  In addition, this survey would also serve to gather data on making necessary improvements and/or adjustments to current student academic supports and parental involvement opportunities in an effort to increase overall parental investments in all schools.||Met|The district strongly believes that there is a significant relationship between parental involvement and student academic performance. This year, the addition of full time parent coordinators to sites provided by Supplemental and Concentration funds greatly increased parent opportunities for participation and engagement.|2018
50710685030267|Denair Charter Academy|3|"At DCA, parent involvement has been an area we continue to work on. This year, we recently sent home a Parent Survey to identify areas of strength and improvement within our program. The survey created was designed to align with the following LCAP goal: ""Our educational process will be dynamic, multi-dimensional, organized and will inspire, prepare, develop and advance all students to be college and career ready.""  Within the survey, parents were asked to respond to eleven questions, including questions pertaining to program satisfaction and how well parents have felt their child was prepared for college after graduating. The results of the survey for students in grades K-8 Homeschool show 78% of parents who completed the survey are Very Satisfied or Satisfied with the Homeschool program; grades 9-12 show 32.1% of parents are extremely satisfied, 25.6 are very satisfied with the program, and 16.7% of parents are satisfied. Of the survey, 2.6 reported they are slightly satisfied. No parents reported they were dissatisfied with the program and 23.1% of parents reported “Not Applicable.” The results of the survey will be used to help review our current programs and curriculum used, as well as identify how we can better the support we offer to ensure we address college and career readiness skills."||Met||2018
19651020000000|Westside Union Elementary|3||The District focuses on increased parent participation as an opportunity to build connections and strengthen the capacity of all stakeholders. The District values input from parents and continues to promote collaboration through activities in the LCAP. Some parent engagement opportunities, that support the LCFF state priorities, are highlighted below.   Loving Solutions parent workshops are in place at one site. The program, facilitated by a teacher and counselor, teaches social/emotional strategies for parents to decrease significant and challenging behaviors. The program supports 10 families. English literacy classes are offered to 60 parents that are learning to read and write English on a weekly basis. Sessions include access to Rosetta Stone and small group language practice. This activity is in place as a result of parent input. Program outcomes include increased involvement and stronger community networks of support. Parent/Teacher conferences offer collaboration with parents and teachers. Conferences are held two times/year with participation emphasis on high risk student groups. Translation services are provided. According to the CA Healthy Kids Survey, 72% of parents have met for conferences. 54% of EL families participated in conferences. The transition to Standards Based Grades included a pilot year in which parents were asked for input through a parent survey in 2017-2018. A survey was sent out to 2300 parents. 372 parents responded. The top comments from parents included traditional grading practices as better for kids, children not having the opportunity to exceed standards, and an understanding of common core standards.  Parent input sessions in the fall of 2018 provided an opportunity to address misconceptions, explain rigor within common core standards, and opportunities for students to exceed standards. The DELAC meets consistently and provides input on programs related to ELs, intervention programs, and program requirements. Recommendations for program enhancement are communicated to advisory groups.  With a total of 5 DELAC meetings, participation totaled 180 participants. Superintendent’s Advisory meetings, open to the public, were held 6 times during the 2017-2018 school year with 124 parents and staff in attendance. Members include site council; PTA/PTSA members; site administrators; District Cabinet and Directors; DELAC representatives; and classified members from various departments.   The committee shares progress and seeks input on data related to LCAP goals; budget updates; and policies. The selected activities demonstrate the evidence of numerous opportunities for parents to provide input and to participate in various programs, policy updates, and events. These activities, listed in the LCAP, support all three LCAP goals.  Two areas or parent engagement to strengthen include increased parent participation in social emotional learning and core curriculum workshops.|Met||2018
21653000000000|Bolinas-Stinson Union|3|testThe LEA surveyed parents in the fall of 2017 to determine interest in a variety of topics including the various district goals with facilities, programs and priorities. A total of four surveys were given over the course of the year. (Class configurations, facilities priorities, general educational program priorities and school climate)  The key findings related to seeking input from parents/ guardians were:   1. A high level of interest in providing Spanish as a foreign language in all grade levels with specific emphasis in grades 7 & 8.  2. A desire to continue the district’s experiential learning emphasis.  The key findings related to promoting parental participation were:  1. Parents are particularly interested in participating it the annual process for determining classroom/ campus locations for each grade and classroom configurations- either single or multi-grade.  2. There is growing interest in developing and promoting opportunities for parents to participate in the school program.   The LEA chose to use locally-created surveys because they were likely to (and did) provide input that the Board of Trustees could consider as they continued to develop the 4-year Strategic Plan- an iterative document that guides district priorities and spending and that provides the actionable information that staff can use to complete the state-mandated “Local Control Accountability Plan” and its attendant state mandates such as the California School Dashboard.||Met|The school may select a different school climate survey for the coming year because of concerns about limitations related to a small student population.|2018
50710680132662|Denair Elementary Charter Academy|3|Denair Elementary Charter Academy is a dependent charter of the Denair Unified School District. DECA parents and families are invited to participate in all district activities. As part of the LCAP process, a stakeholder survey was developed and administered to all families and employees in 2017-18. The survey was developed to get specific input about ideas for the future of the school and district, as well as how parents would like to give/receive communication with the district. Seventy seven (77) percent of respondents want the district to emphasize transformational learning experiences and college and career pathways. More than half of respondents want the district to improve the process for recruiting and hiring employees; and implement a professional growth system. Parents want to be kept informed through newsletters/email/social media and the district website and would like to participate in surveys and in-person meetings. The findings from the survey were all considered in the development of LCAP goals and activities.  In addition, this fall the superintendent hosted three input sessions for employees and parents/community members. Trends from those sessions include: 1) a vision for graduates who are confident, prepared for a global world, have relevant skills, and are internally motivated; and 2) a vision for schools that are welcoming and caring, have high expectations, hold everyone accountable, and are innovative. This information will be the foundation of our engagement work during the 2018-19 LCAP cycle.||Met||2018
45701690134031|New Day Academy - Shasta|3|New Day Academy Shasta (NDA) sought input regarding school plans and decisions from parents and guardians throughout the year in the following manner:  Information is exchanged daily between parents and NDA staff as our model requires parents to be fully committed and involved in their children’s education.  A key element to NDA’s personalized learning model is the positive and open relationships developed between the assigned teacher, the school's staff, and parents and students.  In addition to open communication between parents and staff, the school’s Advisory Council membership includes three parents and the New Day Academy, Inc. Board of Directors includes two parent members.  Parent members of both the Advisory Council and the Board of Directors are involved in school planning and important decisions made throughout the year.  The school held parent meetings in January and March 2018 to seek long term planning and LCAP input.  All meetings were well attended.  In Shasta County 35 parents attended the January meeting and 32 attended the March meeting.  In Modoc County 14 parents attended the March meeting.  NDA's spring 2018 formal parent survey results indicated that the majority of parents agree that they have multiple opportunities to express input in our school's decision making process.  New Day Academy Shasta made progress promoting parental participation in the 2018-2019 school year in school programs in the following manner: Through Parent Square (NDA's internal communication tool), teachers and administration communicated with stakeholders on a regular basis regarding opportunities for participation in all school activities and events as well as parent meetings, school board and advisory council meetings.  NDA's spring 2018 formal parent survey results indicate that the majority of parents feel they are encouraged to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities.  New Day Academy Shasta established goals for the LCFF priorities that included parent and guardian input in the LCAP in the following manner: In order to include parents and guardians in the establishment of goals for the LCFF priorities, NDA developed and circulated its own school surveys for parents, students in grades 5-8, students in grades 9-12, and staff.  Specific survey questions were tailored to the values important to our school, families, and community.  Information and stakeholder feedback was also gathered at three parent meetings held in the 2017-2018 school year.  School administration values all stakeholder input and information is a critical element in the establishment of LCAP goals and action items.||Met|In 2017, New Day Academy, Inc. initiated a new petition with Whitmore Union Elementary School District in order to come into compliance with the Shasta County District 2 Appellate Court Decision of October 2016.  The school staff and administration have been operating a very successful personalized learning/independent study program since the year 2000.  School administration surveys students grades 5-8, high school students, parents and staff on an annual basis and is committed to using data gathered to plan and improve all aspects of the school program.  Most of the students enrolled in the 2017-2018 year enrolled with the new school (NDA) so our dashboard responses above are drawn from the spring 2018 survey results.|2018
45701690137117|New Day Academy|3|New Day Academy Shasta (NDA) sought input regarding school plans and decisions from parents and guardians throughout the year in the following manner:  Information is exchanged daily between parents and NDA staff as our model requires parents to be fully committed and involved in their children’s education.  A key element to NDA’s personalized learning model is the positive and open relationships developed between the assigned teacher, the school's staff, and parents and students.  In addition to open communication between parents and staff, the school’s Advisory Council membership includes three parents and the New Day Academy, Inc. Board of Directors includes two parent members.  Parent members of both the Advisory Council and the Board of Directors are involved in school planning and important decisions made throughout the year.  The school held parent meetings in January and March 2018 to seek long term planning and LCAP input.  All meetings were well attended.  In Shasta County 35 parents attended the January meeting and 32 attended the March meeting.  In Modoc County 14 parents attended the March meeting.  NDA's spring 2018 formal parent survey results indicated that the majority of parents agree that they have multiple opportunities to express input in our school's decision making process.  New Day Academy Shasta made progress promoting parental participation in the 2018-2019 school year in school programs in the following manner: Through Parent Square (NDA's internal communication tool), teachers and administration communicated with stakeholders on a regular basis regarding opportunities for participation in all school activities and events as well as parent meetings, school board and advisory council meetings.  NDA's spring 2018 formal parent survey results indicate that the majority of parents feel they are encouraged to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities.  New Day Academy Shasta established goals for the LCFF priorities that included parent and guardian input in the LCAP in the following manner: In order to include parents and guardians in the establishment of goals for the LCFF priorities, NDA developed and circulated its own school surveys for parents, students in grades 5-8, students in grades 9-12, and staff.  Specific survey questions were tailored to the values important to our school, families, and community.  Information and stakeholder feedback was also gathered at three parent meetings held in the 2017-2018 school year.  School administration values all stakeholder input and information is a critical element in the establishment of LCAP goals and action items.||Met|In 2017, New Day Academy, Inc. initiated a new petition with Whitmore Union Elementary School District in order to come into compliance with the Shasta County District 2 Appellate Court Decision of October 2016.  The school staff and administration have been operating a very successful personalized learning/independent study program since the year 2000.  School administration surveys students grades 5-8, high school students, parents and staff on an annual basis and is committed to using data gathered to plan and improve all aspects of the school program.  Most of the students enrolled in the 2017-2018 year enrolled with the new school (NDA) so our dashboard responses above are drawn from the spring 2018 survey results.|2018
27661340000000|Pacific Grove Unified|3|Pacific Grove Unified administered the California School Parent Survey to all parents whose children attend one or more of our schools: Robert Down, Forest Grove, Pacific Grove Middle, Pacific Grove High School and Community High School. In 2017-2018 we had 505 respondents an improvement over 449 in 2016-2017 and 306 in 2015-2016. Some of the key findings relating to seeking input from parents/guardians in school and district decision making show that 80% of parents feel the school allows input and welcomes parent contribution. 86% of parents feel the school encourages parents to be an active partner with the school in educating their child. 82% of parents feel welcome to participate at school. 61% of parents feel the school actively seeks input of parents before making important decisions. 93% of parents feel the school promotes academic success for all students. 93% feel that school is a safe place for students. 60% feel the school provides quality counseling and supports for students with social emotional needs. This survey is developed by WestEd, the same organization that developed the California Healthy Kids Survey. Pacific Grove Unified chose the California School Parent survey because of the comprehensive questions where parents are invited to provide feedback on the following categories: Academic Orientation and Participation, Respect and Cultural Sensitivity, Student Risk Behavior, Discipline, Parental Involvement, Facilities, and Nutrition. Areas where there is a concern are then addressed at both a district and site level. All areas of concerns are addressed and action plans are designed to gather more information from parents, teachers, and students with the intention of seeking solutions that incorporate all stakeholder feedback and input. Action plans are implemented in the Local Control Accountability Plan and the Site Single Plans for Student Achievement. Areas of concern were addressed in the LCAP such as hiring an additional High School Counselor who would focus on targeted student needs. Both elementary schools, Middle and High schools are incorporating curriculum to address students' social and emotional wellness. We also want to increase the number of parent respondents to the survey and increase respondents from the following groups: Hispanic families, Parents of English Learners, and parents who are socio-economically challenged. All in all the parent survey provided important data in areas of strength and areas we can continue to improve on.||Met||2018
19648160000000|Mountain View Elementary|3||Districts measure their progress in:   (1) seeking input from parents in decision making; and   (2) promoting parental participation in programs  The California Family Engagement Framework rubric was used as a guide for effective parent/guardian engagement; Resources available for School Site Council and Partnership Action Team (PAT) training for effective decision making and parent guardian engagement; All sites include their Partnership Action team plan that focuses on family engagement activities centered around student learning and collaboration in their Focus on Learning School plan; The parent CABE trainer of trainer model is now in place.  Expert parent leaders are offering the academy; Parent Academic Academies, Family Biliteracy and Mommy and Me are parent learning supports; and Parents’ LCAP surveys indicate that they want to continue with parent workshops and would like to add more support for students that need reclassification, more one on one support for students, more teachers for at-risk students and home visits.|Met||2018
19647331937226|Reseda Charter High|3|Between 2015 and 2018, the percentage of parents completing the LA Unified School Experience Survey rose 6 percentage points from 27% to 33%, which is roughly 452 parents at our LEA. We analyzed the various performance indicators concerning parent engagement and specifically focused on the following questions on the 2017-18 School Experience Survey. The favorable parent results follow each:  1. I feel welcome to participate in this school. 90%  2. This school provides me with information (verbal and written) I can understand. 91%  3. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, website postings, flyers, etc.) 91%  4. This school informs parents about parent center activities. 82%  5. This school provides instructional resources to help me support my child’s education. 84%  6. This school includes me in important decisions about my child’s education. 88%  The responses and findings show we have met the standards for the performance indicator concerning parent engagement due to our 82% and above positive responses provided by parents within the School Experience Survey and meet the goals established in both the Local Control Funding Formula and Local Control and Accountability Plan.||Met||2018
30664646117758|Journey|3|This local indicator does not apply to Journey School, in terms of state accountability purposes, because it is not a goal or priority specifically articulated in the school's charter petition.  With that said, In 2018, Journey School administered a local survey to all parents/guardians enrolled in the school in an effort to engage and receive input.  Parents were invited to gauge their satisfaction with the school using a 1-10 scale (10 being highly satisfied).  Parents had an opportunity to then share input as to what changes, programs and or decisions would be required at the school to improve the rating.    Satisfaction levels were high, 89% of parents rated their satisfaction at 7 or higher.  Input received was helpful for staff reflection and was used to form goals, actions and services in the school’s Local Control and Accountability Plan (LCAP).||Met|This local indicator does not apply to Journey School, in terms of state accountability purposes, because it is not a goal or priority specifically articulated in the school's charter petition.  Journey does strive to engage parents and establish strong partnerships.  Efforts include:  1.) Journey parents were encouraged to attend and provide input at various meetings hosted by administration throughout the school year   2.) Journey's parent association, known as Parent Cabinet, met with administration weekly to provide input and participate in decision making 3.) School communication included newsletters, emails and social media outlets 4.) Multiple school newsletters discussed the LCAP process and elicited input from numerous 5.) Teachers held numerous parent meetings for their class community throughout the school year 6.) Numerous festivals and events were scheduled throughout the year which welcomed parent participation at school 7.) Volunteer opportunities are posted and parents are encouraged to become involved|2018
19753090127100|Assurance Learning Academy|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 93% responded that they agreed and strongly agreed.   2) One key finding was that 93% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  106 parents participated in our parent meetings including PAC/ELAC committee.  Additionally, there were 2263 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
42692520000000|Montecito Union Elementary|3|Each year Montecito Union School surveys every parent in the district to assess parent satisfaction, parent engagement, and seek input and feedback on the school's direction and decisions. The survey is refined annually to seek information on current and future needs and issues. These results are presented to the school board annually. This comprehensive survey was chosen to support our goals in curriculum, English Learners, and school culture.  There is generally high praise for our academic programs, curriculum, character work, and learning environment.  Of 55 statements, 19 statements were rated 99%-100%: Parent feels child’s teacher is approachable Expectations of positive behavior are consistent throughout the school The school’s increased attention to character and student behavior has positively impacted the culture of MUS My child has a strong understanding of the Habits of Mind Instructional Programs: Reading Instructional Programs: Music Instructional Programs: Library Special Services: English Language Learners Program Parents are satisfied with communication from administration Principal is approachable The principal is responsive to needs and requests Assistant principal is approachable The assistant principal is responsive to matters of student discipline and safety Superintendent is approachable Administration focused on Strategic Plan Front office staff are responsive and welcoming District office staff are responsive and welcoming The administrative structure is effective The president’s letter, Board Agenda, and back up materials mailed prior to the meetings and posted on the school website keep me informed  22 statements were rated 95%-98%, 10 statements were rated 89%-94%, and four statements were rated between 71% and 88%.  These last four categories include math instruction (our curricular focus for the year), homework (the focus of staff and parent meetings), the after-school program (we have changed providers this year), and the school lunch program (which improved dramatically from the previous years).  This shows the responsiveness of our school program and the degree to which parent input affects our focus and approach to our three LCAP Goals.||Met||2018
52716210000000|Red Bluff Union Elementary|3|"Red Bluff Elementary School District LCAP Goal 3 is to ""Strengthen the engagement between home, school, and community by enhancing relationships and empowering families to be proactive in their children's education on a continual basis.""  Red Bluff Elementary School District engages parents in a variety of ways including site and district training sessions, early literacy training as part of Raising a Reader, adult ESL classes, and district and school level advisory committees. The District also parents with School Readiness, a local agency with resources for families with children ages 0-5.   Annually, schools plan host family events including parent-training sessions identified by a needs survey distributed to our English Learner families as part of the English Language Advisory Committee work.  The district and sites translate materials in Spanish and have bilingual personnel to translate at meetings.  In addition to these efforts in promoting parental engagement, the district administers surveys annually to families. This year the district collaborated with Youth Truth, a California-based national non-profit.  The surveys were administered online during a two-week window in October, and respondents could toggle between English and Spanish throughout.  The survey links were sent to families through a variety of methods, along with reminders, and had computer available for the online at the schools during parent teacher conference week.  Despite these efforts, only 11% of parents and guardians responded.   Among the average ratings, 94% of parents and guardians at the elementary sites and 73% at the middle school feel they have opportunities to contribute to helping their school.  At the elementary sites, an average of 72% of families reported they feel valued and 64% of the middle school families feel the same.  An average of 87% of families at the elementary sites believe that their child’s school is respectful of different races, ethnicities, genders and backgrounds, and 77% of families at the middle school feel the same."||Met|Our district will  focus on increasing the parent response rates.  Next year Youth Truth will have the survey available in paper pencil format. The district will administer the survey in both formats to increase participation.  Historically, parent survey response rates for our district have been at least 25%.  Youth Truth considers 30% a goal and our overall response this year was well below both past rates and the goal rate.|2018
19753090000000|Acton-Agua Dulce Unified|3|"AADUSD created a survey that was shared with all parents/guardians in the district. The survey questions were selected to assess parent/guardian perceptions about the district's commitment to encouraging partnerships, seeking input for decisions, and providing safe, supportive and well-maintained schools. All parents were encouraged to complete the survey via flyers and the district's messaging system, and results were used to establish goals and actions contained in the district's LCAP. The district's goal was to increase the percentage of parents who ""agree"" or ""strongly agree"" by 2% annually for each of the questions. 76% of parents agree the district encourages partnerships; a 24% decrease from prior year. 48% of parents agree the district seeks input; a 20% decrease from prior year. 79% of parents feel the district provides a supportive environment; a 16% decrease from prior year. The district did not met the goal for parental engagement."||Not Met||2018
36678500000000|Rialto Unified|3||A. Seeking Input in School/District Decision Making:  Rialto USD is in our third year of Strategic Planning development and implementation at both the District and individual school site level. A major part of Strategic Planning is to involve parents/guardians and other local stakeholders in the process. Strategic Planning has three different types of teams and parents/guardians were involved throughout the entire process. Strategic Planning was initiated with a Strategic Thinking Team in which parents were involved in developing the Beliefs, Mission, Objectives and Parameters. The next stage was the Strategic Thinking Team in which parents were involved in developing the specific Strategies. Strategic Action Planning Teams with parent/guardian representatives were then formed where specific action plans were developed. The Strategic Planning process is also being conducted at each individual school site with parents/guardians participating on both Strategic Thinking Teams and Strategic Tactic Teams developing the school's Strategic Plan. The District chose to report our progress with Strategic Planning because this process is designed to focus the Actions and Services detailed in our Local Control Accountability Plan.  In addition, Rialto USD continues to seek parent input through parent advisory groups which include District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC) and the District African American Parent Advisory Council (DAAPAC).  B. Promoting Participation in Programs:  Rialto USD hosts an annual Parent Summit that involves all of our 29 schools and the various departments at the District office. A major part of the annual Parent Summit is the opportunity for the parents/guardians to participate in various workshops related to student learning and/or social-emotional development and growth. Rialto USD has been hosting the Parent Summit for the past 10 years.  Rialto USD also reintroduced the Parent Center and has been working directly with parent groups to identify topics relevant for training.|Met||2018
15634046009369|Del Vista Math and Science Academy|3|The Del Vista Math & Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. The school promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), student recognition assemblies, family math and literacy nights, Star Gazing Family Night, and International Observe the Moon Night help promote positive interactions. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. In our most recent parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child.  93% feel that the district provides training on how to support a safe learning environment. 94% of respondents indicates that the district provides activities to increase parent engagement.||Met||2018
36750773631207|Academy for Academic Excellence|3||Parents are an important component of the Academy for Academic Excellence (AAE) governance process. Administration actively works to gather parental input in a variety of ways and ensure the process is effective.  Parents are encouraged to make a difference in the governance of the school by participating in the School Site Council (SSC) and English Learner Advisory Committee (ELAC). Beginning in 2018-19 the SSC is actively involved in developing and approving the school’s Local Control and Accountability Plan (LCAP).  Parents have access to the Lewis Center for Educational Research Board (LCER) to address concerns publicly at monthly Board meetings. The LCER Board meetings are streamed live at both Norton Space and Language Academy (NSLA) and AAE, increasing accessibility for all stakeholders. Principals and Directors provide reports and presentations at Board meetings. Following each Board meeting, the AAE Principal reviews the Principal’s Board Report and any Board presentations at a monthly Parents and Pastries meeting. These include presentations on SBA results, California School Dashboard, LCAP progress and annual updates.   Parents are provided access to all meetings through AAE’s mass messaging system, Parent Square, and Facebook live streaming. The school also posts celebrations and updates, lesson highlights and other information via social media platforms allowing for comments and questions. All parents are encouraged to attend these regularly scheduled open forums and are given access to appropriate representatives of the AAE to ensure successful communication among parents, students, and the school.   Parents and students are informed of and given access to the AAE Parent-Student Handbook, which establishes procedures and guidelines for the means and methods of engagement among staff, parents and students in the school and which must be read and acknowledged by both parent and student. In addition, reminders and updates are sent to parents through Parent Square.   Parents of AAE students are invited to complete a climate survey at least every two years to provide the school with subjective measures, including satisfaction levels with all aspects of the AAE and its programs. AAE uses the survey results to foster positive learning and teaching environments and measure parent involvement, student achievement, health, and well-being. The AAE administration sincerely desires to continually improve operations, academic performance, and school climate. In the spirit of collaboration, the administration has actively sought input and honest feedback through the aforementioned measures, including increased participation in governing board meetings. As a result, the school has seen significant gains in the levels of engagement between home and school.|Met||2018
19647740000000|Lynwood Unified|3||Local Measures LUSD has been able to begin measuring parent participation in school and district advisory meetings and is planning on creating surveys in future years to capture parents needs and wants. Additionally, the district continues to provide stipends for classified employees to be able to assist at school sites with interpretation and translation services so parents can participate in educational activities district wide. In addition, LUSD has translation services centralized to allow for equitable and efficient services available to all schools to better serve district families and District led family events. In future years, this new system can facilitate the analysis of the use of translation services, identify any gaps in services and ensure that the district's needs are met. The district chose these metrics because there is current progress in this area that can be expanded in future years. In order to improve district wide implementation of parent engagement practices, LUSD has implemented district led professional development and workshops and Parent University through our Parent Specialist. These trainings and workshops will focus on the dual capacity building framework for family school partnerships. Professional development and tools will be provided to school staff and families in order to foster effective parent engagement based on current research. These strategies will be implemented to increase capacity among district staff and families, especially low income families, those experiencing homelessness or with students in foster care. Measure 1-Parent participation in school and district advisory meetings:  Elementary: ELAC = 20.1% SSC = 21% Secondary: ELAC = 16.3%  SSC =20.1% Back to School: Elementary = 48.3% Secondary = 41.7% Open House Elementary = 38.9% Secondary = 26.7% District Parent Council Participation DAC= 80.3% DELAC= 65.2% Use of translation and interpretation services: As a baseline, since the spring of 2016 there have been 995 written translations and 400 interpretation services requested by schools or offices in the district. The goal is to improve the use of translation and/or interpretation services to all of our schools that have families whose primary language is not English.|Met||2018
15636930000000|Norris Elementary|3|We administered a local survey to all grade levels during parent conferences. Key findings are listed below: - 94.6% of parents/guardians feel the district provides a variety of opportunities for parents to share input and feedback. - 98.6% of parents/guardians feel welcome when they visit their child's school. - 97.6% of parents/guardians feel the district values them as important partners in their child's education. We chose the selected survey because it elicits valuable feedback from parents in regards to their involvement in their child's education. The information gleaned from the survey supports goal 3 within the LCAP, which focuses on increasing parent and community involvement and encouraging them to be actively involved in preparing their students to be college and career ready. It also relates to goal 1 in regards to giving students access to appropriate resources in a safe learning environment.||Met||2018
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.3. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Cindy & Bill Simon Technology Academy High School (“Simon”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Simon’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #5 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Simon (1) Continued employing full time Bilingual Parent Coordinator; and (2) advertised parent events, workshops, town hall meetings, conferences, and other volunteer opportunities through Teleparent, school website, and flyers in English and Spanish.||Met|Annually, Alliance Cindy & Bill Simon Technology Academy High School (“Simon”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians andminimizes measurement error. At Simon, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve student learning environments.|2018
19647330111500|Alliance Dr. Olga Mohan High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.3. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Dr. Olga Mohan High School (“Mohan”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Mohan’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Mohan (1) employed a part-time Parent Coordinator, (2) provided parent workshops on college/career-readiness, (3) held conferences aligned to academic marking periods.||Met|Annually, Alliance Dr. Olga Mohan High School (“Mohan”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians. At Mohan, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve student learning environments.|2018
34674473430717|Visions In Education|3|Visions is committed to the involvement of parents as critical stakeholders in the school and the learning process. Visions is dedicated to continuous improvement of resources and services. Families receive several opportunities each year to provide feedback to the organization on how the school is performing in support of student learning goals. The Local Control Accountability Plan survey that goes out to all stakeholders was designed to measure parent and student satisfaction with the school as a learning institution.  For increased engagement of parents of unduplicated parents, Visions met its goal: 207 parents of unduplicated students completed the survey. The goal was 165.  The survey question that really captured the temperature of parental engagement at the school was, “ I feel like I am a partner with my CT (teacher) in meeting my student’s academic and personal growth goals.” The goal Visions had established toward measurable outcome was 90%, and more than 98% of parents either strongly agreed or agreed with that statement.||Met||2018
19647330123141|Alliance Ted K. Tajima High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.5 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.5 and 3.6. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.7 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.6 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.6), (b) This school has a main office that is responsive to parents (3.7), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.5), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4), and (e) The teachers at this school provide me with strategies to help my child learn more (3.5). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Ted K. Tajima High School (“Tajima”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Tajima’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #6 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Tajima (1) continued to evaluate school connectedness and determine ways to more effectively engage parents through surveys in the Fall and Spring, (2) maintained the Parent Engagement Specialist; (3) purchased and rolled out the Parent Square application to increase communication between parents, teachers, and staff, (4) provided parent workshops and other events, that provided computer access for parents to assist them in filling out surveys and accessing their students' grades.||Met|Annually, Alliance Ted K. Tajima High School (“Tajima”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At Tajima, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve learning environments for children.|2018
20755800000000|Golden Valley Unified|3|1.  87% of parents stated that the school makes an effort to ensure all parents receive notices about meetings.  The district received 240 responses to the parent survey. This is roughly a 20% increase over last years response.  2.  83% of parents say they have attended school assemblies or programs. This is 12 percentage points lower than the previous year. Only 81% of parents feel they have ample opportunities to become involved.  3.  GVUSD Developed this survey to obtain feedback from parents to guide system-wide improvements.  Data from the survey are directly tied into our LCAP goals.||Met||2018
36103630115808|Norton Science and Language Academy|3||Norton Science and Language Academy (NSLA) seeks input from all parents and engages them as partners in decision making. With authentic parent involvement, families, schools and community members work closely together to build a robust framework for student achievement. NSLA site administration has established a variety of forums to solicit parent feedback and opinions in addition to training. On a bimonthly basis, NSLA site administration holds School Site Council (SSC) and English Language Advisory Committee (ELAC) meetings. These committees are open to the school community and include both elected parent representatives and school site staff. School data is shared, needs are identified, and the importance of student attendance is highlighted.  NSLA’s Principal holds a bi-monthly Parents and Pastries meeting where parents are provided the opportunity to interact with the Principal. The Principal offers school updates, shares parent resources and solicits parent feedback based on current school needs. The site administration also works collaboratively with the NSLA Parent Teacher Organization (PTO). These meetings are open to all parents, and they offer an opportunity for the site administration to interact with parents and get feedback on current school issues. In addition to the monthly and bi-monthly parent meetings, NSLA also offers parent training throughout the school year. The Parenting with Love & Logic 10-week course is being provided to parents twice a year. During this course, school site staff train parents on how to support the social/emotional needs of their children and maintain a healthy parent/child relationship.   NSLA prides itself in providing translation services during all of the committee meetings and parent meetings. Parents are provided access in both English and Spanish through Parent Square (email communication), social media, auto-dialer, and printed flyers. Often, parent trainings and informational sessions are live-streamed. It is the active and successful partnership between parents and NSLA staff that makes a robust learning environment where students can not only learn in a safe environment but thrive and lead as they move on to High School and beyond.  All parents are encouraged to volunteer at NSLA. Parents have opportunities to volunteer in classrooms, field trips, fundraisers and other school-sponsored events. In classrooms, parents have the chance to read with students in small groups and support in centers during universal access time.  As a Spanish Dual Language School, parents have the opportunity to volunteer during Spanish and English instruction; this provides the opportunity for more parents to volunteer in the classroom.  Monthly board reports indicate the efforts that NSLA undertakes to ensure parents are participating in their child's education, are providing input, and are part of the decision making process. The annual report will measure continued improvement.|Met||2018
19650520000000|Temple City Unified|3|TCUSD encourages parents/guardians to be active participants in their child's school experiences and provides the supports needed to make this a reality, especially for the parents/guardians of English Learners, Socioeconomically Disadvantaged, Students with Disabilities, Hispanic, Homeless, and Foster Youth. TCUSD administers an annual stakeholder survey to determine goals to include in the Local Control Accountability Plan (LCAP). Parents/guardians, students, teachers, and administrators provide key input for the district LCAP. All respondents answered the following items: • If TCUSD were to offer additional sections or increase offerings in College/Career Programs, which three would you most prefer? • If TCUSD were to offer additional sections or increase STEAM offerings, which three would you most prefer? Survey respondents also answer questions that are unique to their stakeholder group. For example, parents/guardians were asked to indicate how much they agreed or disagreed with the following statements: • My child understands how he/she is performing in mathematics and English language arts. • The teachers and staff members at my child’s school discuss his/her grades and academic progress with me and indicate areas in which he/she needs to improve. • The teachers and staff members at my child’s school discuss his/her behavior with me and indicate areas in which he/she needs to improve. The survey also asks parents/guardians to indicate how much they agreed or disagreed with statements about communication, resources, translation services, workshops, and encouragement. •71% percent of parents/guardians agreed or strongly agreed that “Temple City Unified keeps families informed about community resources” • 82% agreed or strongly agreed that “My child’s school keeps families informed about events and activities” • 73% agreed or strongly agreed that “My child’s school uses a variety of methods to communicate with families” • 77% agreed or strongly agreed that “My child’s school communicates with families in their native language” • 58% of parents/guardians agreed or strongly agreed that “My child’s school offers workshops that enable families to learn about the programs it offers” • 53% agreed or strongly agreed that “My child’s school offers workshops that help families understand their child’s experience at school” These findings were used to set goals to promote parental participation in school programs. For example, the District will continue to support translation of written and oral communication, meetings, and presentations to engage parents/guardians. Additionally, TCUSD will offer variety of Parent Education classes and school-related activities covering academic and behavioral supports, technology, and developmental assets necessary for success. Finally, the District Outreach Liaison will continue to offer guidance and resources to students and families in need of support.||Met||2018
54718030112458|California Connections Academy@Central|3||1. MEASURES CHOSEN:   Local measures were chosen for two areas after an analysis of how the targeted areas ‘translate’ in our unique virtual school environment.   For Area 1, “Seeking input from parents/guardians in school decision making”, we will measure parent/guardian participation on the Board of Directors and on the School Advisory Committee For Area 2, “Promoting parental participation in programs”, we will measure participation in field trips and other school in-person events and parental completion of attendance logs 2. RELATIONSHIP TO LCAP GOALS:  Progress is related most directly to LCAP Goal #3: Improve student retention and parent engagement.  When students stay in our school longer, they are academically more successful. High levels of parent engagement promote student success and increase student retention rates. When these measures improve, improvement in other LCAP academic goals should also occur, so either directly or indirectly, Goals 1-4 would also be positively impacted.   3. PROGRESS REPORT:  The parental perspective is considered extremely valuable during decision making by the Board. It has sometimes been a challenge to find a parent willing to take such a leadership role; the Board does currently have a parent representative. If the parent representative leaves the Board , another parent to fill the vacancy will be recruited.  The School Advisory Committee includes representation from all stakeholders, including parents.  For at least one of the three meetings each year, all parents/guardians in the school are invited. The school administration recruits parents from various grade levels and backgrounds for the Committee. Parent involvement in the Committee has improved, however, the school still faces several significant challenges.  Field trips and other school events provide opportunities for parent engagement. They promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. Three prompts from the annual parent survey were analyzed: 1. Did you and your child attend an event sponsored by the school this year: Decrease by 4.0%.  2. Rate the overall quality of the events you attended this year: Decrease by 0.8 %.  3. The program provides opportunities for interaction with other families: Decrease by 2.4%. The trend towards decreased interaction in the school community shows growth needed, and, the decrease in satisfaction of the events themselves is an area for improvement.  Evidence has shown parents logging in regularly to mark attendance leads to better monitoring and support of student progress and staying better connected with the school.  The school has found that engagement in the attendance process decreases as students get older. The school is making ongoing efforts to improve, including training and support for parents and teachers, increased and improved policies and better tracking of the metric.|Met|For charter schools, if the charter outcomes do not address one of the eight state priorities which are considered one of the four “Local Indicators”, the school does not have to report anything on that Local Indicator section of its state Dashboard. There is a charter outcome which is somewhat related to the Parent Engagement state priority, called “Parent Satisfaction”.  Therefore, progress will be monitored and reported for Local Indicator 3. Progress will be reported through a narrative summary in two different key areas identified by the state, and in addition, the summary will explain why we chose the selected measures and how the findings relate to the goals established for other LCFF priorities in the LCAP. Parents are inherently very involved in our school program just by the nature of the virtual school environment, and strong parent engagement is an important key to student success this setting. While there are many ways that parent engagement could be examined, the school chose to use measures where improvement would be the most impactful to student success. This report on parent engagement was presented for California Connections Academy Schools to the Board of Directors at a regular meeting on October 23, 2018.|2018
36750510136432|Alta Vista Innovation High|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 92% responded that they agreed and strongly agreed.   2) One key finding was that 87% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  40 parents participated in our PAC/ELAC committee.  Additionally, there were 1682 parent conferences throughout the whole year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
36678760000000|San Bernardino City Unified|3|San Bernardino City Unified School District utilized a collaborative process that included key stakeholders from the LCAP planning teams to ensure alignment between the Family Engagement Survey and the SBCUSD LCAP focus areas.  The Panorama Family-School Relationship Survey was selected.  This survey provides comparison data with other CORE district participants and accessibility to a data dashboard for survey results.   Key findings from the parent survey administered in spring of 2018 indicate:  SBCUSD families reported that the district is effective in communicating and promoting participation in parental programs.  85% of families indicate that they are receiving information about involvement opportunities.  Although the majority of families indicate that they are receiving information about involvement opportunities, 56% of families indicated that they are being supported to participate in school planning and budget discussions. An opportunity for growth for 2018-19 will be to increase input and participation from parents in school and district decision making.    93% of families reported that schools communicated well with the different cultures. 87% feel respected at school, through the phone, and at school events. 90% feel they have a sense of belonging with their child’s school. Parents feel staff is accessible to them. 43% of families reported the biggest barrier to school participation is the parent’s time and schedule. Finding creative ways for increased participation of families with busy schedules will be another focus for 2018-19.  SBCUSD is committed to engaging all stakeholders in the monitoring and decision-making process that has produced the district’s Local Control and Accountability Plan (LCAP). The decision-making process is collaborative, comprehensive, and inclusive, involving parents/guardians, students, staff, administrators, union members/leadership, community members, faith-based partners, and the local governing board.  The voices of all stakeholders continue to be important in order to ensure that all student groups are represented, including Foster Youth/Homeless, English Learners, and socioeconomically disadvantaged students.||Met||2018
26736680000000|Eastern Sierra Unified|3||The Eastern Sierra Unified School District is committed to engaging all parents and stakeholders in order to help make the best decisions possible regarding the education of the students. Throughout the year, the district provides regular opportunities for parents and stakeholders to be involved in district activities, including: Community Forums with the Superintendent, PTAs, Back-to-School Nights, Parent-teacher conferences, Open House events, and sporting events. Parents are also able to provide input at School Site Council Meetings and DELAC meetings. A survey regarding the ability of parents and stakeholders to provide input and feel comfortable in the school setting has been developed and distributed to all parents and stakeholders. The district anticipates having the data analyzed within the next couple of months and will make adjustments based upon survey input. The survey questions are: School of attendance? 1. Language spoken at home? 2. Did you attend Back to School Night? 3. Do you attend, or have you attended, any Community Forums? 4. Do you receive the school newsletters? 5. Do you read the school newsletters? 6. Do you think the newsletters provide helpful information? 7. Do you feel free to give input to district administration? 8. Do you feel comfortable coming to your child’s school? 9. Is your child’s teacher accessible when you have questions/concerns? 10. Is your child’s principal accessible when you have questions/concerns? 11. What method of communication do you prefer: texting; Social Media; All or Letters home?|Met||2018
30664640106765|Capistrano Connections Academy|3||1. MEASURES CHOSEN:   Local measures were chosen for two areas after an analysis of how the targeted areas ‘translate’ in our unique virtual school environment.   For Area 1, “Seeking input from parents/guardians in school decision making”, we will measure parent/guardian participation on the Board of Directors and on the School Advisory Committee For Area 2, “Promoting parental participation in programs”, we will measure participation in field trips and other school in-person events and parental completion of attendance logs 2. RELATIONSHIP TO LCAP GOALS:  Progress is related most directly to LCAP Goal #3: Improve student retention and parent engagement.  When students stay in our school longer, they are academically more successful. High levels of parent engagement promote student success and increase student retention rates. When these measures improve, improvement in other LCAP academic goals should also occur, so either directly or indirectly, Goals 1-4 would also be positively impacted.   3. PROGRESS REPORT:  The parental perspective is considered extremely valuable during decision making by the Board. It has sometimes been a challenge to find a parent willing to take such a leadership role; the Board does currently have a parent representative. If the parent representative leaves the Board , another parent to fill the vacancy will be recruited.  The School Advisory Committee includes representation from all stakeholders, including parents.  For at least one of the three meetings each year, all parents/guardians in the school are invited. The school administration recruits parents from various grade levels and backgrounds for the Committee. Parent involvement in the Committee has improved, however, the school still faces several significant challenges.  Field trips and other school events provide opportunities for parent engagement. They promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. Three prompts from the annual parent survey were analyzed: 1. Did you and your child attend an event sponsored by the school this year: Decrease by 4.0%.  2. Rate the overall quality of the events you attended this year: Decrease by 0.8 %.  3. The program provides opportunities for interaction with other families: Decrease by 2.4%. The trend towards decreased interaction in the school community shows growth needed, and, the decrease in satisfaction of the events themselves is an area for improvement.  Evidence has shown parents logging in regularly to mark attendance leads to better monitoring and support of student progress and staying better connected with the school.  The school has found that engagement in the attendance process decreases as students get older. The school is making ongoing efforts to improve, including training and support for parents and teachers, increased and improved policies and better tracking of the metric.|Met|For charter schools, if the charter outcomes do not address one of the eight state priorities which are considered one of the four “Local Indicators”, the school does not have to report anything on that Local Indicator section of its state Dashboard. There is a charter outcome which is somewhat related to the Parent Engagement state priority, called “Parent Satisfaction”.  Therefore, progress will be monitored and reported for Local Indicator 3. Progress will be reported through a narrative summary in two different key areas identified by the state, and in addition, the summary will explain why we chose the selected measures and how the findings relate to the goals established for other LCFF priorities in the LCAP. Parents are inherently very involved in our school program just by the nature of the virtual school environment, and strong parent engagement is an important key to student success this setting. While there are many ways that parent engagement could be examined, the school chose to use measures where improvement would be the most impactful to student success. This report on parent engagement was presented for California Connections Academy Schools to the Board of Directors at a regular meeting on October 23, 2018.|2018
39686500125849|California Connections Academy @ Ripon|3||1. MEASURES CHOSEN:   Local measures were chosen for two areas after an analysis of how the targeted areas ‘translate’ in our unique virtual school environment.   For Area 1, “Seeking input from parents/guardians in school decision making”, we will measure parent/guardian participation on the Board of Directors and on the School Advisory Committee For Area 2, “Promoting parental participation in programs”, we will measure participation in field trips and other school in-person events and parental completion of attendance logs 2. RELATIONSHIP TO LCAP GOALS:  Progress is related most directly to LCAP Goal #3: Improve student retention and parent engagement.  When students stay in our school longer, they are academically more successful. High levels of parent engagement promote student success and increase student retention rates. When these measures improve, improvement in other LCAP academic goals should also occur, so either directly or indirectly, Goals 1-4 would also be positively impacted.   3. PROGRESS REPORT:  The parental perspective is considered extremely valuable during decision making by the Board. It has sometimes been a challenge to find a parent willing to take such a leadership role; the Board does currently have a parent representative. If the parent representative leaves the Board , another parent to fill the vacancy will be recruited.  The School Advisory Committee includes representation from all stakeholders, including parents.  For at least one of the three meetings each year, all parents/guardians in the school are invited. The school administration recruits parents from various grade levels and backgrounds for the Committee. Parent involvement in the Committee has improved, however, the school still faces several significant challenges.  Field trips and other school events provide opportunities for parent engagement. They promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. Three prompts from the annual parent survey were analyzed: 1. Did you and your child attend an event sponsored by the school this year: Decrease by 4.0%.  2. Rate the overall quality of the events you attended this year: Decrease by 0.8 %.  3. The program provides opportunities for interaction with other families: Decrease by 2.4%. The trend towards decreased interaction in the school community shows growth needed, and, the decrease in satisfaction of the events themselves is an area for improvement.  Evidence has shown parents logging in regularly to mark attendance leads to better monitoring and support of student progress and staying better connected with the school.  The school has found that engagement in the attendance process decreases as students get older. The school is making ongoing efforts to improve, including training and support for parents and teachers, increased and improved policies and better tracking of the metric.|Met|For charter schools, if the charter outcomes do not address one of the eight state priorities which are considered one of the four “Local Indicators”, the school does not have to report anything on that Local Indicator section of its state Dashboard. There is a charter outcome which is somewhat related to the Parent Engagement state priority, called “Parent Satisfaction”.  Therefore, progress will be monitored and reported for Local Indicator 3. Progress will be reported through a narrative summary in two different key areas identified by the state, and in addition, the summary will explain why we chose the selected measures and how the findings relate to the goals established for other LCFF priorities in the LCAP. Parents are inherently very involved in our school program just by the nature of the virtual school environment, and strong parent engagement is an important key to student success this setting. While there are many ways that parent engagement could be examined, the school chose to use measures where improvement would be the most impactful to student success. This report on parent engagement was presented for California Connections Academy Schools to the Board of Directors at a regular meeting on October 23, 2018.|2018
17640550129601|California Connections Academy @ North Bay|3||1. MEASURES CHOSEN:   Local measures were chosen for two areas after an analysis of how the targeted areas ‘translate’ in our unique virtual school environment.   For Area 1, “Seeking input from parents/guardians in school decision making”, we will measure parent/guardian participation on the Board of Directors and on the School Advisory Committee For Area 2, “Promoting parental participation in programs”, we will measure participation in field trips and other school in-person events and parental completion of attendance logs 2. RELATIONSHIP TO LCAP GOALS:  Progress is related most directly to LCAP Goal #3: Improve student retention and parent engagement.  When students stay in our school longer, they are academically more successful. High levels of parent engagement promote student success and increase student retention rates. When these measures improve, improvement in other LCAP academic goals should also occur, so either directly or indirectly, Goals 1-4 would also be positively impacted.   3. PROGRESS REPORT:  The parental perspective is considered extremely valuable during decision making by the Board. It has sometimes been a challenge to find a parent willing to take such a leadership role; the Board does currently have a parent representative. If the parent representative leaves the Board , another parent to fill the vacancy will be recruited.  The School Advisory Committee includes representation from all stakeholders, including parents.  For at least one of the three meetings each year, all parents/guardians in the school are invited. The school administration recruits parents from various grade levels and backgrounds for the Committee. Parent involvement in the Committee has improved, however, the school still faces several significant challenges.  Field trips and other school events provide opportunities for parent engagement. They promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. Three prompts from the annual parent survey were analyzed: 1. Did you and your child attend an event sponsored by the school this year: Decrease by 4.0%.  2. Rate the overall quality of the events you attended this year: Decrease by 0.8 %.  3. The program provides opportunities for interaction with other families: Decrease by 2.4%. The trend towards decreased interaction in the school community shows growth needed, and, the decrease in satisfaction of the events themselves is an area for improvement.  Evidence has shown parents logging in regularly to mark attendance leads to better monitoring and support of student progress and staying better connected with the school.  The school has found that engagement in the attendance process decreases as students get older. The school is making ongoing efforts to improve, including training and support for parents and teachers, increased and improved policies and better tracking of the metric.|Met|For charter schools, if the charter outcomes do not address one of the eight state priorities which are considered one of the four “Local Indicators”, the school does not have to report anything on that Local Indicator section of its state Dashboard. There is a charter outcome which is somewhat related to the Parent Engagement state priority, called “Parent Satisfaction”.  Therefore, progress will be monitored and reported for Local Indicator 3. Progress will be reported through a narrative summary in two different key areas identified by the state, and in addition, the summary will explain why we chose the selected measures and how the findings relate to the goals established for other LCFF priorities in the LCAP. Parents are inherently very involved in our school program just by the nature of the virtual school environment, and strong parent engagement is an important key to student success this setting. While there are many ways that parent engagement could be examined, the school chose to use measures where improvement would be the most impactful to student success. This report on parent engagement was presented for California Connections Academy Schools to the Board of Directors at a regular meeting on October 23, 2018.|2018
12626790000000|Arcata Elementary|3|Seeking Input - The ASD seeks input from parents/guardians in a number of ways. The District has a District English Learner Advisory Committee (DELAC), a Wellness Committee, a District Advisory Committee, and has initiated parent involvement in Textbook Adoption Committees. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee.  Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events.   Promotion of Parental Participation - The ASD encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the ASD provides translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. We have a DELAC where parents can provide input regarding school programs, plan events, and receiving training. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator.    Why the LEA Chose the Selected Measures - The ASD LCAP includes the goal that “the ASD will promote and encourage parent and community engagement for all parents and families, including parents and families of EL's, GATE, Foster and Homeless youth, Students with Disabilities, and Socioeconomically Disadvantaged students.” To accomplish this goal, several actions/services increase opportunities for parents/guardians and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The ASD LCAP includes 9 expected annual measurable outcomes related to parent engagement and identifies the ASD as meeting targets for 8 of the 9 expected measurable outcomes. The ASD chose the selected measures to not only monitor parent involvement, but also track parent perceptions regarding their involvement: 97% of parents/guardians “feel welcome at my child’s school” 81% of parents/guardians “feel informed about school events” 67% of parents/guardians “feel like an important part of the school community” 80% of parents/guardians “feel welcome to volunteer at my child’s school” 83% of parents/guardians feel “there are opportunities for me to be involved in my child’s school”  In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation.||Met||2018
57105790137422|Yolo County Career Academy|3||Parents of YCCA are represented on the School Site Council which advises the school administration on school matters. Parents have attended and engaged with a family orientation night. This year YCCA will administer the California Healthy Kids Survey, a Western Association of Schools and Colleges survey, and will convene a parent advisory board for the Local Control Accountability Plan development process.|Met|Completed by the Executive Director of YCOE and the Assistant Principal of Alternative Education on 11/09/18.|2018
34739730000000|Center Joint Unified|3||1.  Measure:  Participation in the Western Association of Schools and Colleges (WASC) accreditation parent committee.   Twelve parents participated in the recent WASC accreditation visit at Center High School.  The parents sat in an advisory committee question and answer panel with members of the WASC visiting committee and discussed their views as to what is going well and what needs to be improved at the high school level in the district.  The parent committee recommended that better communication between the site administration and the parents would be helpful.  As a result, the site instituted weekly autodialer messages to all families that contain all important information for the week, Tuesday at 10:00 am open forums for parents with the principal, and Instagram accounts for the counselors and administration push out important information to the community.    2.  The Center Joint Unified School District contracts with Carmozzi Interpreting Services for interpreters to be present at I.E.P. and 504 meetings, parent conferences, Open House/Back to School Night events, and all other situations in which such services are necessary or requested.  In addition, the district has a host of employees who translate into languages such as Spanish, Arabic, Russian, and Ukrainian.  Also, the district utilizes document translation services through the Document Tracking System (DTS), Xerox Corporation, and Google Translate so that documents are translated into numerous languages for families.|Met||2018
34674470114983|Golden Valley River|3|Golden Valley River School sends an annual survey to each parent with a 50% completion rate.  Parents are offered free childcare for educational programs and speakers.  The goals in the LCAP are surveyed and there is a live annual town hall meeting each semester.  Based upon parent feedback, GV offers more online ways to participate in decision making.  LCFF funds have been allocated based upon feedback from community participants.||Met||2018
12753820000000|Mattole Unified|3|"An online Mattole Unified School District Parent Engagement Survey was administered in the spring of 2018.  The majority of parents surveyed agree with the following statement:  ""Teachers and administrators at this school communicate with parents about what students are expected to learn in class"".  The majority of parents surveyed agree with this statement:  ""Parents feel welcome to participate at this school"".  The majority of parents surveyed agree with this statement: ""School staff takes parent concerns seriously""."||Met||2018
37679830134890|San Diego Workforce Innovation High|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 80% responded that they agreed and strongly agreed.   2) One key finding was that 80% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  63 parents participated in our PAC/ELAC committee.  Additionally, there were 904 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
47703670000000|Junction Elementary|3||Junction Elementary School's teachers and Administrator meet at least bi-weekly, if not weekly, to discuss school needs. We encourage parent involvement and communicate weekly with parents through our Wednesday letter. The Wednesday letter is a great way to reach all of our parents, which is sent home in the Wednesday packet and also emailed to all parents with a email address. We also encourage parents to volunteer in the classrooms to be able to see the day to day activities of the school. The teachers and Administrator went to training in the Spring of 2018 for effective parent/guardian engagement.|Met||2018
30103060134841|Orange County Workforce Innovation High|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 88% responded that they agreed and strongly agreed.   2) One key finding was that 87% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  40 parents participated in our PAC/ELAC committee.  Additionally, there were 510 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
34674470132399|Golden Valley Orchard|3|Golden Valley Orchard School sends an annual survey to each parent with a 50% completion rate.  Parents are offered free childcare for educational programs and speakers.  The goals in the LCAP are surveyed and there is a live annual town hall meeting each semester.  Based upon parent feedback, GV offers more online ways to participate in decision making.  LCFF funds have been allocated based upon feedback from community participants.||Met||2018
16639660000000|Lakeside Union Elementary|3|1. Lakeside had an increase of new parent/community members attending the tour for 2017-18 as compared to the previous year. There were 58% of parent surveys were returned in 2017-18. All of parent responses indicated that they support our plan to continue student services. We had a suggestion about providing more advanced notification regarding parent and school events. We have been using social media and the district website to provide notices earlier than in previous years. Parent responses indicated that they appreciated the opportunities to participate in positive events.  The district has worked to increase opportunities for seeking parent input into school and district decision making to positively impact the programs we provide students.  2. Increasing parent participation continues to be a focus at Lakeside. We continue to have a high rate of parent participation in parent-teacher conferences. Parents indicated that they felt their child’s school and teachers are providing flexible parent conference times to increase access for parents to attend. 72% of parents attended school events such as: back to school, family game nights, open house and school carnival. We also had 5 parents attend nutrition classes. Parent survey comments for these events were very positive.  The Lakeside family encourages teachers, staff, and families to work alongside one another during these opportunities as “One Big Family”. 3. Lakeside chose to use a locally created survey that was updated during the 2017-18 school year to garner parent input. We include questions that relate to all district LCAP goals, actions and services. We have a specific parent engagement goal: Lakeside Union School District will provide opportunities and services to parents that establish and maintain a positive and collaborative relationship for the benefit of our student’s academic success. This goal includes actions to support parent engagement, such as a parent liaison. This position works to build positive partnerships between home, school, and community. Lakeside has established foundations through aligned systems for parent engagement to support continued student success.||Met||2018
37680490136614|Diego Hills Central Public Charter|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 79% responded that they agreed and strongly agreed.   2) One key finding was that 59% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  129 parents participated in our parent groups, including PAC/ELAC committee.  Additionally, there were 1200 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
49709380120121|REACH|3||The school's 2017-2018 LCAP Goal #4 targeted a daily attendance rate is 94.5% for the 17-18 school year and a 10% or less chronic absenteeism rate. REACH's ADA for 2017-18 was 93.51%. Following up with the parents of chronically absent students was aided by communications sent through ParentSquare for real time follow up on individual absences, however the next step will be communicating sooner as students accrue absences. Policy reflects clear processes to address the absences and offer parents and students opportunities to get support to improve attendance. The fires in October significantly impacted attendance in our school. Had we not had the fires, the target might have been met this year. However, issues like stress and air quality concerns prevented families from returning to school despite the containment of the fires. In addition, Board Policy updates were presented and approved to address chronically absent student, additional staff hours were allocated to address communication needs around contacting families of chronically absent students, and the school added additional staff hours for following up with families who planned to be absent for longer period to develop independent study plans to confirm their return.|Met||2018
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 76% responded that they agreed and strongly agreed.   2) One key finding was that 90% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  Twenty six parents participated in our PAC/ELAC committee.  Additionally, there were 876 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
27660350000000|Greenfield Union Elementary|3||Parent Engagement is measured locally through the collection of surveys from our TK-8 parent community. The created surveys allow for parents to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social emotional learning. Survey results have allowed for our school sites to created individualized training opportunities in the areas that best fit the need of our parent community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs our parents. To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 40-60 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 80-100 participants over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2018 and will again in February 2019.|Met||2018
10101080109991|Crescent View West Public Charter|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 77% responded that they agreed and strongly agreed.   2) One key finding was that 76% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  40 parents participated in our PAC/ELAC committee.  Additionally, there were 3950 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.4 and 3.3. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.5), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.05), and (d) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Piera Barbaglia Shaheen Health Services Academy (“Shaheen”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Shaheen’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Shaheen (1) maintained a full-time parent engagement specialist to support parent involvement; (2) offered parent workshops related to school goals (i.e., graduation requirements, college, college admissions, financial aid, etc.); (3) maintained school website as a form of communication to parents and community members.||Met|Annually, Alliance Piera Barbaglia Shaheen Health Services Academy (“Shaheen”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' and families’ attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians. At Shaheen, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' and families' views of our school and ultimately help to improve learning environments for children.|2018
37683380135913|Urban Discovery Academy Charter|3|UDA utilizes a parent satisfaction survey which is customized for Urban Discovery Academy. The survey was selected and modified for UDA to monitor longitudinal data as well as to be able to focus on any specific annual goals, such as LCAP priorities.  The survey, administered once per year, is delivered to all UDA families and reflects a relatively high parent participation rate across grade levels. A ratio of more than 1:5 parents to the total student population took the last annual survey, which is a high rate considering the amount of families with siblings.  The results of our latest annual parent survey (2017-2018 school year) indicate that the overwhelming majority of our parents feel welcome to participate at the school and that the school actively seeks and welcomes their contributions. 89% of parents state they feel welcome to participate. 72% of parents indicated they attended an informational event hosted by the school, 82% indicated they attended a class activity, and 20% indicated they had participated on a school committee.   Additionally, over 95% of parents attend parent conferences. School Advisory Council continues to successfully hold monthly or bimonthly meetings with regular attendance.||Met||2018
20652430107938|Ezequiel Tafoya Alvarado Academy|3|ETAA regularly promotes and seeks parent/guardian participation on the school’s DELAC and via parent surveys.  Stakeholder feedback and input on various issues at the school including policies, curriculum/instruction, and school activities are collected via teacher conferences, Art Walk night, principal meetings with parents seeking changes one on one. DELAC meetings are held quarterly and parents are encouraged to attend.  Our school board, per Charter Petition is made up of parents whose children attend ETAA.  Parents/guardians are regularly encouraged to attend any and all meetings.  Regular board meetings are noticed through the posting of an agenda at least 48 hours before the meeting. Parents/guardians are further informed of such meetings through promotion by staff.  Meetings and minutes are available on website. Also for this year, ETAA will conduct a survey to have a larger pool of representatives on the District English Learner Advisory Committee. This will provide added opportunities for parents to engage with the school.   Parents/guardians are further provided the opportunity for input through the teacher parent conference, Art Walk night and paper surveys regarding the LCAP.  Parents/guardians are notified of such data gathering through flyers, teacher promotion, and phone calls home.|ETAA strives to provide parents/guardians access to interpretation and translation services to allow them to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of informational and other notices and documents, in addition to in-person interpretation services provided by either administrative, certificated, or classified staff at all meetings.|Met|These measures were selected because they accurately demonstrate that ETAA seeks input from parents/guardians/stakeholders in the decision-making process and promotes parental participation in programs on an ongoing basis.|2018
19647330122861|Camino Nuevo Academy #2|3|Camino Nuevo Charter Academy partners with Panorama Education to administer an annual parent survey. The survey is a research-backed instrument designed and tested to gather feedback from parents and is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. The themes included are:  • College Readiness measures the perceptions of families’ on how well they are prepared to get their child ready for college. Key findings included: o Eighty-two percent of families believe they have the skills, tools and support needed to get their child ready for college. o Sixty-four percent of families feel the school is preparing their child for college.  • Family Engagement measures the degree to which families become involved with and interact with their child’s school. Key findings included: o Eighty-four percent feel welcome at their child’s school. o Sixty-nine percent believe that parent workshops allowed them to gain important information about their child and the school.  • Family Support measures families’ perceptions of the amount of academic and social support that they provide their child with outside of school. Key findings included: o Seventy-five percent have frequent conversations with their child about what his/her class is learning at school. o  Sixty-nine percent often have conversations with their child about college.  • Learning Behaviors measures families’ perceptions of their child’s learning-related behaviors. Key findings included: o Forty-six percent reported that frequently their child reads for fun. o Sixty-eight percent reported their child work independently extremely and quite well on learning activities at home.  • School Climate measures perceptions of the overall social and learning climate of the school. Key findings included: o Seventy-two percent reported that their child’s school is extremely and quite responsive to their needs. o Sixty-six percent reported that school administrators create extremely and quite well a school environment that helps children learn.  • School Fit measures families’ perceptions of how well a school matches their child’s developmental needs. Key findings included: o Seventy-six percent reported their child enjoys going to school quite a bit. o Sixty-five percent reported the overall approach to discipline works extremely and quite well for your child.  • Technology/communications measures preferred methods of receiving information and if families’ are satisfied with school communication. Key findings included: o Seventy-nine percent are extremely and quite satisfied with the communication they get from the school. o Twenty-seven percent reported robo-calls and phone calls as their preferred method to receive communication from the school. Receiving text messages from schools rated number two|The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.  Some schools have created informal surveys to gather feedback and input from families during mid-year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.  Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Met||2018
19648570112714|Antelope Valley Learning Academy|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 86% responded that they agreed and strongly agreed.   2) One key finding was that 87% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  11 parents participated in our PAC/ELAC committee.  Additionally, there were 1681rents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
37682960000000|Poway Unified|3||We utilized the results of our district parent perception survey.  This parent survey was administered by the WestEd Company.  This survey was developed to align with the bi-annual California Healthy Kids Survey given to students to yield comparative analysis of both parent and student perspectives.  In October we enlisted parent input with our 2018 District Parent Survey.  We are proud of our parent survey results such as: This School maintains high academic standards - 94% This school has a supportive learning environment for my child - 92% This school encourages me to be an active partner with the school in educating my child - 89% This school allows input and welcomes parent contributions - 87% At the school sites, we continue to examine and implement a variety of strategies to involve our parents in providing input to our school initiatives and educational programs.  We are also quite pleased with the number of parents who have attended and engaged in our District and site LCAP, VAPA, Technology, Special Education, and Safety Forums.|Met||2018
14101400000000|Inyo County Office of Education|3||A. Seeking Input in School/District Decision Making: All parents/guardians participate in an intake meeting upon enrollment at the school.  In 2017-18, 100% of the students enrolled at the school participated in an intake meeting with a parent or guardian. The school conducts parent/teacher conferences twice per year.  Most parents/guardians attended the conferences and this practice will continue in 2081-19.  B. Promoting Participation in Programs: Interpretation and translation services are available to parents as needed so as to allow parents/guardians to participate fully in individual meetings with school staff. The measure of parent/guardian participation was chosen because due to the small size of the school and specific needs of the students at JKBS; individual meetings with parents have proven valuable in supporting the students. Similarly, by measuring translation/interpretation services we know that we are able to reach all parents.|Met||2018
54721400136507|Crescent Valley Public Charter II|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 73% responded that they agreed and strongly agreed.   2) One key finding was that 66% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  15 parents participated in our PAC/ELAC committee.  Additionally, there were 1532 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
37681633731239|Julian Charter|3|JCS has an LCAP summary with a link for parent feedback on the webpage. In February and March we'll send a survey to parents asking for input on the upcoming year's LCAP. Parents are also surveyed at the end of each semester regarding a variety of topics.|1. November: Hold a School Site Council meeting to explain LCAP/LCFF to parents and to review the current goals and data.  February: Hold a School Site Council meeting to share LCAP annual update and gather input for upcoming year's goals. February and March: Email survey for parents to provide input on the upcoming year's goals. The Governing Board includes a parent representative and all parents have access to attend board meetings in person or virtually. Meetings are also recorded.  2. As JCS is an independent study program, parents oversee the instructional time for their students with support from an educational faciliator (EF) that ensures students have access to curriculum aligned to Common Core State Standards. Parents are invited to workshops on various topics and a monthly newsletter is sent to educate parents on topics related to teaching.   3. Our parents have access to a lot of technology and are used to using it at our school. We believe that between school site council meetings and online surveys we will get good feedback.|Met||2018
38103890000000|San Francisco County Office of Education|3||SFUSD’s LCAP Goal #3 is Accountability: Keep district promises to students and families and enlist everyone in the community to join in doing so.   Seeking Input:  The primary way we seek input from families in school and district decision making is through the BSC/Budget development process that takes place at school sites through SSC and Community meetings and through the LCAP stakeholder engagement process and various Parent Advisory Committees at the district level.  SFUSD’s LCAP Task Force conducted a series of community conversations with stakeholders between February-April 2018 through which we heard directly from 350 participants in a series of 24 community conversations. The team that conducted the conversations reflected deepened collaboration among district’s African American Parent Advisory Council, the DELAC, and Parent Advisory Council.  These conversations linked LCAP community engagement with school site Balanced Scorecards and the district’s overall budget planning process.   In addition to the community conversations, we host an annual School Site Planning Retreat. In March 2018, SFUSD leaders shared an overview of the district’s budget context and connections with school Balanced Scorecards and LCAP.  More than 600 people participated in the Retreat, including over 200 families. For 17-18, there were 49 Family Partnership Academy trainings that involved 545 participants.  Through MTSS, SFUSD funds 25 site-based Family Liaison positions who provide parent workshops throughout the year. Our various parent advisory committees (PAC, DELAC, AAPAC, Indian Ed PAC, SPED CAC) host regularly scheduled meetings to promote participation and build capacity to support students in school. Along with outreach efforts to hear from parents and families, we also solicited input from students.  In 17-18, we received input from over 2,300 students from 16 high schools and brought 4 of San Francisco’s County Schools into the Student Voice Vote Process.  These surveys were distributed and facilitated at all high school sites, as well as at the Student Advisory Council’s Youth Summit.    Promoting Parental Participation:  SFUSD’s Strategic Plan identifies strategies in action at the school level for Parent-School-Community Ties, which includes ensuring communication with families is consistent, inclusive and culturally relevant. SFUSD supports a Translation Interpretation Unit (TIU) to provide translation and interpretation services to our families.  In 17-18, TIU translated 5,404 pages of documents to support family communication.  TIU also provided 1,204 interpretation services in a General Education setting.  The fullfill rate is 88%.  We were unable to honor 12% of requests due to staffing or timing of last minute requests.  Bilingual employees on site were able to provide service in some of these cases. We solicit feedback in an annual Culture & Climate Family survey.  13,978 families completed the survey; the  positive response rate was 93.5%.|Met|San Francisco operates as both a County Office of Education and a Unified School District. We are reporting the same metrics for both entities.|2018
38684780000000|San Francisco Unified|3||SFUSD’s LCAP Goal #3 is Accountability: Keep district promises to students and families and enlist everyone in the community to join in doing so.   Seeking Input:  The primary way we seek input from families in school and district decision making is through the BSC/Budget development process that takes place at school sites through SSC and Community meetings and through the LCAP stakeholder engagement process and various Parent Advisory Committees at the district level.  SFUSD’s LCAP Task Force conducted a series of community conversations with stakeholders between February-April 2018 through which we heard directly from 350 participants in a series of 24 community conversations. The team that conducted the conversations reflected deepened collaboration among district’s African American Parent Advisory Council, the DELAC, and Parent Advisory Council.  These conversations linked LCAP community engagement with school site Balanced Scorecards and the district’s overall budget planning process.   In addition to the community conversations, we host an annual School Site Planning Retreat. In March 2018, SFUSD leaders shared an overview of the district’s budget context and connections with school Balanced Scorecards and LCAP.  More than 600 people participated in the Retreat, including over 200 families. For 17-18, there were 49 Family Partnership Academy trainings that involved 545 participants.  Through MTSS, SFUSD funds 25 site-based Family Liaison positions who provide parent workshops throughout the year. Our various parent advisory committees (PAC, DELAC, AAPAC, Indian Ed PAC, SPED CAC) host regularly scheduled meetings to promote participation and build capacity to support students in school. Along with outreach efforts to hear from parents and families, we also solicited input from students.  In 17-18, we received input from over 2,300 students from 16 high schools and brought 4 of San Francisco’s County Schools into the Student Voice Vote Process.  These surveys were distributed and facilitated at all high school sites, as well as at the Student Advisory Council’s Youth Summit.    Promoting Parental Participation:  SFUSD’s Strategic Plan identifies strategies in action at the school level for Parent-School-Community Ties, which includes ensuring communication with families is consistent, inclusive and culturally relevant. SFUSD supports a Translation Interpretation Unit (TIU) to provide translation and interpretation services to our families.  In 17-18, TIU translated 5,404 pages of documents to support family communication.  TIU also provided 1,204 interpretation services in a General Education setting.  The fullfill rate is 88%.  We were unable to honor 12% of requests due to staffing or timing of last minute requests.  Bilingual employees on site were able to provide service in some of these cases. We solicit feedback in an annual Culture & Climate Family survey.  13,978 families completed the survey; the  positive response rate was 93.5%.|Met||2018
37680490129221|MethodSchools|3|A survey is sent quarterly to all Method School parents.  In its most recent survey, 57.5% strongly agreed and 27.5% agreed that Method promotes an atmosphere of  respect and responsibility while 62.5% strongly agreed and 27.5% agreed that  Method Schools provides a safe place for learning.  A total of 82.86% of survey participants at least somewhat agreed that Method communicated effectively to parents.  A total of 83% of parents at least somewhat agreed (with 40% strongly agreeing) that parents were notified of school activities and events.    Method used findings of this survey to inform LCAP goal to increase school connectivity and overall physical/emotional wellness and resiliency for students.     Method Schools has since expanded wrap around services including a parent workshop program to provide parents education on student wellness and increase parent input and communication.||Met||2018
34674390101899|George Washington Carver School of Arts and Science|3||George Washington Carver School of Arts and Sciences strives to build the capacity of parents to support student achievement by providing education, tools to navigate the system, and relationship-building strategies. Parent education and training opportunities support Carver's goal for parents to become partners in their student's education, equipped to advocate for their student, and knowledgeable about academic goals and challenges their student may face. The measures described below reflect the school's multi-pronged approach to parent engagement. Parents are invited to participate in all aspects of school life at George Washington Carver. All parents and guardians are automatically members of the Guild. Parents meet monthly at the Parent Guild meeting, that provides robust opportunity for decision making. Carver parents are frequently offered invitations to participate in capacity-building workshops. Carver hosts the national Alliance for Public Waldorf Education conference in February each year for all teachers, staff, board members and parents of public Waldorf school children. The Advisory Board of parents and community members is another decision-making body to provide voice on programs and student supports. Parents are further engaged in supporting their students through student study teams and classroom observations. The school offers translation on an as-needed basis, and the website provides translation.|Met||2018
40687590000000|Lucia Mar Unified|3|In the Spring of 2018 LMUSD parents were invited to complete the California School Parent Survey(CSPS). This survey invite appeared via email, Twitter, and Peachjar and each time the district home page was visited. The survey aims to raise awareness of how well the school is doing in its parent involvement efforts and what are the needs and concerns of parents that it should address. The results to this survey are used as metrics in the Lucia Mar LCAP. The survey is a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair. More information about the survey is available on its website: csps.wested.org.  These survey results were collected after the survey was open for 6 weeks. Over 1200 parents completed the survey. Here are the key findings: 81% agreed that their school allows input and welcomes parents' contributions. 85% agreed that their school encourages them to be an active partner with the school in educating their child. 57% agreed that their school actively seeks the input of parents before making important decisions 80% felt welcome to participate at their school 93% felt that school staff treats parents with respect. 81% felt that school staff takes parent concerns seriously. 89% felt that school staff are helpful to parents||Met||2018
19753090137703|Method Schools, LA|3|A survey is sent quarterly to all Method School parents.  In its most recent survey, 57.5% strongly agreed and 27.5% agreed that Method promotes an atmosphere of  respect and responsibility while 62.5% strongly agreed and 27.5% agreed that  Method Schools provides a safe place for learning.  A total of 82.86% of survey participants at least somewhat agreed that Method communicated effectively to parents.  A total of 83% of parents at least somewhat agreed (with 40% strongly agreeing) that parents were notified of school activities and events.   Method used findings of this survey to inform LCAP goal to increase school connectivity and overall physical/emotional wellness and resiliency for students.     Method Schools has since expanded wrap around services including a parent workshop program to provide parents education on student wellness and increase parent input and communication.||Met||2018
34674130114660|Delta Elementary Charter|3|Delta Elementary Charter School (DECS) is committed to ensuring parent engagement. Toward that end, it holds the goal that students and families are engaged and empowered, in service of supporting students’ overall development and well-being. ASSESSMENT: The Local Indicator to measure progress is an Annual Survey administered by Columbia University to evaluate family satisfaction and engagement, research-based and nationally normed instrument. RESULTS: Overall rating of an “A” from parents 4 years in a row, with 100% rating overall school culture as very positive • 98% rating school environment as very positive, 98% rating the principal at DECS as very effective, 95% rating the DECS academic program as very effective, 95% rating their child’s teacher as very effective, 92% rating overall support services as very effective, 98% feeling DECS takes actions to ensure their child’s safety, 98% feeling their family is part of a school community, and 98% feeling that the Parent Teacher Committee (PTC) is organized and welcoming. Overall there was in increase in all areas of parent satisfaction. In addition, there were high levels of parent participation at school events: 98% attended our two signature Project Based Learning Nights, 99% attended parent/teacher conferences, and 75% attended school related fundraisers such as Mexican Independence day celebration, Fall Festival, and our Chili Cook-off.||Met||2018
19647330122564|Camino Nuevo Elementary #3|3|Camino Nuevo Charter Academy partners with Panorama Education to administer an annual parent survey. The survey is a research-backed instrument designed and tested to gather feedback from parents and is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. The themes included are:  • College Readiness measures the perceptions of families’ on how well they are prepared to get their child ready for college. Key findings included: o Eighty-two percent of families believe they have the skills, tools and support needed to get their child ready for college. o Sixty-four percent of families feel the school is preparing their child for college.  • Family Engagement measures the degree to which families become involved with and interact with their child’s school. Key findings included: o Eighty-four percent feel welcome at their child’s school. o Sixty-nine percent believe that parent workshops allowed them to gain important information about their child and the school.  • Family Support measures families’ perceptions of the amount of academic and social support that they provide their child with outside of school. Key findings included: o Seventy-five percent have frequent conversations with their child about what his/her class is learning at school. o  Sixty-nine percent often have conversations with their child about college.  • Learning Behaviors measures families’ perceptions of their child’s learning-related behaviors. Key findings included: o Forty-six percent reported that frequently their child reads for fun. o Sixty-eight percent reported their child work independently extremely and quite well on learning activities at home.  • School Climate measures perceptions of the overall social and learning climate of the school. Key findings included: o Seventy-two percent reported that their child’s school is extremely and quite responsive to their needs. o Sixty-six percent reported that school administrators create extremely and quite well a school environment that helps children learn.  • School Fit measures families’ perceptions of how well a school matches their child’s developmental needs. Key findings included: o Seventy-six percent reported their child enjoys going to school quite a bit. o Sixty-five percent reported the overall approach to discipline works extremely and quite well for your child.  • Technology/communications measures preferred methods of receiving information and if families’ are satisfied with school communication. Key findings included: o Seventy-nine percent are extremely and quite satisfied with the communication they get from the school. o Twenty-seven percent reported robo-calls and phone calls as their preferred method to receive communication from the school. Receiving text messages from schools rated number two.|The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.   Some schools have created informal surveys to gather feedback and input from families during mid-year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.  Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Met||2018
37735510000000|Carlsbad Unified|3|Carlsbad Unified School District used various methods of communication in order to engage with our community stakeholders. The District’s efforts began in November by developing an engagement process and timeline for the adoption of the 2018-19 plan. Stakeholder meetings were then held to include a midyear LCAP progress update. The stakeholder groups included: • K12 Classroom Teachers, School Site and School District Administrators, and Classified Staff 2/28/2018 • DELAC Meeting, 2/22/2018 • LIUNA Meeting, 2/13/2018 • Teacher/Superintendent Advisory Council, 2/26/2018 • Associated Student Body Meetings, 2/12/20182/23/2018 • Student/Superintendent Advisory Committee, 2/8/2018 • Parent/Superintendent Advisory Council, 2/26/2018 • Carlsbad Unified Teachers’ Association Meeting, 2/20/2018 • Chamber of Commerce Board of Directors, 2/7/2018 • School Site Council Meetings, completed by 2/28/2018 • School PTA Meetings, completed by 2/28/2018 • Community Advisory Council Meeting, completed by 2/26/2018  The purpose of the survey was to gather input from parents, students, teachers, and community members of Carlsbad in order to better serve and evaluate the needs of the students in the district. Questions referenced the CUSD District Graduate Profile as well as the mission, vision, and priorities of the District. The online survey in both English and Spanish received 1,861 responses.  Key Findings from the survey and consultation groups were as follows: 1. Continued effective professional development and support for implementation of Common Core State Standards (Goal 2, Action 1, 2, 4) 2. Increased availability to instructional materials aligned to new state standards (Goal 1, Action 2) 3. Increased access to instructional technology and training for staff (Goal 1, Action 11) 4. Desire to continue to decrease class sizes K12 (Goal 2, Action 5, 6) 5. Improved cleanliness of school facilities (Goal 1, Action 9) 6. College/Career readiness for all students (Goal 1, Action 7) 7. Additional safety and security measures for all schools (Goal 3, Action 5, 7, 9) 8. Perceptions of Employee Effectiveness||Met||2018
21654176113229|Novato Charter|3|The Novato Charter School Annual Parent Survey is designed to assess parent attitudes, understanding and interest in guiding decision making and planning.  Data was collected in the spring of 2018. Parent survey results indicate that interest remains significant for learning more about most areas of the curriculum, from academic subjects to the specialty program. Spanish, Science and the elective program stand out for lower levels (under 60% stating excellent or good) of parent understanding of the curriculum as currently taught. The Round Table is expected to be an effective forum for increasing communication and fostering greater partnership among staff and parents. Our expectations are to reach 75% or above in each category related to self-responsibility, self-direction, high school preparation and feelings of safety and inclusion at the school. 90% feel the school provides a safe environment, 84% agreed that the school offers adequate resources to support their child 71% understand homework expectations 74% understand the role and use of technology at school. The school’s primary measurement tools, the Parent and Middle School Student Surveys, need attention. The Middle School Survey needs some redesign in order to generate more focused data and the Parent Survey needs to be reviewed with an eye towards synchronizing the survey and LCAP measurement criteria. The action has been rescheduled for 2018-19.||Met|To create a structure to support constructive parent involvement we held two onsite retreats led by an organizational consultant, one in the fall and one in the spring. Committee work with the support of the consultant revealed a lack of structure for communication between committees working for the benefit of the school ( i.e., festival, fundraising, and volunteer committees). As a result we created the “Round Table”  which meets quarterly and serves as a communication hub for the administration and the acting committees|2018
37756140000000|Valley Center-Pauma Unified|3|The district's LCAP Committee developed the survey to measure the effectiveness of LCAP actions in both English and Spanish for parents and guardians. The survey was developed with input from the parents that best fit their priority goals for the district LCAP Plan. Results will be used to revise LCAP goals and actions for the next year. According to the district's LCAP survey, the following results are from  752 parents with children K-12th grade: 1. 93% Agree, their child's school keeps me well-informed about school activities. 2. 90% Agree, the school district keeps me well-informed about district activities and information. 3. 87% Agree, their child's school keeps me well-informed about my child's academic progress. 4. 92% Agree, their child's school promotes academic success for all students. 5. 89% Agree, their child's school allows input and welcomes parents' ideas. 6. 90% Agree, they feel welcome to visit or volunteer at my child's school. 7. 91% Agree, school staff members promptly respond to my phone calls, messages or emails.  8. 93% Agree, their child's school has adults who really care about students||Met||2018
54767940000000|Woodlake Unified|3|The California Healthy Kids Parent Survey was conducted in the spring of 2018.  This survey provides the district with insight into the parents’ perceptions and supports the implementation of the Local Control and Accountability Plan.  The responding parents indicate the following:  92% agree or strongly agree that the school allows input and welcomes parents’ contributions; 89% agree or strongly agrees that the school encourages parents to be an active partner with the school in educating their child; 80% agree or strongly agree that the school actively seeks input of parents before making important decisions.   This, along with participation in parent information events or committee meetings at a rate of 65% of families represented, is a strong indication of parent engagement.  Additionally, the participation rate in elementary Parent Teacher Conferences is 97%. This participation is supported by translation services available at all site and district parent education and governance meetings, as well as support from the district’s English Learner Parent Liaison funded through the Local Control and Accountability Plan. While this data is a positive reflection of our outreach, the district will continue to refine and improve its partnership with parents.||Met||2018
19647330124826|Camino Nuevo Charter Academy #4|3|Camino Nuevo Charter Academy partners with Panorama Education to administer an annual parent survey. The survey is a research-backed instrument designed and tested to gather feedback from parents and is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. The themes included are:  • College Readiness measures the perceptions of families’ on how well they are prepared to get their child ready for college. Key findings included: o Eighty-two percent of families believe they have the skills, tools and support needed to get their child ready for college. o Sixty-four percent of families feel the school is preparing their child for college.  • Family Engagement measures the degree to which families become involved with and interact with their child’s school. Key findings included: o Eighty-four percent feel welcome at their child’s school. o Sixty-nine percent believe that parent workshops allowed them to gain important information about their child and the school.  • Family Support measures families’ perceptions of the amount of academic and social support that they provide their child with outside of school. Key findings included: o Seventy-five percent have frequent conversations with their child about what his/her class is learning at school. o  Sixty-nine percent often have conversations with their child about college.  • Learning Behaviors measures families’ perceptions of their child’s learning-related behaviors. Key findings included: o Forty-six percent reported that frequently their child reads for fun. o Sixty-eight percent reported their child work independently extremely and quite well on learning activities at home.  • School Climate measures perceptions of the overall social and learning climate of the school. Key findings included: o Seventy-two percent reported that their child’s school is extremely and quite responsive to their needs. o Sixty-six percent reported that school administrators create extremely and quite well a school environment that helps children learn.  • School Fit measures families’ perceptions of how well a school matches their child’s developmental needs. Key findings included: o Seventy-six percent reported their child enjoys going to school quite a bit. o Sixty-five percent reported the overall approach to discipline works extremely and quite well for your child.  • Technology/communications measures preferred methods of receiving information and if families’ are satisfied with school communication. Key findings included: o Seventy-nine percent are extremely and quite satisfied with the communication they get from the school. o Twenty-seven percent reported robo-calls and phone calls as their preferred method to receive communication from the school. Receiving text messages from schools rated number two.|The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.   Some schools have created informal surveys to gather feedback and input from families during mid-year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.  Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Met||2018
37680560000000|Del Mar Union Elementary|3||1. Parent Input: The superintendent, district office administration, and school site principals met with community members to share district and school site information related to District Design 2022, the district’s strategic plan, and to inform the development of the LCAP.  Participation of all parents is solicited, including parents of second language learners, students receiving Special Education, and families whose children receive free or reduced lunch. Event flyers for families of second language learners and immigrant families are mailed home in several different languages.  The following district-level sessions focused on engaging parents in the discussion of critical program components of student learning and well-being: Parent Teacher Association (PTA) Presidents Advisory Committee (PAC) 4/3, School Board 2/28, 5/17, District English Language Advisory Committee 4/3, Superintendents State of the District to Community 3/28, 3/29, 3/30, 4/3, 4/19.    2. School Site Support for Parents: The following meetings took place at the school site level.  School Site Council: Ashley Falls 3/29, Carmel Del Mar 3/22, Del Mar Heights 5/31, Del Mar Hills 3/22, Ocean Air 3/19, Sage Canyon 5/18, Sycamore Ridge 5/15,   Torrey Hills 5/22, Principals’ Coffees/PTA Meetings: Ashley Falls 4/30, Carmel Del Mar 5/4, Del Mar Heights 5/2, Del Mar Hills 4/18, Ocean Air 5/10, Sage Canyon 5/16, Sycamore Ridge 5/3, Torrey Hills 5/4, English Language Advisory Committee: Torrey Hills 5/4.  Agendas reflect a broad range of topics including the development of the Local Control and Accountability Plan (LCAP), Local Control Funding Formula (LCFF), budget information, implementation of California Standards, the instructional program focused on teaching and learning, and districtwide and site-specific data related to student progress.  In addition to in-person sessions, technology was used to both communicate information and request feedback about the LCAP goals from the Del Mar School District Community at large.  Information and questionnaires were posted on the district website and on each school website from February through May.  Requests for feedback and participation in online questionnaires is sought through email communication as well as districtwide ‘all-calls.’  3. Rationale - Selected Measures and Connection to LCFF Goals: Parents in Del Mar are highly engaged and eager to participate in their child’s education in meaningful ways. Providing a variety of opportunities in different venues and formats to both learn about program components and provide input into the educational experience designed for their children supports their engagement level. Parent engagement enhances plans developed to guide the educational plan for students in both District Design 2022 and LCAP goals.|Met||2018
13630990000000|Calexico Unified|3||Calexico Unified administered the California School Parent Survey to all parents on February 2017 and received 662 responses from parents of students in all grade levels TK-12. 92% of parents strongly agreed or agreed that the school allows input and welcomes parents’ contributions. 90% of parents strongly agreed or agreed that the school encourages them to be an active partner with the school in educating their child. 85% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions. 91% of parents strongly agreed or agreed that parents feel welcome to participate at their school. This survey was selected (administered every 2 years) to provide comprehensive feedback across each component of the LCAP and determine where strengths and weaknesses lie in order to create salient LCAP goals, actions and services to best meet the needs of students and parents.   In addition, on March of 2018 we administered a local parent survey and received 1,267 responses.  92% of parents strongly agreed or agreed that their involvement in their child’s education is valued at their school. 92.5 % of parents strongly agreed or agreed that they are invited to meetings so that they can learn about what is going on in their school.  94.7% of parents strongly agreed or agreed that when the school communicates with them, it is easy for them to read or understand. CUSD will continue to administer the local survey as well as the California School Parent Survey to all parents.|Met|Calexico Unified will administer the California School Parent Survey to all CUSD parents in February 2019 to continue to develop LCAP goals, actions and services to increase parent involvement and leverage parent involvement to directly support student learning.|2018
34765056112643|Westside Preparatory Charter|3|Throughout the 2017-2018 LCAP input processes we were able to capture the ideas of 2,977 people, 6,310 thoughts, and 56,108 ratings. 697 unique parents and guardians provided their input and from this we were able to successfully identify critical trends, ratings, and input necessary to fine tune our District LCAP work.   Key Findings: Parents want the best for their children and they value the learning opportunities and partnership that our school district provides.  Parents value our district field trip experiences, counseling support and the variety of curricular options and supports we provide.  They want us to continue to offer school site and district parent engagement opportunities, they want to be involved, and they know working together makes a difference.||Met||2018
19648400000000|Norwalk-La Mirada Unified|3||Norwalk-La Mirada Unified School District has had many successes improving parent engagement. We provide digital access to parents for reviewing grades and attendance. We are beginning a pilot for online student enrollment for the 2019-20 school year. We provide multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s major preferred languages of communication (English, Spanish, and Korean). We provide opportunities for all parents to participate in the LCAP development process. Based on feedback from parents in the LCAP development process, we have implemented actions and services in support of our unduplicated students in the following ways: • Meeting state standards as measured by the CAASPP • Increasing high school graduation rates • Ensuring positive conditions of learning  Some of the many programs that support the engagement of parents in decision making regarding the LCAP are the following: • District English Learners Advisory Committee (DELAC)/English Learners Advisory Committee (ELAC) • School Site Council • Superintendent’s Cabinet. • Local site parent advisory committees • Scheduled parent conferences • Student performances and fairs. Many of the opportunities for parent engagement take place at the local school level. Additionally our district has provided classes for parents based on their input. At all classes and events, the district provides access to in house translation services for both live and remote events. As a result, we have a robust parent engagement program in place. In 2017-18 over 748 Parents participated in 5905 hours of classes, volunteer work, and leadership activities such as DELAC, ELAC, School Site Council, PTA, Boosters  We have found our actions and services to be effective overall to meet the goal of Parent and Community Engagement: “Create a culture of collaboration and communication that values the input and participation of all stakeholders.”  We believe this to be true based on the implementation of our programs and the feedback we received from parents through the consultation process.|Met||2018
34765050108795|Creative Connections Arts Academy|3|Throughout the 2017-2018 LCAP input processes we were able to capture the ideas of 2,977 people, 6,310 thoughts, and 56,108 ratings. 697 unique parents and guardians provided their input and from this we were able to successfully identify critical trends, ratings, and input necessary to fine tune our District LCAP work.||Met||2018
57726940131706|River Charter Schools Lighthouse Charter|3|Lighthouse Charter School (LCS) is committed to ensuring parent engagement. Toward that end, it holds the goal that students and families are engaged and empowered, in service of supporting students’ overall development and well-being. ASSESSMENT: The Local Indicator to measure progress is an Annual Survey administered by Columbia University to evaluate family satisfaction and engagement, a research-based and nationally normed instrument. RESULTS: Overall rating of an “A” from parents, with 99% rating overall school culture as very positive, 99% rating school environment as very positive, 93% rating the principal at LCS as very effective, 98% rating the LCS academic program as very effective, 97% rating their child’s teacher as very effective, 90% rating support services as very effective, 97% feeling that LCS takes actions to ensure their child’s safety, 92% feeling that their family is part of a school community, and 82% feeling that the Parent Teacher Committee (PTC) is organized and welcoming. Overall there was in increase in all areas of parent satisfaction. In addition, there were high levels of parent participation at school events: 98% attended our two signature Project Based Learning Nights and 99% attended parent/teacher conferences.||Met||2018
19647330106435|Camino Nuevo Charter High|3|Camino Nuevo Charter Academy partners with Panorama Education to administer an annual parent survey. The survey is a research-backed instrument designed and tested to gather feedback from parents and is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. The themes included are:  • College Readiness measures the perceptions of families’ on how well they are prepared to get their child ready for college. Key findings included: o Eighty-two percent of families believe they have the skills, tools and support needed to get their child ready for college. o Sixty-four percent of families feel the school is preparing their child for college.  • Family Engagement measures the degree to which families become involved with and interact with their child’s school. Key findings included: o Eighty-four percent feel welcome at their child’s school. o Sixty-nine percent believe that parent workshops allowed them to gain important information about their child and the school.  • Family Support measures families’ perceptions of the amount of academic and social support that they provide their child with outside of school. Key findings included: o Seventy-five percent have frequent conversations with their child about what his/her class is learning at school. o  Sixty-nine percent often have conversations with their child about college.  • Learning Behaviors measures families’ perceptions of their child’s learning-related behaviors. Key findings included: o Forty-six percent reported that frequently their child reads for fun. o Sixty-eight percent reported their child work independently extremely and quite well on learning activities at home.  • School Climate measures perceptions of the overall social and learning climate of the school. Key findings included: o Seventy-two percent reported that their child’s school is extremely and quite responsive to their needs. o Sixty-six percent reported that school administrators create extremely and quite well a school environment that helps children learn.  • School Fit measures families’ perceptions of how well a school matches their child’s developmental needs. Key findings included: o Seventy-six percent reported their child enjoys going to school quite a bit. o Sixty-five percent reported the overall approach to discipline works extremely and quite well for your child.  • Technology/communications measures preferred methods of receiving information and if families’ are satisfied with school communication. Key findings included: o Seventy-nine percent are extremely and quite satisfied with the communication they get from the school. o Twenty-seven percent reported robo-calls and phone calls as their preferred method to receive communication from the school. Receiving text messages from schools rated number two.|The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.   Some schools have created informal surveys to gather feedback and input from families during mid-year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.  Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Met||2018
34765056033336|Smythe Academy of Arts and Sciences|3|Throughout the 2017-2018 LCAP input processes we were able to capture the ideas of 2,977 people, 6,310 thoughts, and 56,108 ratings. 697 unique parents and guardians provided their input and from this we were able to successfully identify critical trends, ratings, and input necessary to fine tune our District LCAP work.   Key Findings: Parents want the best for their children and they value the learning opportunities and partnership that our school district provides.  Parents value our district field trip experiences, counseling support and the variety of curricular options and supports we provide.  They want us to continue to offer school site and district parent engagement opportunities, they want to be involved, and they know working together makes a difference.||Met||2018
19647330127910|Camino Nuevo High #2|3|Camino Nuevo Charter Academy partners with Panorama Education to administer an annual parent survey. The survey is a research-backed instrument designed and tested to gather feedback from parents and is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. The themes included are:  • College Readiness measures the perceptions of families’ on how well they are prepared to get their child ready for college. Key findings included: o Eighty-two percent of families believe they have the skills, tools and support needed to get their child ready for college. o Sixty-four percent of families feel the school is preparing their child for college.  • Family Engagement measures the degree to which families become involved with and interact with their child’s school. Key findings included: o Eighty-four percent feel welcome at their child’s school. o Sixty-nine percent believe that parent workshops allowed them to gain important information about their child and the school.  • Family Support measures families’ perceptions of the amount of academic and social support that they provide their child with outside of school. Key findings included: o Seventy-five percent have frequent conversations with their child about what his/her class is learning at school. o  Sixty-nine percent often have conversations with their child about college.  • Learning Behaviors measures families’ perceptions of their child’s learning-related behaviors. Key findings included: o Forty-six percent reported that frequently their child reads for fun. o Sixty-eight percent reported their child work independently extremely and quite well on learning activities at home.  • School Climate measures perceptions of the overall social and learning climate of the school. Key findings included: o Seventy-two percent reported that their child’s school is extremely and quite responsive to their needs. o Sixty-six percent reported that school administrators create extremely and quite well a school environment that helps children learn.  • School Fit measures families’ perceptions of how well a school matches their child’s developmental needs. Key findings included: o Seventy-six percent reported their child enjoys going to school quite a bit. o Sixty-five percent reported the overall approach to discipline works extremely and quite well for your child.  • Technology/communications measures preferred methods of receiving information and if families’ are satisfied with school communication. Key findings included: o Seventy-nine percent are extremely and quite satisfied with the communication they get from the school. o Twenty-seven percent reported robo-calls and phone calls as their preferred method to receive communication from the school. Receiving text messages from schools rated number two.|The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.   Some schools have created informal surveys to gather feedback and input from families during mid-year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.  Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Met||2018
54718290000000|Buena Vista Elementary|3|"We surveyed parents from all grades as to their opinions regarding all the priorities.  With regard to Priority 3 we found the following results: 1. 98% of parents either ""strongly agree"" or ""agree"" that Buena Vista does a good job  of involving Parents/Community in district decision making and planning. 2.  From the survey the most consistent suggestions to promote parent involvement and participation was to offer more meetings in the evening for those that work and to provide more advanced notice. (30 days or more for those that have to have 30 days notice to leave work).  Another suggestion was to provide increased security to the campus by closing gates during the school day. 3.  We chose the survey because it addresses all the priority areas and gives all parents the opportunity to contribute their opinion in an anonymous way.   It directly influenced our LCAP goals through our goal to increase parent involvement and school safety."||Met||2018
47703180000000|Gazelle Union Elementary|3|We sent an anonymous survey home to parents to fill-out and return. The key findings from the survey indicate that parents feel their input is valued by the school staff. In addition, the survey indicated that parents appreciate participating in non-athletic events on campus. Turn-out for events have been high, including both school families and community members. We included parent/student sport nights with volleyball and basketball teams consisting of community members, parents and students. We chose to utilize the survey to collect information because the survey is anonymous, and parents may feel more comfortable stating their opinion. The findings of the survey relate to our goals established on our LCAP. Goal 1 is to increase parent involvement in non-athletics related school events/activities and other related school events/activities. Goal 3 is to create a physically and emotionally stimulating environment conductive to optimal learning opportunities for staff and students. Our students enjoy socializing on-campus with community members, as well as their families, during special events. This creates a connectedness between staff, students and community, which promotes enthusiasm and pride for school, which promotes student attendance and academic success. .||Met||2018
48705400000000|Fairfield-Suisun Unified|3|99% of all parents report being actively engaged in their children’s education. While the District is pleased with such a high engagement percentage, the parents/staff also report barriers that need to be addressed:  (1) 18.7% of TK-12 parents believe that the schools do not involve parents and community in exploring solutions to problems or concerns facing the schools.  This is a slight improvement from the 2017 survey, but still a barrier that needs to be addressed.; and (2) 20.5% of certificated staff report that administration, teachers and parents do not work collaboratively to identify and plan programs to help students be successful.  While this is an improvement from the 2017 survey in which 29% of the certificated staff reported as such, it is still a barrier that needs to be addressed.  Opportunities exist for parents to assume leadership roles at the district level and school site level.  Parents serve on School Site Councils and PTO/PTA/Booster Clubs.  In addition, each school has a parent representative who serves on the Superintendent’s Parent Leader group.  In order to support participation, FSUSD hosts an annual PTO/PTA/Booster training to provide information about district policies and procedures.  According to the 2018 survey, 85.9% of the parents agree that schools offer ample opportunity to become involved in activities such as PTO, PTA, and Booster Clubs.  In addition 81% of the parents agree that they receive frequent and timely information about rules, events, activities, and programs.  The District chose to administer the School Effectiveness Survey, as it is the tool the District has used since 2014.  Given the availability of longitudinal data, the District determined it was in its best interest to continue with the survey instrument that has successfully provided feedback regarding the implementation of the LCAP.  In Spring of 2018, the District conducted the School Effectiveness Survey, with nearly 900 TK - 12th grade parents responding.  The District uses the School Effectiveness Survey as one metric in the Local Control and Accountability Plan.  As such, the findings help the District determine if goals and objectives are met and/or need adjustment.  In updating the 2018/19 LCAP, information from parent leaders and the School Effectiveness Survey resulted in changes to the plan.  Those changes included adding more parent education opportunities at the comprehensive high schools, as well as an additional non-academic districtwide family engagement activity each spring.  As the District continues to implement the LCAP, site leaders and the Educational Services Department will maintain a focus on expanding parent engagement opportunities.||Met|To view the full report that was presented to the FSUSD Governing Board during the November 8, 2018 board meeting, cut and paste the following link: http://www.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=B5SKGQ5162E4.|2018
50710926112965|Hart-Ransom Academic Charter|3|HRACS administers a parent feedback survey annually. The survey is available to all parents of students in all grade spans. 99% of the parents stated they either “strongly agree” or “agree” with the statement that they feel the school is welcoming.  99% of the parents also either “strongly agree” or “agree” with the statement that they feel the school regularly communicates with them.  Goal C of the school’s LCAP addresses student and family connectedness to school and having a safe, positive, and healthy environment where parents, family and community stakeholders become fully engaged partners in the school’s program. Actions directly impact the focus of school engagement. In addition to surveys, LCAP stakeholder meetings are held to seek parent, student and other stakeholder input about the school’s effectiveness. This information is used in the development of the LCAP and during WASC oversight.||Met|HRACS utilizes feedback from parent surveys, LCAP meetings, WASC focus groups and other stakeholder input to develop, implement and monitor progress. Additionally, parents are able to participate in the Parent Connections group which provides input and oversight of student activities. As a homeschool program, parent participation is primary in all aspects of the school program.|2018
19643290000000|Bonita Unified|3|a.       The key findings from the survey related to seeking input from parents/guardians in school and district decision making: 1.    78% of parent respondents marked Strongly Agree / Agree with the statement, “School allows input and welcomes parents’ contributions.” 2.    58% of parent respondents marked Strongly Agree / Agree with the statement, “School Actively seeks input of parents before making important decisions.” Based on this data, our District will focus on increasing the number of parents who feel that schools seek input before making important decisions. The key findings from the survey related to promoting parental participation in programs: 81% of parent respondents marked Strongly Agree / Agree with the statement, “Parents feel welcome to participate at this school.” 80% of parent respondents marked Yes indicating that they had attended a school or class event. Based on these findings, our District will take affirmative steps to increase the number of parents who feel welcome to participate in events. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Rationale for choosing: - The Wested Surveys were chosen in order to be consistent with the data used in our LCAP monitoring. Using these survey results allows for consistency across contexts. Relation to LCAP goals – The findings relate directly to Goal #3 in our 2017-2020 LCAP. The goal states, “The District will partner with parents and the community to increase engagement between home and school, communications and parent access to information focusing on continually improving the school climate at each school.”||Met||2018
50712170000000|Patterson Joint Unified|3|1072  parents participated and completed the CA Healthy Kids Surveys were collected  LCAP baseline were established last year and there has been an increase in each of the following area Parent workshops - 166 held this year Number of Parent Volunteers - 455 Number of Aeries Accounts - 6547 Number of Facebook likes - 8141 We see that the % pf parent log-ins to access grades in Aeries increase as the students matriculate into the next grade. Aeries Parent Log-In's   School/  # of Parents accessing Grade Info/  % Apricot        276/755    37% Grayson      46/259     18% Las Palmas  200/592  34% Northmead  188/595  32% Walnut Grove  362/854  42% Creekside  714/1111  64% Del Puerto  70/100  70% Open Valley  74/118  63% Patterson High 1271/1657  77%  Overall our parents agree that schools allow input and parent participation.  The % ranges from 63% - 98% in agreement with the following statement by site.   70% - 96% of our parent feel welcomed at our schools  75% - 99% of our parents agree that school staff are helpful  As a school district we administer the CA Healthy Kids Survey every year in order to measure progress in a variety of areas.  Adding the parent component yearly provided additional information in order to measure and capture parent engagement information.  The findings directly align to the data that was captured and addressed in the LCAP.||Met||2018
07617390000000|Martinez Unified|3|Martinez Unified School District administered a Parent Survey via Google Forms in 2017-18 as part of our LCAP process. This survey is a locally created survey, designed to address the 8 State Priorities and local goals and actions pertaining to the Local Control and Accountability Plan (LCAP).  2017-18 marked the third year such a survey had been used and, in the main, the survey has changed very little over those three years, allowing for us to begin to look at responses over time.  Paper surveys and Spanish interpretation support were also available for all stakeholders.  A review and analysis of this survey was performed with district administration and the LCAP stakeholder advisory group. In itself, the survey participation shows an increase in parent engagement and the district’s ability to seek input as the 2017-18 survey received 25% more responses than the prior year.    Overall the district received positive responses in all categories, but particularly in the areas of facilities, instructional materials, parent involvement and engagement, effective use of technology and student connection to their school and staff. Responses on the survey indicated lower scores (relative to the majority of scores) concerning parent roles in decision making at the school site and at the district level.  Specific to how MUSD seeks parent input, three questions are particularly noteworthy.  In each case, although we had more total respondents the percentages did not change much from 2016-17 to 2017-18. When asked if families feel comfortable participating in school activities for parents, 78% responded positively saying that they Agreed or Strongly Agreed (79% in 2016-17).  When asked if the school actively encourages parent involvement, 80% responded positively saying that they Agreed or Strongly Agreed (81% in 2016-17).  When asked if the district actively encourages parent involvement, 73% responded positively saying that they Agreed or Strongly Agreed (72% in 2016-17).  Related to how MUSD promotes parent participation, the top five ways in which parents feel we do so are through events such as Back to School Night, Open House, and by volunteering in the classroom, attending performances, and supporting PTSA.  We also asked parents for feedback as to how we can further increase parent involvement and the number one response was to provide more timely information about opportunities.  To that end, MUSD has created new opportunities for engagement and means of disseminating information, such as an African American Parent Advisory Council and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will continue to administer a version of this survey each school year, analyze results, and share this analysis with the Governing Board. MUSD will also encourage an increase in parent response rate to ensure results the represent the largest amount of stakeholder voice possible.||Met||2018
30664310000000|Anaheim Union High|3||AUHSD provides meaningful educational engagement opportunities for all parents to advocate for all students. Our robust family engagement program has resulted in increased engagement and parent capacity to participate in the decision-making process. We have several programs to empower and engage parents, including: Parent Leadership Academies (PLA), Parent Learning Walks (PLW), School Site Council (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Superintendent's Parent Advisory Council (SPAC), and a robust LCAP stakeholder engagement process.   AUHSD created the PLA four years ago to empower parents and families to advocate for their children. The PLA is designed to teach parents how to engage in the education process. The curriculum is taught in multiple languages and is facilitated by current parents who have been trained as Parent Educators. The PLA curriculum includes modules devoted to understanding the American education system. Since its inception in 2015, over 1000 parents have participated in our program. The PLA has been so well received, that a second level, PLA 2.0, has been created and is currently being piloted at some schools.  Parent Leadership Academy (PLA) Participation  2015-16 PLA  2016-17 PLA  2017-18 PLA  Total  363 382 510 1263  Another unique program to engage parents is our district-wide Parent Learning Walks. All parents are encouraged to participate in the process of visiting classrooms at their child’s school to observe 21st Century Instruction firsthand. Parents are then led through a guided reflection on what they observed and how they can support the learning process at home.    In AUHSD, parent voice in the decision-making process is crucial. Every school has an active SSC which meets to advise the creation and implementation of the School Plan. In addition, our schools have strong ELAC participation to provide input on programs and services for English Learners. Our DELAC is driven by an executive board, made up of parents from diverse backgrounds, which reflects the diversity in our District. This executive board advocates for all students and collaborates with District leaders to ensure equity of voice and to achieve outcomes that support student achievement.   We are proud that our continued advocacy for family engagement has led to an increased number of parent participants in the LCAP process and as a result, our district has become a model district in the stakeholder involvement process, allowing us to share best practices with many across California. Our 2017-18 LCAP Parent Survey had over 1,800 participants and indicates that 78% of our parents agree that there are multiple ways for parents to provide input at their child’s school, a 15% increase from the prior year. Additionally, 84% of parents agreed that that there are multiple ways for parents to get involved at their child’s school.|Met||2018
44697810000000|Pacific Elementary|3||In 2018, there were 41 responses to our annual parent survey, which represents approximately 2/3 of our families.  Noteworthy findings include: 1. About half of our students transfer from other districts to PESD 2. About 7% of families intended to transfer, some due to moving to another area 3. Food Lab, Life Lab, and small class size were the most valued programs, while music and computer lab were the least valued 4. Parents were very satisfied with the staff that they were familiar with 5. Parents were very involved in their child(ren)’s education, mainly by helping with homework and volunteering in the classroom and on field trips 6. Parents indicate that they are familiar with the standards, except for CA ELD standards 7. Parents feel that the school is safe, though the playground has ocassional issues 8. Most feel that their child(ren) is given the right amount of support (90%) and challenge (80%) 9. 93% feel that school personnel communicate effectively with parents 10. 95% say that their child is happy at Pacific ESD|Met||2018
34765050108415|Heritage Peak Charter|3||The Director of Heritage Peak Charter School (HPCS) holds multiple LCAP meetings with stakeholders throughout the year. Stakeholders are also surveyed annually regarding LCAP priorities. At these meetings, school leadership addressed the description of the LCAP process, explained the LCAP template, progress toward meeting annual goals, and discussed future LCAP goals and seeking input from parents/guardians in school and district decision making. Annually, Heritage Peak Charter School Surveys all its stakeholders. We have had great progress towards measuring and promoting parental participation in our survey. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. Adjustments to the draft LCAP are made and the final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.|Met||2018
36676780000000|Chino Valley Unified|3||(1) Ensuring that all schools held a minimum of 4 District English Learner Advisory (DELAC) meetings, 4 English Learner Advisory Council (ELAC) meetings, and 4 school level School Site Council (SSC) meetings were the selected measures to gauge the promotion of parental input and school/district decision making. (2) Promotion of parental participation was measured through the trainings offered at school sites and by the District Parent School Community Specialist (DPSCS). Schools with 15% of another designated language other than English were provided with a bilingual clerk to ensure parent inclusion. 100% of our schools provided parents with training in the areas from all Six Types of Parent Involvement-Dr. Joyce Epstein’s typology. Opportunities such as Safe School Ambassadors Parent Nights, Parent Universities/ Academies, Common Core, Family Math, Literacy, or Science Nights, use of the district’s Aeries Parent Portal, Coffee with the Principal, and information on SBAC, LCAP, and AVID were offered. The DPSCS also held workshops and trainings that included teachers, parents, and administrative staff on SSC governance and parent-specific workshops. 90% of our schools' SSC teams participated in trainings to build capacity in working collaboratively on SSC governance. In the area of student learning, workshops covered K-12 information on Supporting your Special Needs Child; Transitions; Common Core and Curriculum Expectations, Early Literacy, and Literacy at Home. Secondary workshops provided parents with resources on the adolescent brain and its effect on academic learning, while also providing materials on 21st Century Learning and Digital Citizenship and Safety. Extensive workshops such as Parents as Partners (monthly support meetings for parents of Students with Disabilities) and the English Learner Parent Academies also provided information and resources on social-emotional development and growth. Three new initiatives providing professional growth for staff on connecting and engaging parents were offered: School Community Liaison Network, Parent-Teacher Home Visits Training, and Elementary Teacher PD. Over the 2017-2018 school year, 126 workshops were provided to staff and families at the Family Engagement Center and at school sites by the DPSCS. (3) Because of the key roles the DELAC, ELAC, and SSC councils have in the decision-making process at schools, participation and governance training within these groups were selected measures. Our emphasis on the quantity and the quality of trainings was of equal importance, as the trainings promoted an awareness in the critical role parents play as partners in education. The findings reveal that the schools recognize and strongly desire parent partnerships which was accomplished through educational experiences for parents. Strong partnerships with parents ensure improved learning outcomes for our students (goal 3-priorities 4, 8).|Met||2018
41688900000000|Cabrillo Unified|3|Community input was collected during the development of the Local Control and Accountability Plan. This process was available to the community in English and Spanish, online as a survey, as well as in townhall formats across the district through school-based and district-level events.    The key findings included the request for more communication, specifically about individual student progress and school programs and activities. There was also interest in continuing and expanding existing academic and behavioral interventions and opportunities for parent engagement.  In addition to the survey for input into the Local Control and Accountability Plan, the District also used a survey administered across the district to measure parent engagement and barriers to parent engagement.   With the findings of these surveys, the school district revised the Local Control and Accountability Plan to improve the use of technology in communication, provide opportunities for two-way parent engagement, and collaborate with Families in Schools to improve and enhance existing parent engagement opportunities.||Met||2018
01612590115014|KIPP Bridge Academy|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Bridge provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). KIPP Bridge provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, in the morning as well as after school in the evening hours. Parents and students were asked about satisfaction with parental involvement. KIPP Bridge survey results indicated that 45% of parents and students were satisfied with parent participation at the school. At KIPP Bridge, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
37683870000000|Solana Beach Elementary|3||Parent Input in Decision Making - Solana Beach School District values the partnership and input of our parents and community.  The District and each School Site provides opportunities for input and decision making through our Strategic Planning Process, where every site (100%) has representation from the parent community.  During this process, our current goals of our District LCAP, recent data, and current actions are reviewed and reflected upon, with opportunities for feedback to incorporate into next steps.  School Site Council, PTA/PTO meetings, ELAC and DELAC committees, the LCAP Parent Forum, the LCAP Input Meeting, and surveys provide additional forums for input and decision-making.  Each of these venues has representation across school sites, and the information provided is used to help support our District LCAP goals and actions.  In addition, the district has community liaisons who support with gathering input and disseminating information to families.     Promoting Parental Participation in Programs - Solana Beach School District strives to support parent participation at the District and School Site level.  Over 95% of parents attended parent/teacher conferences in the Fall/Spring of 2017-18.  Over 95% of parents/community opt into weekly communication from their school site, which provides opportunities for participation in school related events and learning.  These may include: School Site Council, PTA/PTO Meetings, Solana Beach Schools Foundation Meetings, STREAM nights, Back to School Night, Open House, ELAC, Pancake Breakfasts, Heritage Night, District LCAP Input Meeting, etc.  The District offered parent education around Love & Logic (parenting techniques and strategies), PIQE, and Digital Citizenship.  The District and School Site websites have a translation feature of over 50 different languages to support communication access to important School and District related information.  Annual surveys related to our District LCAP goals, are sent to parents and accessible through our website.    Selected Measures and Relationship to LCFF Priorities and LCAP goals - Solana Beach School District has a strong parent community that partners with the District to foster student learning, well-being, and success.  As research reflects, high levels of parental involvement affects student achievement and well-being.  Ensuring there are opportunities for parents to participate and partner in their child’s success will continue to strengthen our students’ educational experience.  The measures described above provide insights into the methods parent input is sought, and outreach opportunities to connect parents into their child’s education. Input from our parent community is reflected in our District Strategic Plan and LCAP goals.|Met||2018
19734370000000|Compton Unified|3|Compton Unified School District (CUSD) provides school connectedness surveys to all parents (English & Spanish). This survey has 26 questions related to parent participation in decision making, parent participation in programs, safety, bullying, relationships, academics and instructional programs, and behavioral expectations for students. This survey was developed by stakeholder groups as part of the initial LCAP development, and it reflects the goals and actions included in the CUSD LCAP. In 2018, approximately 2,000 parents participated in the survey (similar number of parents as in 2017). Our goal is to at least double the amount of surveys when parents take the survey in 2019.  The 2018 survey included a question related to seeking input from parents/guardians in school and district decision making (#17). 87% of parents agreed or strongly agreed that the school seeks their input to inform policy and make decisions. 8% of the parents were undecided, and 2% disagreed or strongly disagreed. This is an increase from the previous year, when 81% of the parents agreed or strongly agreed.  Our schools seek input from parents in a variety of ways. All schools  have a functioning School Site Council (SSC) that meets regularly throughout the year and works with the principal to develop, review and evaluate school improvement programs and school budgets. Parents are part of the SCC. In addition, all schools in our district have a functioning English Learners Advisory Committee responsible for advising the principal and staff on programs and services for English Learners and the School Site Council on the development of the Single Plan for Student Achievement (SPSA).  As far as promoting parental participation in propams, over 89.8% of the parents who took the survey indicated that their child's school offers parent-student events to promote engagement in school and its programs (e.g. committees, information nights, student performances, fairs, math night, literacy night, digital parent night, student awards assemblies, etc.). This is a significant increase compared to the year before, when only 72% of the parents agreed or strongly agreed (16% undecided & 10% disagreed).||Met|Compton Unified School District administers an aligned survey to its staff and students annually. The data is shared with all stakeholders groups as part of the LCAP process. Sites review this data as part of their beginning of the year planning and the district uses this data to both refine and implement new programs. For Example, in 2018, CUSD implemented a district-wide series of Digital Parent Nights to bring understanding of the online learning programs that students have at school, and emphasize the usage of these programs at home in order to enhance student learning. The goal for 2019 is to implement a literacy and a math night at each school site. Also, we have developed a Parent University Program that will be implemented in 2018-2019 to encourage parents to participate in a wide variety of workshops to support their students academically, social/emotionally, in navigating college preparedness, and using technology. Schools are expected to use their data and create committees (students, staff, and parents) to develop plans to address the questions on the survey that are lower than 75% agree. Schools are also expected to increase participation in the survey for 2018 by 25% or higher.|2018
41690050132068|KIPP Excelencia Community Preparatory|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Excelencia Community Prep provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year. 2. KIPP Excelencia Community Prep provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. KIPP Excelencia Community Prep survey results indicated that 75% of parents were satisfied with parent participation at the school. At KIPP Excelencia Community Prep, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
48705730135095|Ernest Kimme Charter Academy for Independent Learning|3|"Parent surveys, parent/student orientation ""Reason-In"" questionnaires are utilized to gather information from parents related to our school environment, learning environment, vision for change and parent overall connection and satisfaction with our K-12 blended learning environment.  LCAP parent surveys indicated that 81% of parents feel that ""the school environment enables my child to learn"", and 86% felt that ""my child is receiving additional support for learning when needed"".  Nearly 70% of parent requested more on-site classes and activities have been added to Kimme offerings.  In response, additional courses in Fine Arts and Science were included in the 2018-2019 school schedule and the number of student activities and field trip opportunities has increased significantly.  87% of parents surveyed indicated that their students receive positive behavioral supports and that, ""my child enjoys going to school: at Kimme Charter.  In response to the 87% of parents who desired more social-emotional support at school, Kimme Charter added a part-time Mental Health Clinician and has included regular parent-student-counselor meetings for students who struggle with academics and attendance.  The School Advisory Council included parent input to inform our LCAP Utilizing survey data regarding school climate, closing the achievement gap and increasing student achievement.  ""Reason In"" questionnaire data indicates that parents are seeking alternatives to traditional school sites, smaller class sizes and more individual attention for their students. In this survey, parents also have the opportunity to volunteer their time and expertise to better our school community.  Data collection through parent surveys allows Kimme Charter to provide an easy, quick, and private way for parents to provide feedback and become involved in our decision-making process and direction for improvement.  Coupled with in-person parent/student orientation presentations and workshops, this information also allows the school to see where parents see a need for increased attention - in learning, instruction, climate, and professional development."||Met||2018
34673550000000|Galt Joint Union High|3||The Galt Joint Union High School District has been working diligently to seek more input from parents/guardians in school and district decision making, and to increase and improve parent involvement in school activities and programs.  Our first goal is to increase the number of parents participating in our site and district advisory committees.  We believe that these committees provide forums for our parents to participate in our leadership process and provide input on the direction that we are heading at the district and site levels.  Second, we want to ensure that all parents can actively participate in the education of their child, through correspondence, student conferences, parent meetings, volunteer opportunities, committees and board meetings.   In our efforts to seek more input from parents in the decision-making process at our schools and district, we have made several changes.  First, we have increased the number of opportunities for parents to offer input, including, increasing the number of site and district advisory committees, and the frequency with which they meet.  These committees are all either led by parents or parents directly participate in the formation of the agendas. We have also tried to make the committee meetings more accessible to and convenient for parents by moving the dates and times of meetings to better meet the parents’ schedules, offering food during the meetings, and since we have begun this initiative we have seen participation in these committees steadily increase, particularly in our district-wide committees which have historically had low attendance.  In the past year, we have seen participation in our District Advisory, District English Learner Advisory, and Parent Advisory Committees increase by about 25%.   To increase and improve parent involvement in district activities and programs and ensure that communication with all our parents is clear and timely, we work to provide 100% of our correspondence, written, online, or via phone, is provided in both English and Spanish.  Currently, about 85% of our written correspondence is being provided in both languages, while all auto-dialer messages and our website are available in both languages. Furthermore, we actively recruit employees that are bilingual to ensure that our Spanish-speaking parents receive prompt and effective customer service when they are trying to communicate with our schools. Approximately 75% of our current office and counseling staff are bilingual. We are also increasing our availability of interpreters during conferences, as well as during parent, committee, and board meetings, when needed, to ensure that our Spanish-speaking population can access the information we provide and fully participate in the education of their children.  We are currently working on purchasing interpreter headsets to provide greater access to Spanish-speaking parents that would like to participate in other meetings, such as Board meetings.|Met||2018
10625470136523|Crescent View South II|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 72% responded that they agreed and strongly agreed.   2) One key finding was that 72% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  21 parents participated in our PAC/ELAC committee.  Additionally, there were 327 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
37683383731189|Preuss School UCSD|3|91 responses were received for the Preuss Parent Survey in 2017-18, compared with 52 in 2016-17.   Primary language: 76% Spanish, 14% English, followed by Vietnamese. Ethnic background is 80% Hispanic, 11% Asian, 3% African-American, followed by Caucasian and Other. Parent Participation: 91% of parents surveyed attend the Saturday PTA meetings, 18% volunteer during school hours, and 14% serve on the PTA Executive Board. 79% attend the Science Festival, 41% attend the Spring Learning Showcase, and 54% attend the Multicultural Celebration Potluck. Safety and Respect at Preuss: 73% strongly agree that the school is a safe place to learn, 23% agree, and 4% disagree. 69% strongly agree that the teachers really care about their student, 30% agree, and 1% disagree. 56% strongly agree that students show respect for each other, 39% agree, and 6% disagree. 55% strongly agree that there is someone their child can feel comfortable talking to at Preuss. 45% agree. 69% strongly agree that their concerns are taken seriously at Preuss, 29% agree, and 2% disagree. Student Needs and Basic Needs: 78% strongly agree that the school meets the academic needs of the students, 22% agree. 62% strongly agree that the school meets the social needs/psycho-social needs of the students, 35% agree, and 3% disagree. 64% strongly agree that they know who to contact when they have non-academic concerns regarding their student, 34% agree, and 4% disagree. 64% strongly agree that they are aware of the additional services the school provides to students who need them, 33% agree, and 3% disagree. Parent Engagement: 84% strongly agree that parents are encouraged to be involved with the school, 14% agree, and 2% disagree. 74% strongly agree that it’s easy for them to participate in PTA meetings because the school provides childcare and interpretation, 22% agree, and 4% disagree. 74% strongly agree that their participation supports and enriches their student’s academic career, and 26 % agree. 82% strongly agree that ParentSquare is an important tool for them to remain engaged in participating in their student’s success, 17% agree and 1% disagree. Communication between the school and parents: 61% strongly agree that they know what teachers expect of their student. 39% agree. 73% strongly agree that the Aeries Parent Portal allows them to easily check attendance and grades.  26% agree and 1% disagree. 53% strongly agree that they refer to the student handbook as a helpful resource for school policies and procedures, 42% agree and 5% disagree. 46% strongly agree that they routinely access the Preuss website for news, events, assignments, and opportunities for their student, 49% agree, and 5% disagree.  65% strongly agree that office staff is helpful in addressing their concerns and needs.  34% agree, and 1% strongly disagree.  67% strongly agree that the school provides parents with information on how to support home learning, 32% agree, and 1% disagree.||Met||2018
19642461996537|Desert Sands Charter|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 84% responded that they agreed and strongly agreed.   2) One key finding was that 70% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  15 parents participated in our PAC/ELAC committee.  Additionally, there were 1334 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
16639580136556|Kings Valley Academy II|3|Overall the school currently scores at a 3.2, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.2 growth from last year.  We improved in implementing our ELD program and Health courses last year.||Met||2018
34674210137950|Marconi Learning Academy|3|1) The school is new and will implement their survey in the spring. 2) The school is new and they recently formed their ELAC/PAC 3) The survey is designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
19753090137786|Mission Academy|3|1) The school is new and will implement their survey in the spring. 2) The school is new and they recently formed their ELAC/PAC 3) The survey is designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
19651360114439|Mission View Public|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, 50% responded that they strongly agreed.   2) One key finding was that 83% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  73 parents participated in our PAC/ELAC committee.  Additionally, there were 814 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
34674210132019|Paseo Grande Charter|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 76% responded that they agreed and strongly agreed.   2) One key finding was that 74% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  40 parents participated in our PAC/ELAC committee.  Additionally, there were 275 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
36677360136937|Vista Norte Public Charter|3|1) The school is new and will implement their survey in the spring. 2) The school is new and they recently formed their ELAC/PAC 3) The survey is designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
56105610109900|Vista Real Charter High|3|1) One key finding from the local survey was from parent responses.  When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 60% responded that they agreed and strongly agreed.   2) One key finding was that 56% of the respondents felt either very connected, or extremely connected to the school.  Parent outreach has greatly improved at the school and participation numbers increased this year.  6 parents participated in our PAC/ELAC committee.  Additionally, there were 1007 parents attending conferences and open house last year. 3) The survey was designed to align with the metrics described in our LCAP Goal #5, increasing engagement.  We use multiple measures to determine if participation and engagement is improving for our LCAP Goal #5.||Met||2018
47704170000000|Montague Elementary|3|Parent survey data from a November 2017 parent engagement and climate survey (61% participation)  Strengths   Item 1.       I am welcome to participate in my child’s school.  97% Agreed Item 19.     This school offers opportunities for parent involvement. 95% Agreed Written Comments: Good Communication (Mentioned 5 times) Welcome (Mentioned 17 times)  Parent engagement did not materialize as an area of perceived weakness in the 2017 fall parent survey.    Parent engagement   MES has improved parental input in decision-making processes by casting a larger net in attracting parents to the site council and LCAP process.  By actively seeking parents through recruiting and an expansion of the site council, we are including more voices in the decision-making process for how we spend our local allocation dollars.  Parent members have been provided training on the site council process through outside training sources so that they can give actionable and effective direction to the team.   This year three non-school staff council members have been elected to the site council compared to zero the previous year.  Per LCAP (Goal 5), parent engagement has been promoted through holding monthly, public,  student recognition events.  Participation in these events by parents and relatives has increased by 21% over the past school year.    Parent engagement and outreach promoted through expansion of social media outreach to include regularly updated district, elementary and secondary Facebook Pages, Remind101, and Twitter accounts.  Developed a new and modern webpage and assigned stipend employee to regular maintenance of that communication program.||Met||2018
36676370000000|Bear Valley Unified|3|BVUSD administered two surveys. Multiple decision-making meetings were held with parents. Fifty-five parents responded to a Family Involvement Survey. Of the parents who responded, 76% agreed that their involvement in their child(ren)’s school was encouraged. 75% agreed that they were informed about school events and 69% agreed that translation services were available at meetings/events. 53% agreed that they received information on how to help their child and 91% agreed the school communications were easy to understand. 62% agreed that they were given options on ways to be involved with the school. Only 35% are able to regularly attend these meetings, which is a challenge.  Seventy-two parents responded to a TK – 8 Parent survey. Of the parents who responded, 83% of the parents strongly agree that they feel knowledgeable about what is going on in their child’s school. 67% agreed/strongly agreed that parents are involved in making decision for their school. Both surveys were developed on Survey Monkey, hard copies were available at each site. All meeting announcements are sent via facebook, emails, dial outs, and posted on the district website. BVUSD added a district wide app to enhance communication.  Other participation opportunities are offered. In 2017-18, six meetings were held to discuss the reconfiguration of Big Bear Middle School to a 6 - 8 campus. BVUSD offers quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings at each site. Each site has a Booster club. At BBHS, Parents in Support of Academics and Bear Backers support students. On Financial Aide night, scholarships, college finances, and the college application process are discussed. BBHS offers “Freshman Orientation”. At BBHS’s Academic Awards Ceremony over 400 students received awards and many local scholarships are given at our Senior Scholarship Awards night. In fall, each Elementary site, has parent conferences and for 2018, 93% of students were represented.  Our areas of strength remain our open communication and welcoming of parent input. A challenge continues to be direct involvement of parents in decision making. To ameliorate these challenges, meetings are in mornings and evenings, chromebooks provided on site for parents to respond to surveys, and hard copies are available. Parent input aligns with LCAP Goal 1) Increase percentages of students who are on track to graduate college and career ready, specifically Actions and Services 1.17: Achievement Via Individual Determination (AVID) program added to BBHS and LCAP Goal 3) Increase engagement level of students, Actions and Services 3.4: offering CTE Cyber Security at Big Bear High School. These programs were added as a result of parent input. This information was shared with the Governing Board on November 7, 2018 at a regularly scheduled public hearing.||Met||2018
31103140119214|CORE Placer Charter|3|Core Placer Charter School has made great efforts to seek input from multiple stakeholder groups, including parents and students.  Parent involvement in school programs is important to the fluid operation of the school, but participation in the local governing board and advisory committees is key for providing critical feedback to the school.  With the significant amount of change the school has undergone over the last two years, parents have given key information on the impact of students, families and community on a regular basis through Learning Record Meetings, scheduled Charter Advisory Council meetings and special parent nights and activities.  While it is welcomed and encouraged for parents to attend board meetings, attendance has been poor and there could be a greater effort to increase attendance, forming a connection between families and board members and providing firsthand information to those who need it. The Board is adopting new practices to encourage participation and create a welcoming environment. Committees such as the Charter Advisory Council have worked hard to fill all vacancies of positions and offices with volunteer parents and which has seen an increase in attendance. Parents/guardians have, and will continue to have opportunities to attend workshops that are linked to both student learning and student development and growth as identified in 2018/19 LCAP.  At least three Parent Education nights took place in 2017-18 addressing areas such as   homeschool communication, school procedures and communications, and use of the designated digital programs to support student learning, which were well attended and provided positive feedback for connection to the school. Although the parent survey results indicated a high satisfaction rate with school communication (88%) and ability for parent participation and input into decision making (79%), it needs to be noted that a concern still exists in that the primary parent involvement lies in the hands of a select group of very involved parents and not enough parents attend the board meetings and other events. As with most organizations, the leadership comes from a small handful and it is difficult to get a large turn out. A focal point for the 2018/19 LCAP is to increase parent engagement and participation. Parents identified their desire to continue with communication through the use of Parent Square and surveys, and identified a need for additional training in curriculum and extracurricular activities.  Through the survey, parents identified the need to continue with the current LCAP goals, especially in the areas of NGSS, history social science, and advanced course offerings for high school students. Training will be offered to staff to support these goals and that of parent involvement, and input will be taken from parents as to additional areas of interest.||Met|As noted in several areas, as a non-classroom based/ homeschool program, it is difficult to get parent attendance at a central location. The Zoom platform is used to encourage virtual participation in Board meetings and parent education activities. The Learning Record meetings provide the most consistent form of feedback from all parents, as well as the use of digital surveys and Parent Square communications.|2018
21653590000000|Lagunitas Elementary|3||The Lagunitas School District’s 40+ year tradition of parental participation should serve as an exemplar for schools around California.  The Department of Education’s implicit deficit-based assumption that the LEA must need to take steps to increase parent engagement demonstrates that this section of the School Dashboard is anything but locally driven. The signature element of robust parent participation in district decision making is the monthly Parent Program meetings that occur in the Open Classroom, Montessori and the Middle School.  It is safe to say that more programmatic choices are reviewed and approved at those meetings than are approved by the Board of Trustees.  One current example is the Middle School Parent Program Group’s decision to implement a Spanish program in grades 6-8.  The parents set the goal, got input from staff, vetted options, considered budgets, selected a program and implemented it.  They then informed the Board of Trustees rather than asking them if it was okay. This type of thing happens all the time in Lagunitas and has been happening since about 1968.  Another classic example is one program’s philosophical and practical opposition to state wide standardized testing. The Department of Education’s priority of encouraging parental participation in decision making has (ironically) set the stage for parents and teachers to work together to reject a major state-mandate by opting out of testing in large numbers.   However, the Board of Trustees is active as well and seeks to maintain a high level of parent choice and empowerment.  They began working on a district-wide long-range plan in 2017-2018. The process sought to include input from all parents and community members to ensure that as many voices as possible were heard.  Six focus groups, six planning team meetings and a well-attended professionally facilitated community forum provided a district wide opportunity to re-commit to local control and begin to create a new iteration of a useable document that will guide a shared philosophy that would provide guidance to all programs and the would reflect the most well-accepted local values. (FYI- no one mentioned test scores.)  The findings from the Long-Range Plan process and from Parent Program Meetings will relate to the Local Control Accountability Plan (LCAP) insomuch as the information gleaned and decisions made will provide the practical data that staff can use to fill in the blanks and check the boxes that the state mandates under the banner of Local Control.|Met|"If there were a check box for ""exceeded"" the LEA would have selected it."|2018
42691790000000|College Elementary|3|"The parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2018.  The sample included 42 responses in an LEA with an estimated family count of 180 for a response rate of 23.3%.  The key findings of the survey were: 1. Parent Input:  When parents were presented a series of statements about parent input into district decision making, like ""The school actively seeks the input of parents before making important decisions."" the average response was 3.57 on a sliding scale from 1 to 5 with 5 being strongly agree.  2. Parent Participation:  When parents were presented a series of statements about parent participation in district programs designed to help them support their students academically like, ""The school sponsored workshops that helped me better understand my child's needs"" the average response was 3.43 on a sliding scale from 1 to 5 with 5 being strongly agree.  The LEA chose this parent survey tool because it is based on research by Michael Krist SBE President on what effective districts do to involve parents. It has also been used by the district for 4 years of LCAP, so there is longitudinal data to compare growth.  The survey assists the LEA in measuring the outcomes of goal 3. ""Promote student achievement through engagement of parents, community, and business resources."""||Met||2018
42750100000000|Cuyama Joint Unified|3|"The parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2018.  The sample included 27 responses in an LEA with an estimated family count of 124 for a response rate of 21.8%.  The key findings of the survey were: 1. Parent Input:  When parents were presented a series of statements about parent input into district decision making, like ""The school actively seeks the input of parents before making important decisions."" the average response was 3.56 on a sliding scale from 1 to 5 with 5 being strongly agree.  2. Parent Participation:  When parents were presented a series of statements about parent participation in district programs designed to help them support their students academically like, ""The school sponsored workshops that helped me better understand my child's needs"" the average response was 3.47 on a sliding scale from 1 to 5 with 5 being strongly agree.  The LEA chose this parent survey tool because it is based on research by Michael Krist SBE President on what effective districts do to involve parents. It has also been used by the district for 4 years of LCAP, so there is longitudinal data to compare growth.  The survey assists the LEA in measuring the outcomes of goal 4. ""Parent and community participation in and connectedness with the schools will increase."""||Met||2018
19651361996263|Opportunities for Learning - Santa Clarita|3||Effort and attention are placed on stakeholder engagement in the maintenance and development of our LCAP goals. Focus group meetings allow for collaboration amongst all stakeholder groups (parents, students and staff) in order to guide the development of focus areas and spending categories in the LCAP. The Student and Parent focus groups and online surveys are conducted twice a year and attendance is tracked to measure parent engagement. OFL-WSH also engaged parents through the Comprehensive School Climate Inventory. Results provide center and charter-level feedback on parents’ feelings about school climate which is designed to be used to target areas of improvement, most specifically in regard to connectedness and safety. Parent Survey results are also reported locally to the charter school boards.  Parent engagement at OFL-WSH strives to align with the eight state priorities. Parental input is solicited in instructional decision making, including decisions that promote parent participation for all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. School events are regularly utilized as a platform to enhance communication between administrators, teachers, and other school staff with parents. They provide time for parents and students to learn about all of the programs our school offers, as well as one-on-one time with teachers to work collaboratively toward the success of the student. Various school-wide parent outreach opportunities, such as LCAP Focus Group, LCAP events, WIOA referral events, FAFSA workshops, Back-to-School nights, Open House, Pathway Field Trip orientations, Senior Social/Signing Day, CELDT Reclassification Ceremony, College Application Info night, sporting events and banquets, and SBAC Kick-Off create positive and meaningful experiences for parents and students.   School staff consistently and regularly communicate with parents through phone calls, emails, texts, letters and the Remind app in regards to student progress in academic, behavioral, and/or social areas and collaborate with parents on student support and individualized needs as well as effective feedback and resources to promote learning and student achievement.  Parent/teacher/student conferences are held twice a year and collaborative suggestions are developed on supporting their student’s academic progress and success. Intervention meetings are scheduled with parents, student, teacher, and AP every few months to discuss targeted goals and intervention strategies are created through collaboration with all participates and implementation timeline is established. Written reports of student progress are provided to parents at conferences, Intervention meetings and per request. Student Advisors hold meetings with parents to help guide them through post-secondary and financial aid options, as well as host quarterly parent information meetings. Stakeholders also communicate and connect through social media outlets.|Met||2018
37768510000000|Bonsall Unified|3|Bonsall Unified School District continues to conduct an annual survey of students, parents, and staff. The survey targets all three grade spans (elementary, middle, and high) annually. This survey and data has been collected for the past five years, allowing for the results to be compared and ensures the validity and reliability of the survey. According to the annual data, there is statistically significant evidence that over the years, parents are actively involved in decision making in the areas related to the updating and developing of the Local Control Accountability Plan (LCAP). The data also shows continued increase in the levels of parental participation in the various programs at the school sites.  The survey showed 83%, on average, of parents, students, and staff reported that the schools are promoting parental participation in programs, along with being part of the decision making in the schools and district.||Met|The District wide Climate survey is the instrument used to track our data related to parent involvement in the school governance and school engagement.|2018
31750850137927|Placer Academy Charter|3|Parents are an integral part of our school community.  They work collaboratively to support instruction, serve on school committees, participate in campus stewardship, and are active partners in their child’s education.  They are their child's first teacher and can offer a valuable and productive partnership.  As a charter school, parent input and involvement is part of the focus of the school. Students participate in a rich, experiential learning environment, with parent participation in all aspects of the program encouraged.  Parents and staff are encouraged to participate in decisions regarding program development, curriculum adoption, and budgeting through a variety of processes including parent meetings, parent education workshops, surveys, and school governance.  Placer Academy Charter is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  As Placer Academy opened in August of 2018, we have no survey yet to review.  However, Placer Academy will conduct an annual stakeholder survey to receive stakeholder input from parents, staff, and students. Additionally, Placer Academy has established various events and programs to establish and make connections with parents, including the Parent Teacher Organization (PTO), Board of Directors, school open house events, parent information nights, back to school, and other community building events.  Establishing these connections and developing relationships leads to greater parent involvement.  It is the goal of Placer Academy to provide multiple opportunities for parents to engage in their child's education, and we place a high priority on the partnership between school and home.||Met||2018
12629760000000|Pacific Union Elementary|3||LEA’s progress related to seeking input from parents/guardians in school and district decision making: There are numerous opportunities for Pacific Union School parents/guardians to offer input.  At any time, parents or guardians may “drop in” or make an appointment to meet with administration to discuss their child(ren)’s education or share their thoughts or concerns about any aspect of the school.  More formal input can be given at Site Council, Parent-Teacher Organization, District English Language Advisory Committee and School Board meetings.  Additionally, parents/guardians serve on committees, participate in family nights, and volunteer for sports, arts and music events and in their child(ren)’s classroom(s).  Feedback is always a valued part of these experiences. The district also conducts biannual surveys.   LEA’s progress related to promoting parental participation in programs:  Parents are an integral part of our school family and are encouraged to volunteer in the classrooms to help all students, serve as a resource to classes, and make presentations at assemblies and for classes.  During the 2017 – 2018 school year, teachers report an average of 8.9 volunteers per class, including regular and periodic volunteers.  Pacific Union School will continue to promote parental participation in a variety of ways.  The district will continue to encourage parent classroom volunteers and parent participation at school events and on various committees.  The district will also support staff with strategies to promote parent participation and receive feedback from all stakeholders about how to increase participation. Pacific Union School has made significant progress engaging the families of English Learner students.  The District English Language Advisory Committee attendance is increasing, and the committee is working on how to increase participation at school events. The district is translating more documents into Spanish, sending text/email notifications in Spanish, and providing translation services during parent-teacher conferences and at more school events.  Why the LEA chose the selected measures:  The Pacific Union School LCAP includes the goal #2, “All students will learn in a positive environment with safe, well-maintained facilities and welcoming educational settings which foster involvement from parents and community partners.”  In order to accomplish this goal, we will continue focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation, and translation services.  We have a long-standing reputation as a school that promotes parent and community partner participation.  On our 2017 – 2018 parent survey, 93% of respondents agreed to the statement, “I am aware of upcoming events at school.”  Ninety-one percent of respondents agreed, “Pacific Union encourages parent volunteers,” and 89% agreed that they know how to volunteer at the school.|Met||2018
01611920000000|Hayward Unified|3|HUSD uses two tools to measure engagement: 1) California School Parent Survey (CSPS) developed by WestEd for CDE; and, 2) Family and Community Engagement Continuum of Success Rubric, developed by Alameda County Office of Education (ACOE). Next year, HUSD will add event attendance. Data sources will help HUSD evaluate and improve engagement.   California School Parent Survey (CSPS) is primary tool used, in English and Spanish, to monitor engagement. 995 parents/guardians responded for first time in 2017-18; 10% were parents/guardians of special education students. Overall, 66% of sites reached or exceeded expected 40% response rate.   In addition, HUSD required schools to complete Family and Community Engagement Continuum of Success Rubric to assess strategies. Sixty percent of schools completed rubric within school committee. A total of 37% of schools were in emerging stage and 63% in developing stage.  Regarding input in decision-making, CSPS found 84% “Agree” or “Strongly Agree” schools allow input and welcome contributions. A total of 87% Agree/Strongly Agree “school encourages me to be an active partner with school in educating my child” and 69% Agree/Strongly Agree “school actively seeks input of parents before making important decisions”. Furthermore, 86% Agree/Strongly Agree school staff “are helpful to parents” and 80% say “school staff take parent concerns seriously.” In addition, 90% state “school staff treat parents with respect” and 86% Agree/Strongly Agree “parents feel welcome to participate.”  With regard to participation in programming, findings were largely positive. A total of 81% reported they have attended a school or class event and 61% reported they have served on committee. Fifty one percent have served as volunteer in classroom or elsewhere in school and 25% participated in fundraising. A total of 86% Agree/Strongly Agree “school keeps me well-informed about school activities,” and 83% Agree/Strongly Agree “school promptly responds to phone calls, messages or e-mails. Finally, 86% say “school promotes respect for all cultural beliefs and practices” and 73% state “school provides culturally appropriate materials”.   CSPS recommendations: 1) Create action plan for survey collection; 2) Create focus groups to improve relationships with schools; 3) Facilitate listening circles; 4) Compare parent, student and staff surveys; and, 5) Utilize parent survey to drive discussions when completing Family and Community Engagement Continuum of Success Rubric. District has created Family Engagement Team to carry work forward.     CSPS utilizes format that allows comparison with other districts and aligns with questions posed to staff and students on California Healthy Kids Survey and California School Climate Survey. CSPS supports LCAP Priority #4: “Engage students, families, staff, and community to support student achievement and success.” HUSD is committed to ensuring families feel heard and valued and recognizes engagement as critical.||Met||2018
31667870126664|Alta Vista Community Charter|3|Each year the AVCCS sends an LCAP-aligned survey to all stakeholders to gather specific feedback and information.  94.8% of our Parents completing the yearly survey report that the schools provide opportunities for parent involvement and engagement in the school community and decision-making processes.  91.3% of our stakeholders completing the yearly survey report that they receive valuable and consistent school-wide communications. 78% of AVCCS families responded to the 2017/18 LCAP survey, indicating that it provides a reliable measure of the school’s progress in seeking stakeholder input and promoting stakeholder participation in our programs. AVCCS seeks to increase parent involvement and engagement yearly through newsletters, Blackboard calls and texts, family and community events, committees and volunteer programs.  For example, in 2017/18, events and programs included Back to School Night • Open House • Harvest Festival • Teacher Meet ’n Greet • Weekly Assemblies • Trimester Honors Assemblies • Talent Show • Kindergarten Orientation • Theater Productions •  Volunteer Appreciation Brunch • Bridging Ceremony • Jog-a-Thon.||Met||2018
30664230131417|GOALS Academy|3|During the 2015-2016, 2016-2017, and 2017-2018 school years, we have administered a school-wide survey to all of our parents. Each year, the School Site Council is asked if any changes are needed to make the Parent Survey more relevant. Only minor changes have been made from year-to-year, so the data can be compared across the three years. Below is a summary of the data gleaned from the survey for the last school year.  1) Input and involvement of parents in decision making: Through the efforts of the SSC and F.A.S.T. (Family and Staff Team), parents feel they have strong input when it comes to key decisions for the school. The founding director and staff are also highly accessible to the parents and regularly engage in dialogues to hear first-hand the perceived strengths and challenges of the school. The parents agree that the school is being co-created by the scholars, staff, and parents. This is a term to describe the authentic participation of all stakeholders in the school.  2) Parental participation in programs: Parents are highly involved in the school, and many of them play dual-roles as parents and staff members. Whenever there is a classroom or school-wide event, parent participation is high. Additionally parents are well-informed about the various school activities through various mediums (i.e., Blackboard Connect with text, e-mails, and voice messages; GOALS Academy Facebook Page; F.A.S.T. Facebook Page; GOALS Academy Webpage; flyers; and Teacher-to-Parent communication. Via the survey, it appears as if parents would like us to provide additional parent trainings.   3) Why survey is used and correlation to LCFF priorities and LCAP: Because this survey has been used since the first year of the school's existence, the ability to compare data from year-to-year is invaluable. It also has information that helps to determine LCFF priorities in the LCAP. For example, we increased the amount of counseling support offered during the 2018-2019 school year based upon expressed concerns in the survey.||Met||2018
04733790000000|Pioneer Union Elementary|3|For 2017-2018 90% of parents attended parent conferences based on sign-in sheets. Back to School Night and Open House also had a 90% attendance rate based on sign in sheets. We have been participating in our parent survey for the past four years. We have had 90-100 percent participation which gives us excellent information and feedback.||Met||2018
19647330100800|Central City Value|3|Central City Value High School administered a survey adapted from the California School Parent Survey released by the CDE.  The survey was administered to parents of the junior class, and the result was a 60% completion rate.  All surveys were returned in unmarked, sealed envelopes that ensured the confidentiality of the parents.    The results of the survey are generally very positive.  All questions reached a minimum of 67% agreement, with most in the 80% range.  Parents were queried on their partnership with the school, the school’s treatment of parents, its communication with parents, its expectations for parents and students and whether parent concerns were taken seriously.  Again, all results indicated a healthy school/parent relationship, where parents played a vital role in the education of their children.  For the parent involvement questions, the results indicated 55% (+8% from 2017-18) had attended a school event, 93% (+9% from 2017-2018) attended a parent conference, and some improvement in meeting with a college counselor one-on-one (10% improvement).  From this survey, fewer parents had attended a regularly scheduled parent meeting than the previous year.   All in all, the results reflected parents who feel appreciated and engaged in their children’s education.    Our LCAP goals are based on our school’s five core values: academic excellence, developing one’s potential, respect, building community, and giving back to the community.  We chose these questions as most of the questions are connected to one or more of our core values.||Met||2018
49706070135327|West County Charter Middle|3||West County Charter Middle School completed the Family and Community Engagement Metric (Butte County Office of Education).  The school is the emerging to progressing phase in all Standards:  Welcoming Families, Communicating Effectively, Supporting Student Success, Advocacy, Sharing Power, and Collaboration.  Bilingual services are provided through the site administrator.|Met||2018
12628286116289|Freshwater Charter Middle|3||California Healthy Kids Survey Parent Survey was administered to parents of Freshwater Charter Middle School students in Spring 2018.  The results indicate: -69% of parents felt the school allowed input and welcomed parent contributions -81% of parents felt the school encouraged active partnerships in the education of their children. -31% of parents felt the school actively sought parent input in decision making. -56% of parents felt welcome to participate at the school.|Met|Results were presented to the board on 11/13/18.  Survey results are used to inform LCAP Goal #3.|2018
19647336019392|Superior Street Elementary|3|Based on the parents' responses on the School Experience Survey I am a partner with this school in decisions made about my child’s education.  91%  I feel welcome to participate in this school.  94% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  93% This school provides me with information (verbal and written) I can understand. 98% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 98% This school provides information about programs and workshops that are easily attainable. 86 % This school provides opportunities to help me support my child’s learning. 89% The responses on the School Experience Survey indicate a need to continue providing training for parents including instructional resources to help support their child's education. The goal is to have 100% of the parents agreeing or strongly agreeing that Superior provides resources. We will also increase our efforts to make workshops available and attainable to those parents who are unable to attend due to work schedules, etc.||Met||2018
41690470129759|Design Tech High|3|Every year the school administers a fall and spring survey asking parents about the overall school program, in addition we send out targeted surveys about specific issues such as school-parent communication. In our general survey we found that the school is considered a safe and inclusive environment where everyone feels welcome and that we are meeting parent expectations.  As a result of survey data we have our parent communication platform and redesigned our website. We have also developed a parent volunteer structure and recruited a wider range of parent leaders as there was strong parent interest in wanting to participate, but a lack of structure in how parents could best support the school. We continue to use this survey tool to allow us to track longitudinal data and adapt our LCAP accordingly.||Met||2018
49706070000000|West Sonoma County Union High|3|The District administered the Family and Community Engagement Metric (Butte County Office of Education) to administrators in the 2 high schools and the continuation high school in the district.  Survey results show that all schools are progressing stages of all Standards:  Welcoming families, communication, supporting student success, advocacy, sharing power, and collaborating with the school community.  We will revise our current goals in the LCAP based on these findings. The district does provide translation services to all parents that need this service.||Met||2018
41689240000000|Jefferson Union High|3|Jefferson Union High School District utilized the California School Parent Survey (CSPS) to seek input on Parent Engagement. The participation rate is less than 1%. 1. 61% of parents/guardians indicated that the  school/district sought input from parents before making important decisions. 2. 89% of parents/guardians agree that the school/district promote parental participation in programs. 3. The district chose this survey because the CSPS, reliable and valid, is specifically designed to provide data to help foster better parental involvement, and to bring parent voice into the school improvement process.||Met||2018
10622650116640|Dunlap Leadership Academy|3|Parent participation in the annual parent school performance survey in 2017-2018 decreased from the previous year.  In 17-18, DLA had a 45% return rate in comparison to 54% the previous year.   Responses from the survey provide DLA with direction as to areas that are successful and areas that need to improve.  In the annual parent survey, parents provide input in the areas of school to home communication, bullying, dress code, vacation schedule, post high school expectations, climate and culture, and parent education opportunities which is used to guide school site initiatives moving forward.   Parent input suggests that parents feel that the Dunlap Leadership Academy program meets students needs.  96% of parents indicate this is the case as evidenced by question 5 on the survey.  Parent feedback also suggests that teachers at DLA are consistent and timely in providing student progress updates to parents.  Comments such as “teachers are constantly reaching out to share how my child is doing” and “kept me informed of his progress” show that parents value the quick feedback they receive around their child’s success at school. Finally, feedback suggests that parents feel welcomed and treated with respect when on the DLA campus.  93% of parents share that they are greeted and treated with respect.  Comments such as “the staff is very kind when I visit”, “teachers and staff have been very respectful”, and “my son and I have always been welcomed and treated with respect while on campus” indicate that this a strength in our front offices.    Through the parent survey, parents also have the opportunity to make recommendations for the school.  Although not based on comments, results on the multiple choice portion of the survey show that 21% of parents feel that the school doesn’t actively seek their input.  Program leaders will make this an area of focus moving forward.  Parents shared that DLA should increase the opportunities for CTE classes and training.  The multiple choice portion of the survey also showed that 54% of parents feel that DLA should offer a greater number of CTE options that would count towards graduation requirements.   This parent survey was selected as parents are familiar with the format and can provide an abundance of data from all grade spans.  The survey also provides parents with “write in” opportunities to provide suggestions for improvement that are compiled together with other LCFF input meetings to guide and direct changes made by DLA and the Kings Canyon Unified School District.    As a result of the analysis of the 2017-2018 annual parent survey, DLA program administrators are actively pursuing increased CTE options through their online curriculum provider.  In addition, intentional efforts are being made to increase the number of opportunities parents have to provide input on the DLA program.||Met||2018
37683386039457|Darnall Charter|3|"The Darnall 2018-19 Fall Parent Survey had 105 respondents, representing students between Transitional Kindergarten and 8th grade. (1) Key findings related to seeking input from parents regarding decision making: (1.a) 84.27% of parents replied Agree or Strongly Agree when asked if parents “have the opportunity to contribute to school-related policies and decision-making.” (1.b) 70.00% of parents replied Agree or Strongly Agree when asked if “the school tries to get parent input before making important decisions.” (1.c) 77.78% of parents replied Agree or Strongly Agree with the statement “I am satisfied with the opportunities for parent involvement.”   (2) Key findings related to promoting parental participation in programs: (2.a) 90.36% of parents replied Agree or Strongly Agree when asked if they are “satisfied with the communication between the school and home.” (2.b) 84.34% of parents replied Agree or Strongly Agree when asked if the school keeps them “informed about parent meetings and programs.”   (3) This survey was developed specifically to gather input from parents related to State Priority 3 - Parent Engagement and Darnall’s LCAP Goal #4 - ""Support student achievement and build a sense of community by providing opportunities for meaningful parent involvement through education, communication and collaboration.""   Parents were also surveyed about their awareness of Darnall committees or groups where parents may participate or provide input: (a) Between 60% and 65% were aware of monthly parent meetings and the Darnall Parent Group. (b) 61.73% were aware of the Darnall Board. (c) Between 43% and 53% were aware of other standing committees like SLC and ELAC."||Met|Darnall Charter School values and encourages parent and family involvement and strives to engage families in meaningful ways. Parent engagement is present in all levels at Darnall. Parents have leadership roles in the Darnall Charter School Board and in the School Leadership Council (SLC). In addition, Darnall Charter School has a very active Parent Group that participates in school events and fundraisers to support our school's educational field trips, classrooms, and families. Also, parents volunteer in Darnall's classrooms, book fairs, field trips, and Parent Group activities. Finally, Darnall Charter School provides monthly Parent Newsletter and holds Parent meetings throughout the year.|2018
15636100000000|Maple Elementary|3||Maple has a history of exceptional parental participation. We have focused our efforts on making certain that all students are represnted in our Maple Community Club, on our School Site Council and each of our activities. We have increased our availability of interpreters to make certain this service is availbale at all times. We set a specific goal of increasing our regular parent particiaption at our Maple Community Club meetings and have met that goal. We regularly have at least ten parents in attendance representing our EL students, our Socioeconomically disadvantaged students as well as our students with exeptional needs. 100% of our staff and Administrators have attended training and particiapted in professional development to build capacity in working collaboratively.|Met||2018
34674390125591|Oak Park Preparatory Academy|3|OPPA seeks regular feedback from parents/guardians and families in several ways, including via regular family surveys. The school encourages all families to participate in the surveys, and in the spring of 2018, almost half of students’ families responded (46%). The school and its classroom teachers invest students and families in the survey by tracking classroom completion rates (response are anonymous) and explaining how the survey results are used. Questions are aligned between the winter and spring surveys, and standardized year over year so the school and network can assess the need for and impact of initiatives.   Both OPPA and the overall St. HOPE network utilize results from the family survey to guide decision-making around policy and best practices to serve families.   In addition to asking for input on current practices used by the school (see below for more detail), OPPA asks parents for input on the future of the school.  For example, OPPA asked families to share information on the events they have attended and ways they engage with the school in order to gauge the popularity and success of various activities. OPPA also asked parents to suggest events and activities to engage students and families in the school.  In addition, parents were asked “What additions or changes could we (OPPA) institute to make OPPA stronger?”.  All of these questions were open response prompting parents to provide input in making school decisions and planning for the future. Survey questions are aligned to OPPA’s LCFF priorities and LCAP (Annual Measurable Outcomes of Goals 2 and 3) to ensure clarity around long-term goals and provide tracking toward those objectives.   OPPA is a small community that promotes strong parent involvement.  In the spring 2018 survey, 85% of parents indicated that the school provides sufficient opportunities for parental involvement.  A large part of involvement is communication between the school and families and the school has implemented, and refined, a number of ways to engage parents via communication tools.  For example, the site implemented communication folders as one strategy for communicating with all families, and these folders include information about how and when parents are encouraged to participate in programs run at OPPA. In the spring of 2018, 92% of families said they check their student’s communication folder weekly or daily. OPPA also utilizes several online communication tools to share information and get input from families. More than ¾ of families said they use one or more of these online tools at least monthly. In addition, 89% of parents say they read the school’s regular newsletter. The positive feedback for all of these methods of communication demonstrate that OPPA parents and guardians are largely aware of their opportunities for participation.  Overall, 89% of families agreed or strongly agreed that OPPA communicates frequently and consistently.||Met||2018
37683380000000|San Diego Unified|3|"The district administered the California School Parent Survey, one of three surveys in the California Schools survey suite (the California Healthy Kids Survey and California School Staff Survey are the other two). This survey was selected given its alignment with the other two surveys, i.e., the ability to review responses on the same/similar items across the three respondent groups. This survey also aligns with Goal 5 in the LCAP: ""Family and Community Engagement with Highly Regarded Neighborhood Schools that Serve Students, Families and Communities. Families and community members are engaged and work within and across schools to support student learning. Neighborhood schools are highly regarded for their quality as well as their service as centers for extended learning and enrichment opportunities, and academic and social services.""   Overall, 75 percent of parent/guardians agreed or strongly agreed that their ""School actively seeks the input of parents before making important decisions."" Agreement was highest at elementary schools (80%) and decreased at middle schools (69%) and high schools (59%). For parental participation in programs, 89 percent of parents/guardians overall agreed or strongly agreed that ""Parents feel welcome to participate at this school."" Again, agreement was highest at elementary schools (95%) and decreased at middle (82%) and high (74%) schools."||Met||2018
36750440118059|LaVerne Elementary Preparatory Academy|3||During the 2017-2018 school year, LEPA made every effort to continue to seek and utilize parent input and feedback within school decision making. This was done through informal conversations, parent-teacher conferences, parent meetings, discussions and surveys concerning curriculum, instruction, student growth and building a positive school culture. Based on these discussions, LEPA will continue to establish goals that make progress and advancement in curriculum, instruction, and intervention, including classroom management and positive behavior intervention.   In order to maintain parental participation, LEPA will engage in Coffee with Principal/ELAC meetings and other opportunities that promote discussion and dialogue with parents. For these meetings, a Spanish translator is available if needed. This helps to provide equity in the dialogue.   LEPA chose these measures because they are directly related to goals of the LCFF/LCAP. LEPA has listed three major priorities in the LCAP as identified by stakeholders.These goals include Curriculum, Instruction, and Intervention; On-going Assessment and Data Analysis; and Classroom Management and Positive Behavior Intervention.|Met||2018
24657890000000|Merced Union High|3|"61% of the 533 parents completing the California School Parent Survey in 2017-18 chose ""Agree"" or ""Strongly Agree"" in response to the question ""School actively seeks the input of parents before making important decisions."" 85% of parents chose ""Agree"" or ""Strongly Agree"" in response to the question ""School encourages me to be an active partner with the school in educating my child."" MUHSD administers the California Healthy Kids Survey, the California School Parent Survey and the California School Staff Survey to all 9th and 11th grade students at comprehensive school sites, all students at alternative education sites and to all parents and staff districtwide. The annual administration allows the district to compare results and measure school climate over time."||Met|Parent engagement includes site parent meetings and trainings, school LCAP meetings, communications and surveys through Parent Square and counts of participants in School Site Councils and English Learner Advisory Committee meetings. The district hosts and participates annually in the Parent County Parent Institute, a one-day conference for all county parents. In 2018-19 for the first time, parent trainings are being provided for foster families, group home staff and foster family agencies.|2018
13630730000000|Brawley Elementary|3|BESD administered the California School Parent Survey, as well as a local LCAP Survey to all parents in the district during the Spring of 2018. We had a combined total of one thousand five hundred ninety-eight responses from parents across the district. One thousand three hundred sixty-eight were from the elementary schools and two hundred thirty responses came from the junior high. This was a significant increase in participation from 2017.  These surveys were chosen because they were specifically targeted to parent participation in decision making, as well as promoting parental participation in programs. The key findings from the surveys related to seeking input from parents/guardians in school and district decision making were overwhelming positive; however, showed a slight decrease from 2017.   Parent Input in Decision Making (percent of parents who agree/strongly agree) 1.  School allows input and welcomes parents' contributions:  16-17 - 90%; 17-18 - 85% 2.  School actively seeks the input of parents before making important decisions:  16-17 - 82%; 17-18 - 75%  In an effort to include more parents in decision making at the district level, during the 17-18 school year, we increased the number of parent participants on the LCAP Committee to 3 per site, in addition to including parent representatives from various parent advisory committees.  For the 18-19 school, we have also increased the number of parent representatives for the Parent Advisory Committee.  In addition, we make an effort to call each parent representative for the LCAP Committee and the Parent Advisory Committee to communicate with them the importance of their voice and participation.  We did see an increased attendance for LCAP during the 17-18 school year.  Promoting Parental Participation (percent of parents who agree/strongly agree) 1.  School encourages me to be an active partner with the school in educating my child:  16-17 - 91%; 17-18 - 88% 2.  Parents feel welcome to participate at this school:  16-17 - 93%; 17-18 - 89% 3.  School staff take parent concerns seriously:  16-17 - 88%; 17-18 - 86% 4.  Attended a school or class event:  16-17 - 78%; 17-18 - 70% 5.  School keeps me well informed about school activities:  16-17 - 91%; 17-18 - 90%  One area of improvement for BESD is to keep in mind that we have parents with special circumstances that may need options for attending events/meetings. For example, we may need to provide childcare, transportation, or options for participation outside of the workday. In addition, parents indicated that they would like parent academic parent training in the areas of language arts, math and English classes for parents.  In response, we have already begun English classes, which are in high demand.||Met|Presented to the Board of Trustees on 9/11/18.|2018
19647330120097|Academia Moderna|3||Academia Moderna seeks input from parents/guardians with decision making. The English Learner Advisory Committee (ELAC) and School Site Council (SSC) meet to discuss and approve measures that impact teaching and learning.  ELAC and SSC met because the Local Control and Accountability Plan (LCAP) was revised to to align goals to state priorities. Another measure that was approved by ELAC and SSC was the new English Learner Master Plan.  The purpose of the new plan is to ensure optimal linguistic and academic success to English Learners though a comprehensive developed language program.   Parent/guardian participation at Academia Moderna is encouraged.  Parents/guardians have access to translated services and documents to allow them to fully participate in Academia Moderna's programs.  Translation is available for parents who need it during IEP meetings. Parent/guardian workshops are designed to educate, support, and link student learning to home. The entire staff underwent customer service training to ensure that interactions with parents/guardians are supportive, and professional.|Met|Parent/guidance receive multiple forms of communication from Academia Moderna.  Parent Square, home notifications, fliers, posted information around campus, direct contact with parents/guardians, workshops, meetings, ELAC and SSC meetings, and Parent Liaison communications are all ways that parents/guardians obtain important information.|2018
34674390102038|Sacramento Charter High|3|Sacramento Charter High School (Sac High) seeks regular feedback from parents/guardians and families in several ways, including via regular family surveys. In the spring of 2018, 17% students’ families responded. Response rates have varied widely over the past 3 years with 32% participating in 2017 and 3% in 2016.   Both Sac High and the overall St. HOPE network utilize results from the family survey to guide decision-making around policy and best practices to serve families.   Sac High asks parents for input on the current practices at the school, from discipline, to student interests (outside of academics).  Survey questions are aligned to Sac High’s LCFF priorities and LCAP (Annual Measurable Outcomes of Goals 2 and 3) to ensure clarity around long-term goals and provide tracking toward those objectives.   In the spring 2018 survey,75% of parents/guardians said that the school is welcoming to parents (quite or extremely welcoming).  To gauge involvement, the survey asked parents to rate how regularly they engage in certain activities with the school.  While most parents engaged with their student’s teachers to some degree (32% at least every few months; 41% at least twice per year) and regularly visited the school (46% at least monthly; 30% every few months), very few parents indicated that they participated in parent activities such as parent groups (49% not at all involved) and helping at the school (49% almost never).  Results indicate that parents are involved and engaging, but not in formal ways with the school.||Met||2018
12627290000000|Bridgeville Elementary|3|1. 67% of parents felt their opinions on school programs, events and policies were sought and valued by the school. 2. 100% of parents felt they were encouraged to participate in both classroom and school events and activities. 3. The survey given to parents was designed to be understandable, easy to complete in a reasonable amount of time with items specific to the criteria for Parent Engagement. Actions implemented to support parent engagement are included in LCAP Goal # 4.||Met||2018
50712330000000|Roberts Ferry Union Elementary|3|The district compiled survey responses from parents on school safety, school cleanliness, communication with staff, and academic rigor. The survey indicated over 91% satisfaction on all areas measured.||Met||2018
56725040000000|Mupu Elementary|3|Mupu Elementary School District has continued to work on the three goals previously set in their prior Local Control Accountability Plan. These include increase student achievement and wellness, increase parent engagement and participation, and increase student engagement in the school environment. In order to better gauge how the district is implementing these goals, all Mupu families were given access to complete a Parent Survey online. Based on feedback from last year’s survey, we condensed the survey to address our goals and look at the programs in place at Mupu. As a result, our participation increased from less than 10% in 2017-18 to 24% this year.The data gathered from this survey will help our school determine areas of growth, recognize areas of strength, and serve to increase the effectiveness of relationships between home and school. Key findings from question on our survey show that over 95% of parents believe their child attends a clean and safe school where teachers take the time to discuss grades, academic successes and areas where their child can improve. Over 85% affirm that parents are provided resources and training needs to strengthen learning at home and that the district implements programs that address bullying. The majority of responses show that parents believe the district implements additional programs such as health and counseling services as well as closing the achievement gap. Results also show that 93% of parents completing the survey feel the district values parents/guardians as important partners in their child’s education and that it actively seeks their input. Over 85% of parents also feel that Mupu effectively addresses attendance and absenteeism and maintains a positive school climate. When given different topics for parent classes/training, “Student Organization/Study Skills” was the most prevalent with 65% of the responses stating that it would be their first choice. Parents were also asked to give input on which state priorities should be the focus and Priority 1- Supporting the Basics- quality teachers, maintained facilities, availability of educational material and technology, was the most popular. We also learned from the responses that text messages and email were the most preferred methods of receiving information from school. The findings in this survey will help us to evaluate ways to successfully implement our LCAP Goal of increasing parent engagement and participation. This survey was chosen because the resulting data will help to build a positive rapport and partnership between schools and families. Results were presented to local board on November 14, 2018.||Met||2018
19101996116883|Odyssey Charter|3|Parental involvement at Odyssey Charter School is critical to the success of students and the school as a whole. Parents bring a substantial body of experience, knowledge, skills and talents that enrich the school and the learning experience of students.   For the 2017-2018 school year, Odyssey chose to conduct the “California School Parent Survey” (CSPS) to provide data and feedback in fostering better parental involvement and to ensure parent voice is included in the school improvement process and to provide relevant feedback on our LCAP goal  that states “Odyssey Charter School will create a school culture that supports student learning, encourages and includes parent feedback, and maintains organizational stability to ensure a safe and positive school climate.” Therefore, surveys were administered to all families and a total of 171 parents responded.  The response of the survey allows our community to determine key issues in regard to parental involvement in both the school and their own child’s education and provides feedback on how parents view school climate.   Some of the highlights and overall strengths identified in the survey related to promoting parental participation in programs are: parents believe that school encourages them to be and active partner in their child’s education, a high percentage of parents attend a school, class event or general school meeting, regularly attend scheduled parent-teacher conference and served on a school committee.  Other areas identified as strengths are that the school has adults that really care about students, school is a safe place for their child and school treats students with respect.  With specific regard to seeking inputs from parents/guardians in school decision making the data from the survey indicates that is an identified area of improvement as it received the lowest percentage (42%) in the parent involvement section.  This data allows us to determine that there is work to be done in our communication systems on how decisions are being made as an organization in the future.  However, it was encouraging to learn that parents believe that the school allows input and welcomes parent contributions.    Moving forward, administration will work with the faculty, parent representatives on the Governing Board and the Odyssey Parent Participation Group (OPPG) to identify strategies over time to ensure we increase parent participation in the surveys and that the results of the survey are communicated to parents and that parents are involved in the process of reviewing the data and determining how to improve the school.||Met||2018
03100330000000|Amador County Office of Education|3|Two parent/community surveys were chosen: Our annual communication/trust survey and the parent portion of the California Healthy Kids Survey (CHKS). These surveys were chosen because the first is an annual measure of continuous improvement efforts in stakeholder communication; and the parent portion of the CHKS is connected to LCAP goal 2 tied to school connectedness and parent/family engagement. We conducted our first communication survey in Spring 2016 and have implemented several communication tools and strategies addressing the feedback. We conducted a similar survey in Spring 2017, adding questions about the new tools as well as the level of trust in the district. The most recent survey was in May 2018. There was little to no change in stakeholder knowledge about a variety of aspects including our mission, plans and policies; events; day to day operations; accomplishments; and challenges. The survey included questions about the most positive aspects of the district's communication efforts and ways we could improve, including specific tools we could be using more often. Our families reported the best things about our communication are, “The use of email and automated calls, The district uses many different ways to communicate and, They do a good job.” Suggestions for improvement were, “Fewer calls/adjust calls, More transparency/openness, Nothing to improve, More communication, and keep websites updated.” The tools families wanted to see us use more often were, “email, text, social media, and websites.” Another question was, “How does your level of trust this year compare with last year?” The 2018 survey was conducted during campaigning for the County Superintendent position and immediately following some high-profile district challenges, which we believe had a negative impact on the results. 16% of our families said it increased compared to 31% last year, 53% said it remained the same compared to 53% last year, and 31% said that it decreased compared to 16% last year. We also administered the parent portion of the CHKS in May 2018. There were 145 respondents out of our 4,000+ students. 31% Strongly Agree that the, “School allows input and welcomes parents’ contributions” compared to 32% last year. 39% Strongly Agree that the, “School encourages me to be an active partner with the school in educating my child” compared to 37% last year. 35% Strongly agree that, “Parents feel welcome to participate at this school” compared to 33% last year. 21% of respondents Strongly agree that the, “School actively seeks the input of parents before making important decisions” compared to 19% last year. We are putting many resources and much effort into LCAP goal 2 around social-emotional wellness, school climate, and parent/family engagement. We understand it will take time for these efforts to produce different results. We also recognize the low number of respondents as an area of focus moving forward and hope to see this number increase.||Met|Through the LCAP process, stakeholder meetings were conducted in every school community to share data, solicit feedback, and establish common goals, priorities, and actions. The stakeholder engagement meetings provided a framework for discussion about how to improve educational performance related to the California State Priorities. Stakeholders engaged in open discussions about current data, results from surveys, and ideas for future goals.  All participants were asked to complete a survey at the conclusion of the meetings. Survey data provided input regarding needs as well as strengths. Survey results were prioritized and aligned to the newly and collaboratively developed Strategic Plan.  The feedback from this process is what drove development of our combined ACUSD/ACOE LCAP. Stakeholders not able to attend a meeting were able to access the presentation materials and survey on our website. For the 2018-2019 school year, each site has a parent engagement goal as part of their Single Plan for Student Achievement.|2018
37103710136192|School of Universal Learning (SOUL)|3||1. One measure related to seeking input from our parents/guardians in the school decision making, as represented in our LCAP is: Provide parents with opportunities for decision-making input through a variety of monthly meetings. We engage our parents in our mission, vision, and schoolwide learner outcomes, as well as in the future planning of the school in the following ways: In the 2017-2018 school year, SOUL provided Professional development - the SOUL staff meets every Monday from 1:30-3:30 pm. During this time, we discuss progress on student outcomes, review data, and create PLCs. Student assessment results (as well as student/parent feedback) also inform Guide Development and the areas of focus for our professional development. SOULfull Sessions w/ Leadership: monthly coffee talks in which parents have an open forum to share their thoughts, needs, feelings, concerns, ideas, etc. Synergy Parent Organization: monthly meetings in which parents actively work on initiatives to support and improve the school. SOULfull Update: weekly newsletter sharing successes, important information, updates events, asks, etc. Essential Meeting for all SOUL Parents: a meeting in which leadership and staff shared information regarding the following: finances, academic data, hiring, and enrollment. Parents provide their feedback in critical areas of the school. Surveys given to parents to gain their input and feedback. Meetings, phone calls, emails with leadership: parents have direct and frequent access to administration. Parents report that administration is accessible, approachable, and well qualified in supporting their child and family. Parents often share their ideas for future improvement and continuous evolution of SOUL. 2. One measure related to promoting parental participation in programs as represented in our LCAP is: 80% of parents including parents of unduplicated pupils and individuals with exceptional needs will complete at least one survey sharing their thoughts, needs, and desires for SOUL. We provided the following surveys this year in which we asked for feedback from our parents: An initial parent survey, a semester survey, an end of year reflection survey. We saw an increase in participation on these surveys from the beginning of the year. Additionally, SOUL offered at least ten opportunities for parents to participate in programs throughout the year. The majority of parents reported on the survey that they participated in at least six of these opportunities. 3. We chose these measures because our goal includes ensuring families are engaged in our processes. These findings do relate to the other priorities as we recognize that our parents are the most important people in the lives of our students. We know that our student outcomes both academic and holistic will be marginal without the support of our parents.|Met||2018
43693690106633|KIPP Heartwood Academy|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Heartwood Academy provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year. KIPP Heartwood Academy provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. KIPP Heartwood Academy survey results indicated that 69% of parents are satisfied with parent participation at the school. At KIPP Heartwood Academy, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hoped that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
43694500129205|KIPP Heritage Academy|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Heritage provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year. KIPP Heritage provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. KIPP Heritage survey results indicated that 68% of parents were satisfied with parent participation at the school. At KIPP Heritage, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
49707140000000|Gravenstein Union Elementary|3||•Parents participate monthly shared leadership via in Site Council, and represent unduplicated groups at Site Council also. •A parent survey was conducted in the 2017-18 school year to gain parent feedback on programming. •A sign-in binder tracks the parent volunteers who work on campus each day. •The Superintendent sends a weekly newsletter to all stakeholders to encourage engagement. •A standing item is kept on the monthly GUSD Board agenda to encourage parent input on programming.|Met||2018
01613090114421|KIPP King Collegiate High|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP King Collegiate provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). KIPP King Collegiate provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. Parents and students were asked about satisfaction with parental involvement. KIPP King Collegiate survey results indicate that 75% of parents and students are satisfied with parent participation at the school. At KIPP King Collegiate, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
48705814830196|MIT Academy|3|"We gather information about how we are doing and input from parents every year in several ways. At the beginning of the year, we distribute a parent survey. According to the survey, 93% of the parents would recommend MIT to their friends. We also gather input through our PTN and our Strategic Planning Meeting. Through the Strategic Planning Mtg, we review the progress of our goals and set new goals, if necessary. One way that we have increase parent participation is through the use of ParentSquare, a web-based service that allows us to communicate with our parents via text, email, or a smartphone app. Regular announcements are made in both English and Spanish. Teachers can ""post"" information for their classes to the parents. Individual messages can be sent to parents in the language of choice of the parent."||Met||2018
49707146051759|Hillcrest Middle|3||•Parents participate monthly shared leadership via in Site Council, and represent unduplicated groups at Site Council also. •A parent survey was conducted in the 2017-18 school year to gain parent feedback on programming. •A sign-in binder tracks the parent volunteers who work on campus each day. •The Superintendent sends a weekly newsletter to all stakeholders to encourage engagement. •A standing item is kept on the monthly GUSD Board agenda to encourage parent input on programming.|Met||2018
48705816116255|Mare Island Technology Academy|3|"We gather information about how we are doing and input from parents every year in several ways. At the beginning of the year, we distribute a parent survey. According to the survey, 93% of the parents would recommend MIT to their friends. We also gather input through our PTN and our Strategic Planning Meeting. Through the Strategic Planning Mtg, we review the progress of our goals and set new goals, if necessary. One way that we have increase parent participation is through the use of ParentSquare, a web-based service that allows us to communicate with our parents via text, email, or a smartphone app. Regular announcements are made in both English and Spanish. Teachers can ""post"" information for their classes to the parents. Individual messages can be sent to parents in the language of choice of the parent."||Met||2018
48705810137380|MIT Griffin Academy Middle|3|"We gather information about how we are doing and input from parents every year in several ways. At the beginning of the year, we distribute a parent survey.  We also gather input through our PTN and our Strategic Planning Meeting. Through the Strategic Planning Mtg, we review the progress of our goals and set new goals, if necessary. One way that we have increase parent participation is through the use of ParentSquare, a web-based service that allows us to communicate with our parents via text, email, or a smartphone app. Regular announcements are made in both English and Spanish. Teachers can ""post"" information for their classes to the parents. Individual messages can be sent to parents in the language of choice of the parent."||Met||2018
09100900930131|Rite of Passage|3||Rite of Passage Charter High School is a program for incarcerated youth from across the state of California.  Most students are wards of the court and parental interaction is limited.  Often probation officers or case workers are acting as the parents for the students in our programs.  For 2017-18, we did have secure care staff provide input regarding our LCAP.   Although parents are not readily present due to geographic challenges, efforts have been made to initiate conversations with parents and encourage their participation.  In 2017-18, approximately 25 families visited at least one of the three sites to attend their student’s Exhibition Day.  In the past, families only attended graduation ceremonies on site.  This increase in involvement occurred due to our LCAP goals focusing on the implementation of the Road to Success Academy model.  For 2018-19, ROPCHS has set a goal in the LCAP to include parents in the education of their children by providing access to the Aeries gradebook portal.  We will also work to provide more inclusion in decision making processes.|Met||2018
49707146051742|Gravenstein Elementary|3||•Parents participate monthly shared leadership via in Site Council, and represent unduplicated groups at Site Council also. •A parent survey was conducted in the 2017-18 school year to gain parent feedback on programming. •A sign-in binder tracks the parent volunteers who work on campus each day. •The Superintendent sends a weekly newsletter to all stakeholders to encourage engagement. •A standing item is kept on the monthly GUSD Board agenda to encourage parent input on programming.|Met||2018
43693690129924|Kipp Prize Preparatory Academy|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Prize provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year. KIPP Prize provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. KIPP Prize survey results indicate that 75% of parents are satisfied with parent participation at the school. At KIPP Prize, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
38684780101352|KIPP San Francisco Bay Academy|3|"This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP San Francisco Bay (""SF Bay"") provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). SF Bay provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. Parents and students were asked about satisfaction with parental involvement. SF Bay survey results indicate that 75% of parents and students are satisfied with parent participation at the school. At KIPP San Francisco Bay, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3."||Met||2018
50755490000000|Hughson Unified|3|In October 2018, HUSD created a parent survey focusing on the communication, parent involvement at the school/district, and academic support provided to students. We also asked for those that may be interested in participating on the LCAP. Below are a few of the questions from the survey and the results:   88% of parents said they are made aware of opportunities to attend school functions;  81% of parents attend Back to School Night;  36% of parents either volunteer at their child's school and/or are involved in a school or district committee; 78% found the school's system of informing them of their child's academic progress is adequate; 60% found the system of teacher/parent communication met or exceeded their expectation. From these results, we have Goals and Actions in our LCAP that address home-school communication and opportunities for students to be recognized for academic achievement.||Met||2018
33751760120204|Sycamore Academy of Science and Cultural Arts|3|Sycamore Academy administers a local survey to the parents/guardians of students in all grades, TK-8. The key findings from the parent survey related to seeking input from the parents in the school decision making indicate that 52% of the parents surveyed indicated that they plan on being involved in school wide decision making. The results demonstrate that the large majority of parents want to provide input and participate in school events and activities where only about 50% of our population want to be involved in developing the LCAP or reviewing finances.  Sycamore Academy chooses to administer a customized survey on a yearly basis. The intention of the survey is to address topics that are of a real concern to the students and parents of Sycamore Academy. The survey is discussed and modified as needed by the School Site Council which is made up of 50% parents and 50% staff.  All of the questions are designed to help develop the LCAP and determine goals, targets and training for the school in the upcoming school year. The questions are all in alignment with the State Priorities and our Local Control and Accountability Plan.||Met||2018
34103480136275|Fortune|3|Fortune annually administers a survey to parents at all grades served. In 2017-18 Fortune administered this survey to kindergarten through 9th grade parents/guardians. Key finding was that 86 percent of the parents were satisfied or strongly satisfied with their school. Additionally, 94 percent of parents felt their school administrator was respectful and professional and 88 percent rated their school culture as effective. Parents also felt that the parent education and involvement opportunities were helpful, with 81 percent of them rating those as helpful or very helpful.   The survey results relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. Fortune chose this particular survey because it allows Fortune to calculate school level results on a range of factors including school environment, culture, academic program, parent involvement and administrator effectiveness.||Met||2018
16739320000000|Reef-Sunset Unified|3|"For the 2017-18 School Year, RSUSD administered a stakeholder survey for p;arents/guardians in grades TK-12. The survey focused on the LCAP goals and measures and allowed for parents to provide input. The key findings of the survey and how they relate to the LCAP goals established for the LCAP are as follows: 1.) 78% of respondents said student support services i.e safety, mental health, tutors (new need) 2.) 54% of respondents said more educational opportunities for parents on schools, the educational system and how they can help their kids.  (decrease of 11%) 3.) 54% of respondents said ""increase scope of sports and extra curricular activities after school"" (increase of 4%). Parents had continuing concerns over mental health/counseling services. The Marriage and Family Therapist was hired in early December 2017, and we expect to see an established and more comprehensive support services coming from her and the student services department by August of 2018.  Expanding on that concern, parents were extremely vocal about student safety in light of the recent school shooting and school violence incidents throughout our nation. As a result the district will continue to support the JSO position through the partnership with Avenal Police Department. Based on consultation from teachers, parents, students, and all stakeholder groups at the site and district level, they identified several areas of need for additional supplemental concentration funds. Additional funds will be added for materials for the district's fine arts program. Math curriculum was also identified in the 2018-19 LCAP. Furthermore, supplemental materials will be purchased to enhance Mathematics instruction and Social Science support. The questions and areas for imput were very spcific to the current LCAP goals and actions."||Met||2018
31750850114371|Rocklin Academy at Meyers Street|3|"Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.  Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending field trips, school events, sporting events, and various meetings.  Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc.  Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.  In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on committees such as the Finance Committee, Community Advisory Committee (CAC), Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and District English Learner Advisory Committee (ELAC) Committee meetings.  Rocklin Academy's Parent Survey revealed the following perceptions from the 30 respondents who participated: 90% - ""Parents and families are critical to support the success of the schools"" always or most of the time 93% - ""RAFOS encourages me to be an active partner with the school in educating my child"" 97% - Reported attending events at their child's school 47% - Reported that they volunteered to serve on any committees at their child's school 80% - Reported engaging in volunteering at their child's school 43% - Reported that they attended any committee meetings at their child's school 60% - Reported that they participated in organizing fundraising activities at their child's school  This locally created survey was strategically developed with the intent of gathering information from parents that measures their perception of engagement.  The quantifiable measure provides us with valuable information that enables us to identify areas of need and help guide our LCAP actions/services and monitor progress."||Met||2018
31750856118392|Rocklin Academy|3|"Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.  Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending field trips, school events, sporting events, and various meetings.  Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc.  Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.  In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on committees such as the Finance Committee, Community Advisory Committee (CAC), Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and District English Learner Advisory Committee (ELAC) Committee meetings.  Rocklin Academy's Parent Survey revealed the following perceptions from the 61 respondents who participated: 97% - ""Parents and families are critical to support the success of the schools"" always or most of the time 93% - ""RAFOS encourages me to be an active partner with the school in educating my child"" 98% - Reported attending events at their child's school 36% - Reported that they volunteered to serve on any committees at their child's school 90% - Reported engaging in volunteering at their child's school 31% - Reported that they attended any committee meetings at their child's school 66% - Reported that they participated in organizing fundraising activities at their child's school  This locally created survey was strategically developed with the intent of gathering information from parents that measures their perception of engagement.  The quantifiable measure provides us with valuable information that enables us to identify areas of need and help guide our LCAP actions/services and monitor progress."||Met||2018
50712090112383|Paradise Charter|3|In the Fall of 2016-17 the District provided a survey to parents and compiled the input to determine LCFF priorities for 2017-18.  The key findings were that 90% parents feel welcome and informed about Paradise Charter.  95% of parents feel that their children are safe at school.  The survey is based on the 7 C's Framework, a component of the Measure of Effective Teaching Project by the Harvard Project.  It was also found in the survey that 80% of parents wanted to increase the use of technology, and move towards one-to-one devices in all grade levels.  The district feel that the survey instrument successfully provides parent with an opportunity to provide feedback to the district regarding a wide range of academic, facility, and student needs.||Met||2018
31668520127928|Rocklin Academy Gateway|3|"Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.  Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending field trips, school events, sporting events, and various meetings.  Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc.  Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.  In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on committees such as the Finance Committee, Community Advisory Committee (CAC), Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and District English Learner Advisory Committee (ELAC) Committee meetings.  Rocklin Academy's Parent Survey revealed the following perceptions from the 258 respondents who participated: 83% - ""Parents and families are critical to support the success of the schools"" always or most of the time 73% - ""RAFOS encourages me to be an active partner with the school in educating my child"" 91% - Reported attending events at their child's school 32% - Reported that they volunteered to serve on any committees at their child's school 76% - Reported engaging in volunteering at their child's school 29% - Reported that they attended any committee meetings at their child's school 58% - Reported that they participated in organizing fundraising activities at their child's school  This locally created survey was strategically developed with the intent of gathering information from parents that measures their perception of engagement.  The quantifiable measure provides us with valuable information that enables us to identify areas of need and help guide our LCAP actions/services and monitor progress."||Met||2018
19651360000000|William S. Hart Union High|3||The result of reviewing the types and numbers of parent meetings, both at the sites and the District, along with the available interpretation and translation services indicate the District's efforts in seeking input from parents/guardians in school/district decision making and allowing parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child's education.|Met|Seeking parent input and promoting parent participation  Parent Meetings – District level ? Parent Communication Council (PCC)           Meets Monthly ? District Advisory Council (DAC)            Meets Monthly ? District English Learner Advisory Council (DELAC) Meets 4x per Year ? Board Meetings                      Meets monthly year round  Parent Meetings – Site Level ? Parent Advisory Committee (PAC)                   Meets Monthly               *  One at each school  ? English Learner Advisory Council (ELAC)   Meets 4x per Year               *  One at each school ? WASC Accreditation Committees                   Meets throughout visitation year               *   At 3 schools in ’17-18  The above meetings along with each school site’s Back to School Night event in the fall and Open House event in the spring show the district’s commitment to gathering parent input and promoting parent participation.  To ensure that all parents are able to participate in parent meetings in a meaningful manner interpretation and translation services are made available for all meetings.|2018
31750850119487|Western Sierra Collegiate Academy|3|"Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.  Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending field trips, school events, sporting events, and various meetings.  Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc.  Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement.  In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on committees such as the Finance Committee, Community Advisory Committee (CAC), Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and District English Learner Advisory Committee (ELAC) Committee meetings.  Rocklin Academy's Parent Survey revealed the following perceptions from the 162 respondents who participated: 85% - ""Parents and families are critical to support the success of the schools"" always or most of the time 68% - ""RAFOS encourages me to be an active partner with the school in educating my child"" 90% - Reported attending events at their child's school 33% - Reported that they volunteered to serve on any committees at their child's school 68% - Reported engaging in volunteering at their child's school 30% - Reported that they attended any committee meetings at their child's school 62% - Reported that they participated in organizing fundraising activities at their child's school  This locally created survey was strategically developed with the intent of gathering information from parents that measures their perception of engagement.  The quantifiable measure provides us with valuable information that enables us to identify areas of need and help guide our LCAP actions/services and monitor progress."||Met||2018
50736010000000|Newman-Crows Landing Unified|3|Newman-Crows Landing Unified School District administered two surveys; WeSurvey created by Successful Practices Network and the LCAP Stakeholder Survey for Parents, Students and Staff.  The WeSurvey has three components:  WE Support for parents and community members, WE Learn for students in grades third through twelfth and WE Teach for district teachers. The surveys were created to efficiently measure community, student and staff perceptions of rigor, relevance and relationships in the school community. We are also able to compare student perceptions with staff perceptions to determine discrepancies so that we can then support positive change in identified areas.  The LCAP Stakeholder Survey is administered in the spring and gathers information regarding the eight priority areas addressed in the LCAP.  The surveys offer community members, parents, students, and staff an opportunity to provide input into the development of the district’s Local Control and Accountability Plan.   Based on the results from both surveys NCLUSD can make decisions that impact students positively and support their continued academic and social-emotional development.  Key findings include: 71% of staff believe the addition of Learning Directors has positively affected their site and students. 75% of staff believe the addition of counselors at each site has positively affected their site and students. 87% of staff believe the addition of Health Clerks/LVNs has positively affected their site and students. The majority of teachers feel professional development opportunities for teachers have improved outcomes for students.  79.4% of parents feel that their student(s) are learning at school. 69.8% of parents feel their student(s) are engaged and motivated at school 76.8% of parents feel our schools maintain a positive school climate. 79.5% of parents are happy with the quality of their child(rens) teachers. 93.1% of parents feel schools provide access to instructional materials, including technology. 60.2% of parents feel our schools ensure students are prepared for both College and Career.  Based on many of the comments from parents and students, the district will continue to work on improving communication of all forms with parents and students.  Examples would be updating websites, using social media, phone dialers, letters home.  We also will continue to provide parents opportunities to contribute at DELAC, ELAC, Site Council, 2nd Cup of Coffee at the sites, District School Board Meetings and LCAP Stakeholder Meeting. Staff continues to want ongoing professional development and access to instructional materials and technology.  Staff overwhelmingly support the addition of Learning Directors, Health Clerks, LVNs and Counselors at every site.||Met|We will be administering the Healthy Kids Survey in early 2019.|2018
36750690000000|Upland Unified|3|"A locally developed parent survey was administered online during the 2018-19 school year.  331 parents/guardians participated. 74.3% agreed or strongly agreed that there are many different ways they can be involved with the school.  41.4% agreed or strongly agreed that the school provides them and their families a variety of ways to be involved in school improvement planning and decision-making at my child's school. 31.7% agreed or strongly agreed that the district provides them and their families with a variety of ways to be involved in school improvement planning and decision-making for all the schools within the district.  The district administered a similar survey to parents in spring 2015 and again in 2017 that included these same items.  Each finding reflects a modest increase from the 2015 to the 2017 administration, and a slight decrease from 2017 to 2018.  One of the district's four goals in its Local Control and Accountability Plan involves ""meaningful family engagement that promotes parent involvement and education through parent institutes, committees, workshops, attendance at school events and volunteering in schools."" This goal includes four specific actions designed to support the goal's achievement."||Met||2018
19769920133900|Prepa Tec Los Angeles High|3||A.3  Seeking Input in School/District Decision Making - Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees: Parents are provided information regarding school board meetings via posting of agenda in a prominent location at each school.  Parents are encouraged to attend Board Meetings, School Site Council Meetings, English Learner Advisory Council meetings as well as Coffee with the Principal monthly meetings via monthly calendar that is shared with parents; in addition Parent Square electronic communication and Power School robocall format is used.   B.1  Promoting Participation in Programs - Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education: PTLAHS believes strongly that integral to the quality of effective education students receive is the relationship and communication the school and home share.  As a result, all communications sent home are translated into Spanish and all meetings, including parent conferences and IEP meetings are provided an interpreter.|Met||2018
50712090000000|Paradise Elementary|3|During the fall of 2017-18 school year the district provided a survey to parents based on the 7C's Framework, a component of the Measure of Effective Teaching Project developed by Harvard.  Some of the key findings indicated that 90% of parents feel welcome and informed about the district.  95% of parents feel that their children are safe coming to school, while at school, and going home from school.  In addition the district learned that parents feel that more technology is needed, and would like to see the district move to one-to-one devices in the near future.  The information gathered was used to create LCFF funding for 2017-18 school year.  The district geels that the survey successfully provides parents with an opportunity to provide feedback to the district regarding a wide range of criteria related to school and teacher performance||Met||2018
43694190000000|Cupertino Union|3|During the 2017-2018 school year, CUSD conducted two Thought Exchange surveys to gather input from parents/guardians in order to inform our LCAP plan. Staff chose to use the Thought Exchange tool because of its effectiveness in identifying themes from a broad set of stakeholders. This is important in a large district such as CUSD. In addition, this tool is easy to use for parents/guardians, requiring only a few minutes of time to capture key ideas. In March, parents/guardians were surveyed on School Climate. In May, parents/guardians were surveyed on student skills for success, how the district is doing at preparing students with those skills, as well as the District's communication and engagement with parents. Key findings were shared with the Board of Trustees and also used to inform LCAP goal setting for 2018-2019. Findings included support for a focus on a variety of areas including: social-emotional learning and a positive school climate, digital safety, experiential learning, creativity, problem solving, collaboration as well as independent work habits and STEM. In addition, parents/guardians expressed support for Writers' Workshop, the arts and sports. Participants expressed appreciation that the District is listening to and engaging with parents, and expressed that they would like to see further opportunities to connect with District staff and teachers. Participants also expressed interest in seeing more communication from the District and the Superintendent, including his vision and direction for Cupertino schools. They also expressed a desire to see more communication around decision-making and opportunities for the community and parents to provide regular input. This school year, the following actions are occurring in response to feedback: 1.  We are engaged in Strategic Planning to define our Portrait of a Graduate - This work includes multiple opportunities for all stakeholders to engage in community-wide conversations in order to build our shared vision for students and align our Strategic Plan to identified priorities. Part of this work includes partnering with DELAC and PAC. 2.  School principals are engaging more frequently with parents/guardians at their school sites to hold conversations in support of reflection and goal-setting (Strategic Planning and SPSAs) 3.  Our LCAP and list of priorities include a focus on areas identified in the parent/guardian surveys. Examples include: STEAM, Writers' Workshop, MTSS - School Climate and Social-Emotional Learning, and Digital Safety 4.  We are making an effort to partner with parents more proactively as evidenced by our Strategic Planning Steering Committee, Math Pathways Advisory Council, and the Human Growth and Development Task Force, as well as ongoing updates on this work||Met||2018
10738090000000|Firebaugh-Las Deltas Unified|3||FLDUSD actively engages parents/guardians, stakeholders and advocates as advisory committee members.   Site level advisory committee members are recruited by staff and parents through a variety of meetings, activities and other school events throughout the school year.   Site level elections for parent/guardian, stakeholder and advocate members are held for School Site Councils (SSCs).  Parents that serve on the SSC are elected by other parents of that same school.  Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council.  Parents of English Leaners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee.  Parents from all site level advisory committees are eligible to serve on the District LCAP Parent Advisory Committee.  The District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement.  FLDUSD notifies parent/guardian, stakeholder and advocate groups of opportunities to participate in advisory committee meetings by using the phone notification system; mailing notices; posting meeting announcements on school bulletin boards and electronic marquees throughout the school year.  Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff.  This includes the full translation of all informational notices and other documents.  Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language.  District and school staff provide trainings and workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth.  Parent education classes on topics that include academic support, computer literacy, parenting support, preparing for college and other topics identified by parents as high interest are provided throughout the school year.  These measures were selected because they accurately demonstrate that the LEA seeks and responds to input from parents/guardians/stakeholders in decision-making and promotes parental participation in programs on an ongoing basis.  The LEA chose the selected measures to promote parent involvement in recognition of the characteristics of the parent population.  Obstacles for parent participation are removed.  Child care is also provided for parent advisory committee members and parents that attend meetings, workshops and trainings to include evening and weekend scheduled events.  The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Met||2018
31669440000000|Tahoe-Truckee Unified|3|The TTUSD Annual Survey shows that school principals are readily available to parents and community members with 87% of parents responding that they agree or strongly agree. 99% of the parents responded (strongly agree or agree) that they are well aware of opportunities to participate at their child's school and are encouraged to attend. 21% of the parents participate in school leadership groups such as ELAC, PTO, and SSC. Parents who can volunteer at a school for one hour or more a week comprise 30% of our parent group. This survey has been used consistently so that data can be easily compared to inform areas of celebration and potential areas for growth. During the 2018-2019 school year, the annual parent survey will align with Dr. Marzano's research around high-reliability organizations. This year's survey will be administered in January and will include specific questions related to parents/guardians input with school and district decision making, and parental participation in school and district-related programs.||Met||2018
19753090136648|Options for Youth-Acton|3||OFY-Acton’s plan for parental involvement is comprehensive. We actively seek parental input in making decisions, including decisions that affect all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. OFY-Acton schedules a variety of family events throughout the year, including Family Fun Night, Parent-Teacher Conferences, academic and athletic banquets, EL reclassification celebrations, Senior Signing Day events, focus group meetings, various award celebrations and LCAP informational meetings. Ultimately, these school-wide parent outreach opportunities create positive and meaningful experiences for our students.  OFY-Acton believes open communication is the key to establishing and maintaining strong partnerships with parent and guardians. Communication with families occurs regularly through emails, phone calls, the Remind App, quarterly newsletters, and progress reports. Written reports that include suggestions and strategies to help parents support the learning process are provided upon request. The school staff notifies parents immediately when problems including attendance, academic progress, or personal issues arise. Our Student Advisors facilitate meetings with parents and guardians to help guide them through post- secondary and financial aid options.  In the parent LCAP internal survey 89% of parents agree that OFY-Acton encourages them to be an active partner in educating their student. OFY-Acton parents feel that we encourage parental involvement at a rate of 75%.|Met||2018
36679343630670|Options for Youth-Victorville Charter|3||OFY-Victorville’s plan for parental involvement is comprehensive. 91.2% of students, 96.1% of staff and 37.5% participated in the school climate survey. We believe that the high level participation in the survey is a testament to the connectedness our stakeholders have in our school.We actively seek parental input in making decisions, including decisions that affect all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. OFY-Victorville schedules a variety of family events throughout the year, including Family Fun Night, Parent-Teacher Conferences, academic and athletic banquets, EL reclassification celebrations, Senior Signing Day events, focus group meetings, various award celebrations and LCAP informational meetings. Ultimately, these school-wide parent outreach opportunities create positive and meaningful experiences for our students.  OFY-Victorville believes open communication is the key to establishing and maintaining strong partnerships with parent and guardians. Communication with families occurs regularly through emails, phone calls, the Remind App, quarterly newsletters, and progress reports. Written reports that include suggestions and strategies to help parents support the learning process are provided upon request. The school staff notifies parents immediately when problems including attendance, academic progress, or personal issues arise. Our Student Advisors facilitate meetings with parents and guardians to help guide them through post- secondary and financial aid options.|Met||2018
19650946023527|San Jose Charter Academy|3||"The parent community at San Jose Charter Academy continues to be actively involved in influencing school decisions related to local priorities, procedures, school activities, and school culture.  The parent committee, the Committee for Cultural Consciousness continues to be involved and works closely with our Parent Teacher Organization (PTO), our DELAC committee and integrates our school community to consistent outreach.    Our SJCA community implements The Leader in Me as a schoolwide practice, integrating the 7 Habits of Highly Effective People with key leadership principles and paradigms.  We firmly believe empowering student and parent voices through solutions-oriented, robust conversations are vital in developing and sustaining an engaged community.  The school has hosted schoolwide panel discussions with parents and opted for a screening of ""Screenagers"" to engage in the discussion of technology, social media, and the effects it has on students in both home and school.  The implosion of these tools and services continue to both enhance and disrupt students' learning and emotional well-being.  Translation services are always available to families on mass and personal communication, student conferences and parent workshops.  Some of our key opportunities for parent involvement include the following:  School Site Council, LCAP Parent Meetings, PTO meetings and events, CCC meetings and events, The Leader in Me, Parent Education (PESA) Workshops, curriculum and software parents training/workshops."|Met|San Jose Charter Academy seeks on-going, meaningful dialogue with stakeholders, most importantly, parents and guardians, in developing opportunities for an even stronger partnership.|2018
19753090131987|iLEAD Hybrid|3|iLEAD Hybrid believes that creating and maintaining a high quality school that prepares learners for responsible citizenship as well as college and careers in the 21st Century requires involvement and commitment from all stakeholders – parents, educators, school and district leaders, learners, community members, legislators, and governing authorities. Engaging communities and families in our educational institutions is essential to their effectiveness. This is why “stakeholder engagement” is a key driver in the acceleration of learner success.  iLEAD Hybrid created a survey to collect actionable data to measure school climate and culture, teaching and learning, family and community engagement, and students' social-emotional learning.  The carefully crafted survey, aligned with the iLEAD Learner Outcomes, provides a comprehensive picture of the school’s strengths and opportunities for growth, identifies trends, and targets resources to drive school improvement. The survey was sent to all parents of students in grades K-12, and 404 responses were received.  The Parent LCAP Survey, which is administered once a year,  also provides families an opportunity to rate and comment on their ability to be part of the learning process for their child, as well as any barriers to their engagement. In addition, the measures in the survey provide information to support the creation and revision of the school’s LCAP goals and actions. iLEAD Hybrid ensures that there are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning, Annual Multicultural Thanksgiving Feast, Student-led conference, End-of-Year Showcase of Learning, field study events, and volunteer opportunities. In addition, the School provides opportunities for families to participate in trainings, ask questions, and provide input at the annual Student Support Symposium, informational Parent Universities, Coffee Chats, Ed Talks, and the LCAP Advisory Committee.  Results: % of Parents who agree or strongly agree: 85.3% agree their child enjoys going to school each day 86.8% agree that iLEAD Hybrid is a friendly and welcoming environment 83.8% agree the lessons and projects in the classroom are engaging  76.5% agree their child's facilitator meets his/her individual learning needs 76.6% agree the staff creates a school environment that helps children learn 77% agree the school values the culture and diversity of their child's background 86.9% agree their child feels physically safe at school 83.9% agree their child has a close relations with at least one adult at school 83.5% are rarely concerned their child will be bullied at school 78% agree there are many different ways parents can be involved at school||Met||2018
19753090129742|Inspire Charter|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
37680490132506|Inspire Charter School - South|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
10625470135103|Inspire Charter School - Central|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
15636280134312|Inspire Charter School - Kern|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
09618380136200|Clarksville Charter|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
54722560000000|Visalia Unified|3||All schools have access to interpreters for all meetings.  A bilingual Student Advocacy and Family Engagement Technician has been assigned to each elementary schools. At secondary sites, all have a bilingual administrator to help with translation. If a translator from the site is not available, the district office helps provide the service.  Sites provides workshops every other year to parents.  The topics of the work shops are:  Understanding the school system, state standards, discipline, and how to help your child prepare for the next grade.  Sites also have a menu of workshops that are offered by outside agencies.  Some of the outside agencies they can partner with are: Family Health Care Network, Kaweah delta, Child Welfare Services, United Way, and Tulare Health and Human Services.|Met||2018
33769430132522|Baypoint Preparatory Academy|3|BPA Parent Survey responses increased from the 2017-18 school year. The higher percentage of responses indicated that over 85% of responding parents felt involved in the educational decision making processes at the school. Parents indicated satisfaction with parent communication in regards to participation in the education programs available at BPA. According to the surveys, parents agreed that their child/ren were safe, and progressing in both math and reading.   The survey was designed to meet LCAP goals for the 2017-2020 time period, and findings are directly related to LCAP goals for academics and promoting a healthy and positive school climate.||Met||2018
37103710137752|Dimensions Collaborative|3||In the fall of each year a survey is given to parents asking for input regarding engagement and participation in school programs. The survey is internally designed asking for feedback on parent/student participation in school programs including the LCAP. Results are reported to the school governing board at regularly scheduled meetings. Parents state they believe their input is valued by the school and appreciate being highly involved in decision making. Overall parents report being highly satisfied with programs and academic support provided by the school. Surveys are chosen for reliability and ease of use. Findings inform and substantiate LCAP goals.|Met||2018
43696660000000|San Jose Unified|3|San José Unified School District conducts an annual Climate Survey that aligns with the district’s Strategic Plan and the Local Control Accountability Plan (LCAP). The survey was developed in-house based on national parent survey models and was pilot tested to measure item validity. The parent survey is administered annually to all families in the district and in 2017-18 SJUSD had a 17% response rate. The parent survey focuses on Goal 3 of the Strategic Plan to increase parent engagement. One of the key findings from the parent survey is related to parent input on decision making. Sixty-three percent of parents agree or strongly agree with the statement, “I am invited to participate in decisions that affect the school community.” Twenty-seven percent of parents say, “I participate in decisions that improve student achievement,” always or most of the time. Other key findings relate to school communication and parental participation. Eighty-six percent of parents agree or strongly agree with the statement, “I feel welcome when I visit my child’s school.” SJUSD plans to increase parent involvement and school communication through increasing parent participation in a computer literacy series, Family School Leadership Institute, the new College Aspirations series, and the Raising a Reader program.||Met||2018
19753090135145|Compass Charter Schools of Los Angeles|3|Based on the changes implanted by the organization, and with input from our parents, we utilized using the 2017-18 year to create a baseline for which we can then improve.   Compass Charter Schools released two sets of surveys to parents. One created by the organization’s administrators, which was distributed to all stakeholders for 2018-18 school year planning. The other was created by the Parent Advisory Council for all parents’ school-wide.   The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees.  The Parent Advisory Council created their own survey based on gathered internal council questions. This survey also included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. For example, over 70% of parents are satisfied with our list of approved vendors.  The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the CEO. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for our scholars. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.||Met||2018
14632970000000|Owens Valley Unified|3||The LEA sought input in school and district decision making by surveying parents to determine areas of need. Furthermore, parents were provided with school board meeting dates and times via the district website and newsletters.|Met||2018
10623310130880|Compass Charter Schools of Fresno|3|Based on the changes implanted by the organization, and with input from our parents, we utilized using the 2017-18 year to create a baseline for which we can then improve.   Compass Charter Schools released two sets of surveys to parents. One created by the organization’s administrators, which was distributed to all stakeholders for 2018-18 school year planning. The other was created by the Parent Advisory Council for all parents’ school-wide.   The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees.  The Parent Advisory Council created their own survey based on gathered internal council questions. This survey also included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. For example, over 70% of parents are satisfied with our list of approved vendors.  The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the CEO. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for our scholars. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.||Met||2018
01100170136226|Opportunity Academy|3||In AOA's LCAP one of the goals address the need to develop a community engagement plan. The plan will focus on engaging the families of unduplicated and high-needs youth ages 16-18 years old. This is a new goal for AOA and there is currently no baselines. AOA has partnered with local CBOs and government agencies to provide parenting supports. Teachers/staff continue to participate in trauma informed trainings given at the district level. AOA continues to refine methods for general parent communication and feedback. This includes: parent/teacher meetings and conferences, mailing of progress reports/report cards, community events, graduations, open house, community orientations, resources fairs. This is our first year for our school advisory committee and LCAP committee.|Met||2018
33670586031991|Palm Desert Charter Middle|3|Palm Desert Charter Middle School believes that communication between home and school is the key to a successful middle school experience. Parents can stay informed by subscribing to a weekly Parent Teacher Organization (PTO) email. The PDCMS Web site also provides up-to-date school news and information. PDCMS also distributes mass emails and “robo calls” to ensure parents and guardians know of upcoming events and activities. The school also has a structured parent-teacher conference format and evening events such as Back to School Night.   The Parent Engagement Committee, made up of PDCMS teachers and staff, was formed to reach out to the PDCMS community. Parents are encouraged to volunteer and participate in multiple grade-level activities.  Our Panther Contract (formerly known as shared support agreement) signed each year by student, parent, and teacher reinforces our commitment to provide an optimal learning environment and clearly identifies expectations for parents and students. The mutual respect and responsibility of our students, parents, and staff, along with strong academic programs have earned us great success and Panther Pride.   In addition to the aforementioned forms of communication, PDCMS asks Parents/Guardians to fill out an anonymous survey. In order to improve the turnout for the 2018 LCAP Parent Survey a new incentive was added: students whose parent/guardian returns a survey may wear a non-uniform shirt on a specified day.  This dramatically improved the number of surveys returned to school.  This year we implemented a drama/theater course based on the feedback we got from parents last year.  Additionally, we added several parent workshops to educate parents how to use ParentVue (online program parents can log into to follow their student’s academic progress), LCAP Review,  Understanding PSAT,  High School Transitions, and a variety of AVID Parent Events.   According to our parent survey for 2018, over 75% of parents believe that we are preparing our students for transition to high school; 80% appreciate our 30:1 class size ratio; 88% feel that the new fences and gates make the school safer; 90% believe we seek parental input and encourage parent participation; 86% feel welcome on campus.   In conclusion, PDCMS believes that parents play a vital role in student success.  The staff continually look for ways to encourage parents to take an active role in their child’s education.||Met||2018
37682130127084|Compass Charter Schools of San Diego|3|Based on the changes implanted by the organization, and with input from our parents, we utilized using the 2017-18 year to create a baseline for which we can then improve.   Compass Charter Schools released two sets of surveys to parents. One created by the organization’s administrators, which was distributed to all stakeholders for 2018-18 school year planning. The other was created by the Parent Advisory Council for all parents’ school-wide.   The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees.  The Parent Advisory Council created their own survey based on gathered internal council questions. This survey also included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. For example, over 70% of parents are satisfied with our list of approved vendors.  The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the CEO. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for our scholars. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.||Met||2018
49709386113039|Sebastopol Independent Charter|3|Our survey indicated that most parents/guardians feel that they have opportunities to give input in the charter school's decision making. Most parents feel that they have plenty of opportunities for parental participation in school programs. The survey was created to identify priorities for the future LCAP and to receive feedback on the former LCAP.||Met|We have an active and participatory parent community that is very engaged in their children's education and partnership with the school.|2018
19642460126003|Academies of the Antelope Valley|3|Academies of the Antelope Valley conducted surveys at their second Back To School Night in January, 2018.  Parents reported the following data: - Effective communication 92% satisfaction - Positive relationships 96% satisfaction  Full survey data analysis reflected increased satisfaction in every LCAP area. These results were shared with the Board of Trustees on June 8, 2018.||Met||2018
19642120000000|ABC Unified|3|The results from the California School Survey was: 91% of the parents agree/strongly agree that schools encourage parents to partner in their child’s education, 71% of the parents agree/strongly agree that schools actively seek parents input before making important decisions.The survey results reflect a 1% increase in both areas.||Met||2018
49709530000000|Sonoma Valley Unified|3||Sonoma Valley Unified School District administered a parent survey in April of 2018.  The survey was designed to gather input on Local Control Accountability Plan (LCAP) priorities, technology use, school climate, and facilities.  Eighty two percent (89%) of the parents who responded reported that they feel welcomed to participate in events at their child's school.  The district and sites held 90 parent meetings during the year, including District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), School Site Council (SSC), etc., and a total of 3000 parents participated. In 2018-19, the annual parent survey will be amended identify parents’ perceptions of the impact of their input on school and district decision making.|Met||2018
52105206119671|Tehama eLearning Academy|3||All parents completed a school climate survey in Fall of 2018. 97.8% of all parents feel that their child is safe at school and have good communication with the child's teacher. All parents meet minimally once per year with teacher and have contact weekly to relate student progress at meeting goals. A parent and student serve on our School Governance Committee to help make decisions for our school.  Two parents serve on the school safety committee. Parents are encouraged to attend bi-monthly parent meetings that include parent education opportunities and social opportunities.  Parents and students attended focus groups and gave input on curriculum adoption choices, Career Technical Education program and school safety issues during the last school year.|Met||2018
15751680000000|El Tejon Unified|3||ETUSD has established procedures to help increase input from parents/guardians in school and district decision making at ELAC and DAC meetings. We ended up increased participation at all school sites: Frazier Park Elementary: 90% (up 24%), El Tejon Middle School: 55% (up 10%), and Frazier Mountain High School: 23% (up 2%). ETUSD chose to monitor the progress of participation in ELAC and DAC meetings because representatives from school site council meetings attend these and it is an additional avenue to distribute LCAP information and gain input from diverse groups of parents. Increasing attendance at Back to School Night at Frazier Park and El Tejon Schools as well as Parent/Teacher Conferences at Frazier Mountain High School is being targeted because these provide large opportunities to get important information out to a large group of parents. Procedures to help ensure progress in these areas are within ETUSD's LCAP.|Met||2018
30666960000000|Savanna Elementary|3|Savanna School District continues to involve the stakeholders in the educational process of our students.  During the 2017-2018 school year a survey was used to further shape and refine priorities related to LCAP goals and to determine actions and services that would best meet the needs of students in the Savanna community addressing LCAP goal 2.  From this survey we found that parent and community involvement was important for our stakeholders and viewed as an integral part of the continued success of our students.  Participants expressed appreciation for the communication from the school to parents and for the strength of the PTA. Participants also expressed appreciation for the communication tools used by the district. Participants indicated they would like to see more interaction and involvement with parents, community and schools.  For example, participants suggested more opportunities for parents and teachers to meet in addition to parent-teacher conferences.  Based on the results of the findings, there has been an increase in parental involvement opportunities at our school sites.  There are multiple opportunities provided for parents/guardians to participate in meetings and advisory committees.  All school sites have a School Site Council (SSC), as well as an English Learner Advisory Committee (ELAC).  These groups provide input on school programs as well as provide feedback and input at the district level at the District English Learner Advisory Committee (DELAC), and the District Advisory Committee (DAC). In addition, each school site has a Parent Teacher Association where parents are given the opportunity to provide input. Furthermore, the district hosts an annual parent involvement night to further invite, educate and engage our parents while daycare is provided to help alleviate any barriers.||Met||2018
56105610121756|BRIDGES Charter|3|"Annually, Bridges Charter School surveys all parents using an electronic instrument to collect feedback regarding school strengths and areas for growth and improvement. The survey we ask parents to complete is aligned with our LCAP Goal 3, ""Providing an effective environment for learning based on whole child tenants (healthy, safe, engaged, supported, and challenged), and the Bridges Charter Expected School Wide Learning Results (academic standards mastery, oral/written expression, critical thinking/reasoning, creativity, personal responsibility, social emotional growth)."" Specifically, parents are asked to respond to questions about their inclusion in school decision making, opportunities for parental participation, quality of instructional programs, student progress, home-school communication, campus safety and school climate. Year-end data from SY 2017/2018 indicated that 78% or more of respondents feel that there are meaningful opportunities for them to participate in school programs and in decision-making and 83% feel that school wide communication, organization, and administration is effective."||Met||2018
56724470000000|Briggs Elementary|3|Briggs School District annually administers an online survey and a paper survey to all stakeholders to gain feedback about the District's LCAP goals and progress.  The survey was offered to parents to determine district priorities which include school climate, student achievement, Common Core preparedness, safety, school connectedness, parental engagement, and student access.  Over 80% percent of parents who took the survey felt the District values parents/guardians as important partners in their student's education and actively seeks their input.  Furthermore, 85% of parents surveyed indicated that the schools maintain a positive school climate and student sense of safety and school connectedness.  Over 70% of parents surveyed felt the district supports the implementation of state approved student materials and instruction to prepare students for college and /or a career.||Met||2018
14633050000000|Round Valley Joint Elementary|3||"From January 2014 through the present, RVJESD has engaged in multiple activities to gain input from all the relevant stakeholders regarding the district’s current strengths and needs. Multiple stakeholder meetings discussed the LCAP and ongoing budget expenditures including Board Meetings, PTO meetings, STEP Foundation meetings, staff meetings and Site Council meetings.To ensure stakeholder engagement, multiple meetings and inputs where used to seek distributed input. All of these attempts were about gathering additional feedback/information from our key stakeholders who were consulted on what actions we needed to take and conditions that needed to be put in place to substantially improve our student academic outcomes. As a small school, we have great parent participation in the classrooms; parents do provide input to the classroom teacher and the principal when issues or desires come up. The School Site Council has been revitalized with a new group of parents involved and this has been the ground floor for input to the LCAP. Last year we did develop an electronic teacher, parent, and student survey and got much improved responses to more targeted and relevant questions. However, the survey needed to be refined to clarify responses. The new version is scheduled to be administered in December, 2018. Last year's results of these surveys indicated stakeholder interest in: 1. Implementation of Common Core Standards. 2. Professional Development related to California Core Standards, English Language Arts/English Language Development (ELA/ELD) and Next Generation Science Standards (NGSS). 3. Increase “real-world application” in all classrooms. 4. More Academic Vocabulary Instruction for English Language Learners. 5. A ""feel safe"" environment where students feel non threatened and feel free to voice opinions and take risks academically and emotionally. 6. More targeted professional development in safety procedures. 7 More and varied enrichment programs. In 2017-2018 we made use of the California Healthy Kids Survey for parents, teachers and students to gain information on additional factors affecting school climate and safety. Because the number of students are limited and the results are combined with other Inyo County schools, the results are not specific to our school community and not necessarily reflective of our school. This survey was again administered on November 9, 2018 and results will be included in next years response."|Met||2018
33669930000000|Beaumont Unified|3|Beaumont USD has employed a Parent Engagement and Expanded Learning Coordinator to create programs and activities that connect students, parents, teachers, administrators, and the community via expanded-learning, academic enrichment opportunities. The District is committed to deepening it’s commitment to developing parent and community relationships through expanded parent engagement opportunities and rigorous after school programs.     We continue to find areas for growth through our parent engagement opportunities.  We noted through survey responses that 39.8% of parents are aware of translation services at school sites. We currently provide bilingual instructional aides for each school to assist with translation services. Survey data shows 56.1% of parents feel they are contacted in a timely manner regarding repeat occurrences of low academic scores, behavior issues, and missed attendance.  Additional counselors have been added to support students with behavior challenges. Health Attendance Clerks have been added at each site to assist with improving student attendance and, and an academic focused, after school program for students - who are identified and referred by teachers, counselors, and or administrators - who one or more academic years behind, has been developed.  See the District LCAP at https://www.beaumontusd.us/ for more detailed information.||Met||2018
34674390101907|The MET|3||The met has engaged in efforts to seek parent input in decision-making, promotion of parent participation in programs of unduplicated pupils and special needs groups, so that at least 90% of parents attend or are involved in at least two activities per year and come to student exhibitions for times a year. To measure this, Met advisors continue to invite all parents to quarterly exhibitions. The school will also continue to invite parents to big annual events.  The Met has provided funding for Spanish translation services, including one-on one translations, Spanish presentations at back to school night.  BY providing this service, The Met continues to see improved communication with our Spanish-speaking families.  Also, there are more teachers utilizing the service, which has helped to improve their communication with families.|Met||2018
25735930000000|Tulelake Basin Joint Unified|3|The local LEA administers a Site Council survey.  The findings show that although parents still have some concerns they are overall happy with how things are going. The PBIS programs are going well and helping all students.  Parental participation is low overall but of those who participate they are involved in a lot.  We chose this survey as it ingrained in the LCAP in Goal 3.||Met||2018
12628510000000|Green Point Elementary|3|The spring survey administered to all Green Point Elementary parents resulted in a return of 75% of parent responses. Of the parent responses returned, 90% of them indicated that they had opportunities to provide input into the school decision-making opportunities; however, the actual turn-out to open houses, board meetings and planning sessions was not reflective of the survey. In actuality, less than 10% of parents participated. Promoting parental participation in school programs is a top priority at Green Point Elementary. 20% of our parents volunteer at the school in one capacity or another. Attendance at parent/teacher conferences exceeds 80%, and 100% of the parents with students who have IEPs attend annual meetings and participate in the development of their child's educational plan. Our survey did not directly address the promotion of parental/guardian participation in programs in the 2017 spring survey, but will be directly addressed in the 2018 spring parent survey. The district chose to develop its own survey for several reasons; we are a very small, one-school, rural district with a close-knit parent/community group, and, we wanted a survey that directly reflected out goals and activities as outlined in the Local Control Accountability Plan.||Met||2018
50712330121525|Roberts Ferry Charter School Academy|3|The district compiled survey responses from parents on school safety, school cleanliness, communication with staff, and academic rigor. The survey indicated over 91% satisfaction on all areas measured.||Met||2018
16638750000000|Armona Union Elementary|3|1.Findings: AUESD continues to work on increasing parent/guardian input into decision making. We had an increase in the number of responses for the last three years. During 2017-18, we had 83 parents respond to the survey. 100% of parents surveyed in the fall of 2018 indicated that the district seeks parent input into their child’s education. We also had 96% of responses indicate that the district effectively addresses attendance and absenteeism. We have continued to work with providing parents a portal to access student updated progress and attendance. We have also implemented a system for monitoring student attendance in a regular and systematic way. We are using this information to inform school and district improvement plans. An overwhelming, 98%, of parents responded positively when asked about planning, implementing or evaluating instructional materials, strategies, and programs. Parents were surveyed about whether or not we effectively provide students with diverse learning opportunities that include music or electives. 98% of parents indicated that they felt the district is effective. Parents indicated that they would like us to continue to maintain communication between parents, school, and district staff. We also had comments that indicated there has been improvement in responding to parent needs. The district will continue to make parent input a priority.  2. Findings: Increasing parent participation continues to be a focus at our schools and district. 98% of parents indicated that they are provided with resources and/or strategies to strengthen learning at home. Many parents, 99%, also responded favorably when asked if the district is providing a high quality education for students in preparing them for success in high school, college, and career. This was a 3% increase as compared to the prior year. 96% of parents were aware of the district’s standards and plan to raise the educational performance of all students (including EL, SPED, Gifted) in all core subject areas.  3.Reasoning: The district chose to use a locally created survey that aligned to LCAP goals, outcomes, actions and services. The local survey has been improved upon for the last few years. Parent responses each year have provided positive feedback, which has impacted the improved services for our students. This survey aligns to the district LCAP goals 1, 2, 3 and 4 to ensure the district received adequate stakeholder input on each of the district’s 4 goals. One focus of the survey that received additional positive feedback is Goal 3: Increase parent awareness regarding the importance of pupil engagement.  Feedback has helped the district be purposeful in the inclusion of parent input in both district decision making and in programs. In addition, the district has been strategically utilizing stakeholder feedback to align the focus of site and district plans, which has strengthened the district’s focus to collect, reflect upon, and incorporate parent input.||Met||2018
36103636111918|Desert Trails Preparatory Academy|3||During the 2017-2018 school year, DTPA made every effort to continue to seek and utilize parent input and feedback within the school decision making. This was done through informal conversations, parent-teacher conferences, Coffee with the Principal, discussions and surveys concerning curriculum, instruction, student growth and building a positive school cultures. Currently, there is a parent who board member on the DTPA school board. Again, providing an opportunity for parents to be involved in decision making of the school. Based on these discussions, DTPA will continue in establishing goals that make progress in advancement in curriculum, instruction, and intervention, including classroom management and positive behavior intervention.   In order to maintain parental participation, DTPA will continue with Coffee with Principal/ELAC meetings and other opportunities that promote discussion and dialogue with parents. At 100% of these meetings, a Spanish translator is present. This helps to provide equity in the dialogue.   DTPA chose these measures because they are directly related to goals of the LCFF/LCAP. DTPA has listed three major priorities in the LCAP as identified by stakeholders. These goals include Curriculum, Instruction, and Intervention; On-going Assessment and Data Analysis; and Classroom Management and Positive Behavior Intervention.|Met||2018
45700030000000|Grant Elementary|3|The district worked with stakeholders through the School Site Council to develop a specific survey administered to parents in each grade level. These results were shared with the Board in a regularly scheduled public meeting and were used in the development of the actions and services for the district's Local Control Accountability Plan. Findings showed that overall the school felt safe and welcome and parents felt like they were involved in their student's educational program. High percentages of parents felt pride in the school and expressed confidence in the learning environments of the classrooms and the level of academic support that is provided to their students. When asked whether they felt that the district was preparing their students for their academic future, the responses were overwhelmingly positive. The survey tool was developed to directly align with the district's four areas of focus: Safety, Student Achievement, Staff Development, and Community Engagement.||Met||2018
38684780127530|KIPP San Francisco College Preparatory|3|"This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP San Francisco College Preparatory (""SFCP"") provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). SFCP provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. SFCP's survey results indicate that 75% of parents are satisfied with parent participation at the school. At SFCP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3."||Met||2018
19647330122747|Magnolia Science Academy Bell|3||MSA Bell pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA Bell has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and nine PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA Bell achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting six SSC, four ELAC, and ten PTF meetings. MSA Bell has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee Chats, Parent College, parent workshops, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA Bell has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least fifteen activities/events and conducting home-visits to at least 25% of our students.  MSA Bell is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA Bell has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings or informational sessions, school events, surveys, home visits, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA and other school plans. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee Chats, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need. (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the yearly SPSA. In addition, MSA Bell conducts surveys for parents, students, and staff, and the staff makes home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
19647330134148|The City|3|All parents were surveyed in Spring 2018, in grades 6-8. With a response rate of 318 out of 355 (89%), parents gave the following ratings: Knowledge and fairness of discipline, rules, and norms: 99% favorable Sense of belonging: 99% favorable Climate of support for academic learning: 97% favorable Safety: 96% favorable Specifically: 98% agreed that the school staff welcomes their suggestions,  99% agreed that they feel welcome to participate at the school  We use the Panorama Education SEL survey, and add questions that pertain to our school model specifically. The Panorama questions are field-tested and validated, and we have 4 years of data on the question set we are using. Because social-emotional learning and parent engagement are at the core of our program, we use the data from these surveys annually to examine and refine our practices. We also administer the survey before conducting parent focus groups on the LCAP so that we can ask them probing questions related to any survey findings and incorporate those in the LCAP.||Met|See above|2018
49710010000000|West Side Union Elementary|3||Although West Side did not provide its parents with a survey during 2017-2018, West Side seeks input from parents/guardians in school and decision making through the site council and Felta Education Foundation. The district promotes parental participation in events like Open House, Welcome Back Dinner, Curriculum Night, Conferences, Harvest Festival, a variety of volunteer opportunities in the classroom and through field trips.|Met||2018
37680310000000|Coronado Unified|3||According to our district’s annual Communication, Support and Learning surveys, 60% of parents indicated they feel connected to and informed about their child’s experience in CUSD, 63% indicated the schools maintain open lines of communication for parents to ask questions and express concerns, 65% indicated that staff returns phone calls, emails, and other communications in a timely manner, 70% indicated our schools clearly communicate high expectations for all students, and 79% indicated that school communication with families occurs in an open and respectful manner.  Survey results are thoroughly reviewed and used to inform CUSD decisions and practices. Our district’s LCAP committee has also developed methods to seek input from parents/guardians relative to the effectiveness of our LCAP goals and actions.  All results are used to refine practices and revise the LCAP goals and actions for the following year. CUSD also developed a Safety Committee that met multiple times throughout the 2017-2018 school year to analyze current structure, policies, safety plans and practices related to school safety and the social and emotional well-being of staff and students.|Met||2018
19647336017438|Hamlin Charter Academy|3|Between 2014 and 2017, the percentage of parents completing the School Experience Survey rose 12% from 21% to 33%.  In order to determine whether Hamlin Charter has met the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings.  In order to assess whether parents felt that the school sought input from them in decision making and promoted their participation in programs, the following questions were reviewed.  The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1.  This school includes me in important decisions about my child's education.  85% 2.  I feel welcome to participate in this school.  96% 3.  This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  95% 4.  This school provides me with information (verbal and written) I can understand.  95% 5.  This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.).  99% 6.  This school informs me about volunteer opportunities.  95% Hamlin Charter demonstrates that it has met the standards for the performance indicator concerning parent engagement due to 85% to 99% of positive responses provided by parents within the School Experience Survey.||Met||2018
43694270116889|KIPP San Jose Collegiate|3|"This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP San Jose Collegiate (""SJC"") provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). SJC provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. SJC survey results indicate that 75% of parents are satisfied with parent participation at the school. At SJC, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3."||Met||2018
19647330128512|KIPP Academy of Innovation|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
33103300138024|Journey|3|To assess the level of parent engagement, Journey administers an annual parent survey, and also tracks parent participation at school events and parent/community meetings. The parent survey is offered in both paper and online formats, and is administered in English and Spanish. In 2018, the survey asked parents for input on student engagement and school climate, as well as what types of additional academic support they would like to see for the students and how to promote student safety and connectedness at school. Key findings related to seeking input from parents/guardians in school decision making were that 93.11% of parents agreed or strongly agreed that the school encourages parental involvement and participation and that 94.31% agreed or strongly agreed that the school provides numerous avenues of effective home to school communication. Key findings from the survey related to promoting parental participation in programs were that 50.43% of parents stated that it is important for the school to offer parent meetings in both mornings and evenings. Additionally, 43.16% of parents would like to receive more communication through newsletters, emails, text messages, or phone calls. Finally, 31.20% of parents would like to see more general outreach events such as coffee with the principal. Journey chose to administer our parent survey with specific questions about student engagement, academic support, and school climate because parent input is very important to the development of our Local Control and Accountability Plan (LCAP). From our survey, we learned that parents prioritized summer school, tutoring, and after-school program opportunities as additional academic supports they would like to see the school incorporate over the next few years. Additionally, parents indicated that they would like to see more positive behavior intervention and support, more extracurricular activities for students, and an increased focus on social and emotional learning. Journey will revise actions and services under Goals 2 and 3 of our LCAP this year to incorporate those priorities. Goal 3 also includes one action specific to enhancing parent engagement and increasing parent participation in shared decision-making. Throughout the year, parents will regularly provide their input through our annual surveys, parent advisory committees, and community forums/meetings.||Met||2018
01613090101212|KIPP Summit Academy|3|"This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Summit Academy (""Summit"") provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). Summit provided more than five (5) KIPP Parent Association meetings this school year for which all families were informed and invited to attend, after school in the evening hours. Summit's survey results indicate that 86% of parents and students are satisfied with parent participation at the school. At Summit, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3."||Met||2018
19644360000000|Covina-Valley Unified|3||The LEA seeks input in School/District Decision making:   Teachers and administrators receive yearly and ongoing professional development on engaging parents/guardians in decision making through participation in advisory committees, parent-teacher organizations, and other school/district programs. The LEA monitors on monthly basis compliance regarding input on School/District Decision making, and provides workshops for all site administrators targeted at strategic planning regarding site goals, students achievement, and parent participation.  100% of schools have a School Site Council.  100% of schools have an English Learners Advisory Committee. 100% of schools have representation on the District English Learner Advisory Committee.   The LEA chose to focus on SSC's, ELAC's, and DELAC's because these advisory groups are identified in the LEA's LCAP as critical groups in determining progress toward the LCFF priorities and allocating district resources to meet the goals.  The LEA also chose these advisory groups to ensure that under-represented groups of parents have a voice in decision-making.  The LEA promotes participation in programs:  100% of schools have access to interpretation and translation services allowing parents to participate fully in educational programs and to interact with individual school staff.|Met||2018
11101160124909|Walden Academy|3|Each school year, Walden Academy families complete a number of school-wide surveys.  These surveys ask parents to rate Walden Academy on communication between school and home, student academic and social-emotional progress, school climate related to children and families, teacher and staff effectiveness and approachability, as well as suggestions.  Overall, parents rate their satisfaction with comminication and opportunities for involvement as high.  Walden Academy values parental participation and was built on parent participation on and off campus.  We offer a variety of ways for parents to be involved on campus.  Parents volunteer in classrooms, at recess and in the office.  They do projects at home and assist after hours and on weekends. They assist in nearly every part of our school.  They are board members, members of school site council, committee members, and PTO members.  Communication between school and home is a priority so parents know what is going on, where we may need their assistance, and issues to consider.   We comminicate in a variety of methods.  Teachers communicate through verbal interaction, phone, email, paper and Parent Square.  Each week, the office sends home Yellow Folders, our weekly comminication tool for school to home communication.  In the folders, a monthly newsletter and LCAP update are included.  Also included are timely parenting articles, notice of opportunities for school and community involvement and feedback.  Parents are invited to at least 3 opportunities to provide input and guidance on school decisions.  Maintaining a positive school climate and welcoming environment for students and families was reported as exceeds or doing well by parents.  Areas parents listed as barriers for school involvement are being looked at in order to provide more opportunities.  Families completed over 3200 hours of volunteer time.||Met||2018
19647330101444|KIPP Academy of Opportunity|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330135517|KIPP Corazon Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330121707|KIPP Comienza Community Prep|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
54722560120659|Visalia Technical Early College|3|VTEC utilized the School Site Council and local parent meetings to collect data and identify school site needs.  Findings are shared with staff and administration.  Findings uncovered that VTEC, for its size has a string parent participation on a number of key committees and organizations.  These include School Site Council (SSC), ELAC and Scholarship/PTO Organization.  Parents are heavily involved in the development and monitoring of the School LCAP and a LCFF.  The SSC meets monthly to review the LCAP goals and funding structures.  Other groups meet regularly as well to ensure parents are informed about the processes of our school.  VTEC also utilizes Visalia Unified Data collected at joint parent and staff meetings to ensure our work is aligned to district and board goals.|VTEC maintains a strong School Site Council, ELAC and PTO.  These groups regularly throughout the year and invitations are sent via email and phone and all parents are invited to participate in the committees.  School goals are shared with each group depending on the goal and/or committee involved.  School Site Council works closely with school administration in the development and implementation of the LCAP plan.  Tile one and LCAP budget development is guided by both the SSC and ELAC and budgetary expenditures are shared at each meeting to ensure the committees are informed and empowered.  In addition to ELAC, SSC and PTO, parents are involved in grade level parent meetings as well as other organizational meetings throughout the year.  Freshman Parent Orientation, Sophomore Parent Night, Junior Parent Night, FAFSA Parent Information meetings and COS Parent Information meetings.  VTEC Provided English/Spanish translation services through office staff to ensure all parents can communicate an support their students comfortably.  VTEC also provide a Behavior Intervention Technician who works with students directly regarding social/emotional issues as well as behavior interventions.  She works closely with our school psychologist and work diligently to communicate with parents.  All administrative staff work through interpersonal communication training via Flippen 360 training services.|Met||2018
01100170131581|Oakland Unity Middle|3||"A. Parent Involvement in Decision-Making  Parents interviewed in October in focus group setting confirmed that the School Leadership Team regularly consults with parents and includes their representatives in key decisions. The school charter and Parent Handbook includes clear, sensible delineation of roles and responsibilities of parents and of the Parent Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities.   B. Promoting Parent Participation in Programs  Parents participation in all school programs is high. Parents interviewed in October in focus group setting confirmed that • Parents are happy with the school’s communications with parents. • 91% of students come back to OUMS year over year  • Parents are committed and involved.  1. Academic Success Parent participation in student/teacher conferences is very high. The conferences are offered during school hours, with childcare available, and teachers focus on how parents can better support students with academic success. Likewise the Back to School meeting focuses on parent responsibilities which are clarified in a signed document (included in the Parent Handbook, distributed at the meeting).  2. School-Based Services Enabling Parents to be better able to support their children’s success in middle school means connecting them to health, mental health,  and nutrition resources. For our students and families, OUMS is not just a school but an essential community center where students and families access a variety of services and participate in programs.   a. Counseling: OUMS Wellness Center provides social-emotional and mental health support (both individually and in small group settings).  The majority of students and families participated in the Wellness Program. b. Nutritional program: couples access to healthy food (breakfast and lunch, and after school snacks) with information about health and services. c. Dental services for students: Through a partnership with Eastmont Wellness Center (located in same building as our school), we provide school-based dental screening on an annual basis. At the start of each school year, our students’ families sign a release form so that our students can participate in the program and receive dental services during the school day.  d. On-site After-School Program: Families do not have to address transportation or safety concerns about the transition from school to after-school programming. After-School All-Stars (ASAS) gives parents safe and reliable day-to-day childcare, while offering students tutoring and enrichment services.  e. Public Library: All OUMS students have library cards and regularly visit the public library located in the same building as our school.  All of the above contributes to our LCAP Goal #3:  ""Design and implement parent/guardian education and outreach to enable our families to be better able to support their children’s success in middle school."""|Met|In addition, OUMS conducts a Parent Survey every year or every other year.|2018
42691200000000|Santa Maria-Bonita|3||The Santa Maria-Bonita School District (SMBSD) values participation of parents in the education of their children and actively seeks to build an inclusive, positive and respectful stakeholder culture. The LCAP Parent Advisory Council, District English Language Advisory Council and District Parent Leadership group continue to provide input for decision making purposes. All 20 schools have School Site Councils (SSC) and English Language Advisory Councils (ELAC) that are continuously involved in site- level decisions and planning. Parents were invited to participate in the 2017-18 LCAP survey in early 2018. This survey inquired about issues related to student programs, supplemental services, and family engagement with both the school sites and the district. Survey results affirmed parent support for the increases in services and provided important feedback that helped inform our actions and services for the 2018-19 school year, including the creation of structures to support, enhance, and promote communication between school and home. The district’s 20 schools continue to offer a variety of opportunities for parents and families to engage with the school community, communicate about student learning and outcomes, and participate in parent education programs. These activities include, but are not limited to, regularly scheduled SSC and ELAC meetings, parent education classes, English as a Second Language and citizenship classes, along with various family educational events, back-to-school, student recognition and orientations. Enhanced communication efforts have included family-friendly webpages in English and Spanish, informative videos, automated phone and text messages, written and email correspondence and individual phone calls home. SMBSD continues to increase linguistically inclusive and culturally responsive outreach to all families. This effort has included expanded bilingual and trilingual interpretation services, increased availability for school site community liaisons, four district community liaisons that support both site and district engagement events, five family outreach advocates to connect families to outside resources, and a Family Engagement Specialist dedicated to strengthening and aligning family engagement programs to support positive student outcomes. SMBSD has chosen to utilize the framework for family engagement as outlined by the California Department of Education as its implementation rubric for measuring progress toward the goal of increased parent engagement. The district principles, as outlined by the CDE Family Engagement Framework and measured by the state’s rubric, are in alignment with the goals outlined by SMBSD to build capacity, promote leadership, monitor progress, and ensure access and equity to students and their families. Utilization of the framework reflects SMBSD's commitment to a comprehensive partnering among schools, families, and members of the community to support the education of our students.|Met||2018
19647330127670|KIPP Iluminar Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
15101571530492|Valley Oaks Charter|3||Valley Oaks Charter School (VOCS) measured progress in seeking parent/guardian input on school decision making by collecting sign-in sheets from a variety of meetings that require parent input. Examples may include: completing surveys, attending table meetings, receiving weekly emails/newsflash/Parent Square announcements, attending parent workshops, attending Town Hall meetings with administrators, and/or attending VOCS Board meetings. This measurement tool was used in order to capture parent’s attendance at different events, which may require stakeholder input. Based on school-wide Town Hall sign-in sheets, 10% of our families attended Town Hall meetings this year, which is a two and a half percent increase from last year.|Met||2018
19647330121699|KIPP Empower Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330131771|KIPP Ignite Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
33669770000000|Alvord Unified|3||AUSD selected the option of using local measures to report progress towards (1) seeking input from parents/guardians in school and district decision making and (2) promoting parental participation in programs.  This option was selected because it directly connects to Alvord’s Local Control and Accountability Plan (LCAP)’s Goal 3 which contains annual measurable outcomes addressing seeking input and promoting parent participation. Seeking Input in School/District Decision Making Alvord values parents and other stakeholders as a vital part of the decision-making process.  AUSD supports schools in maintaining Action Teams for Partnership (ATP), a team of parents and school staff, who work together to assess parents’ needs before developing, implementing and evaluating parent events connected to actions in the school plan.  For 2017-18, Alvord met its target of maintaining 20 active ATP committees.  These committees sponsored various family events such as Parent Involvement Week activities, literacy events and lunch-on-the-lawn.  In addition, site (School Site Councils and English Learners Advisory Committees) and District level (Parent Advisory Committee and District English Language Advisory Committee) advisory groups provided opportunities for parents and guardians to provide on-going input and be involved in decision making. Promoting Participation in Programs All 23 Alvord schools worked to increase parent and guardian participation in school programs with over 450 parent events held in 2017-18.  Elementary, middle and high schools supported parent understanding of the core curriculum included but were not limited to math nights, family literacy evenings, family Friday events, STEM activities, Parent University, college and career fairs, and principal coffees. Teachers engaged families with back-to-school nights, open houses and organizing parent-teacher conferences.|Met||2018
19647330125609|KIPP Philosophers Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330131797|KIPP Promesa Prep|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330117903|KIPP Raices Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330125641|KIPP Sol Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330129460|KIPP Vida Preparatory Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
19647330100867|KIPP Los Angeles College Preparatory|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
36103633630761|Excelsior Charter|3|Excelsior Charter Schools (ECS) administers an internally developed school survey annually to parents/guardians in order to seek input regarding the schools decision making processes and parent engagement. The survey was developed with the input of all stakeholders and is modified as necessary to meet the needs of the school community. The survey results are shared with the public and the ECS Governing Board annually. Results are also utilized to inform the school's annual LCAP update. Survey questions on the selected measure aligns with the school's current LCAP: Goal 2 Student Safety, Goal 3 College and Career Readiness, Goal 4 Academic Skills, and Goal 5 Stakeholder Involvement. 372 parents/guardians responded to the survey. Key findings from the survey are as follows: 97% of parents indicated that ECS is a safe environment. (Goal 2 Students Safety) 100% of parents indicated that the Governing Board is open to hearing from parents (Goal 5 Stakeholder Involvement) 98% of parents indicated that ECS provides a high-quality academic program (Goal 4 Academic Skills) 97% of parents indicated that ECS is preparing their student(s) to be a successful adults (Goal 3 College and Career Readiness) 97% of parents indicated that ECS policies, practices, and behaviors reflect high expectations for all students (Goal 3 Academic Skills, Goal 4 College and Career Readiness).  83% of parents indicated that ECS provided opportunities for parents to be a part of the decision making process.  91% of parents indicated that ECS promotes multiple opportunities for parent engagement.||Met||2018
37684520124917|Guajome Learning Center|3|We offered the California Healthy Kids Survey to our families in November of 2017, and will be continuing to offer every other year. Our most recent climate survey was given this year as part of our WASC mid-year process. From that survey, we aimed to collect feedback in themes of: Safety, Academic Rigor, School Involvement/Engagement, and College Readiness.  We noticed specific trends in the parent responses.  Some trends are consistent with the results of the 2015-16 survey as well, in which families identified the individual focus on student needs, student parent teacher relationships, and being a small school as the most important attributes of GLC. This year, parents also identified rigorous academic focus and safe environment at the top of the list of the most important attributes.  85% of parents agreed that administration responded promptly to their concerns, and nearly 70% of respondents are aware of the courses required for graduation from GLC.  At the same time, 54% of parents agree that their students are being prepared for college   An area that stood out in this survey is the dissonance in parents knowing about opportunities to participate and be a voice within the school, and actually participating. 76.9% of families agree/strongly agree that the school provides opportunities for families to be involved in decision making, but almost none of those parents participate in those opportunities A little more than half of parents were aware of the parent foundation, and only 38% of parents accessed the school website for information.  That said, the main conduit for information about events was teachers.  In addition we annually ask feedback from our families as part of our LCAP process. The GLC solicits feedback and suggestions from parents and community stakeholders in a number of ways throughout the LCAP formation process.  Through use of informational booths at community events, online survey, and a parent information meeting, we have actively sought the input of our parents and community members.||Met||2018
07617966118368|Manzanita Middle|3|Manzanita is a parent/teacher cooperative charter school that has excellent participation.  The school has quarterly meetings in addition to open houses and back to school nights.  Parents are welcome to be at school and in the classes as additional support for the students and teachers.  The school board members are parents of attending students.||Met||2018
39754990102384|Primary Charter|3||This last year the school instituted a new parent group that works with parents to understand their concerns or wishes.  In addition, the school has an active ELAC committee that is supporting a class in English for Spanish Speaking parents.  Parent conferences are held twice a year to confer with parents regarding student progress.  Several activities are planned during the school year to include parents in the school curriculum and projects.|Met||2018
36678760136952|Entrepreneur High|3|To assess the level of parent engagement, Entrepreneur High School administers an annual parent survey, and also tracks parent participation at school events and parent/community meetings. The parent survey is offered in both paper and online formats, and is administered in English and Spanish. In 2018, the survey asked parents for input on student engagement and school climate, as well as what types of additional academic support they would like to see for the students and how to promote student safety and connectedness at school. Key findings related to seeking input from parents/guardians in school decision making were that 69.56% of parents agreed or strongly agreed that the school encourages parental involvement and participation and that 82.61% agreed or strongly agreed that the school provides numerous avenues of effective home to school communication. Key findings from the survey related to promoting parental participation in programs were that 72.73% of parents stated that it is important for the school to offer parent meetings in both mornings and evenings. Additionally, 68.18% of parents would like to receive more communication through newsletters, emails, text messages, or phone calls. Finally, 50% of parents would like to see more general outreach events such as coffee with the principal. Entrepreneur High School chose to administer our parent survey with specific questions about student engagement, academic support, and school climate because parent input is very important to the development of our Local Control and Accountability Plan (LCAP). From our survey, we learned that parents prioritized receiving detailed information about their children’s academic level, school-home communication, and tutoring as additional academic supports they would like to see the school incorporate over the course of the year. Additionally, parents indicated that they would like to see more extracurricular activities for students, positive behavior intervention and support, and an increased focus on social and emotional learning. Entrepreneur High School will revise its LCAP goals, actions and services for the upcoming year to incorporate those priorities. The current LCAP already includes one goal (Goal 3) specific to enhancing parent engagement and increasing parent participation in shared decision-making. Throughout the year, parents will regularly provide their input through our annual surveys, parent advisory committees, and community forums/meetings.||Met||2018
42767860000000|Santa Barbara Unified|3|SBUnified greatly values parent engagement, which is critical to student success. We continue to implement our Framework for Family Engagement to ensure increased and improved services at our schools. We continue to refine practices that support our Framework, as well as measures to gauge our progress in engaging families. We administer WestEd’s California School Parent Survey (CSPS) annually to all parents Grades TK-12 to gather indicators of parent engagement and school climate. We use the CSPS for its validity and reliability in capturing information about parent engagement and related school climate indicators, and consistently see that the results relate to patterns in school climate.  Parent perceptions of schools allowing input and welcoming contributions remain high and steady at 87%, whereas perceptions of actively seeking their input in decision making dipped to 66% in SY 2017-18; even so, a high percentage of parents continue to participate in various school programs, including one in five parents indicating participation in a school committee. Greater gaps exist across demographic groups’ perceptions of decision making compared to all other areas. This suggests that we may be more effective in getting parents of all backgrounds to participate in programs, compared to communicating opportunities to provide input in decision making and providing satisfactory rationale to various parent audiences when possible.  The key findings suggest that a high percentage of parents participate in school programs and governance as a result of increased and improved efforts to engage parents, but that efforts to communicate to parents that the schools and district seek their input in decision making need to be revisited. In addition, SBUnified continues to be a leader across the state in promoting parental participation amongst parents of English learners (ELs) through the ongoing development of translation and interpretation services to provide language access for monolingual Spanish-speaking families. Furthermore, the ongoing improvement of programs for ELs is supported through a recursive communicative system between the DELAC and the SBUnified Board of Education. Parent engagement efforts are reflected in SBUnified’s LCAP Goal 2 “Engage students in families to promote student success” and in the state priorities around increasing equity across student groups in educational outcomes.  Additional information can be viewed at the November 13, 2018 board meeting at http://www.sbunified.org/board/board-meetings/||Met|The survey is typically administered in November and December, but was extended into January 2018 to allow families more time to respond due to school closures in December 2018 related to the Thomas Fire, and was still open at the time of the debris flow and immediate aftermath, but closed prior to a series of school threats of violence in secondary. Despite the natural disasters, the target response rate of 30% was met as in previous years; however, it is necessary to consider that perceptions from 2017-18 were captured during the time period the local community was experiencing compounded trauma in relation to the natural disasters.|2018
15636510000000|McKittrick Elementary|3||The district has not provided any translation services as reported by 100% of the teachers on their fall survey.  No translations services were requested by parents or guardians because the district has no ELL students.   On the fall 2018 parent’s survey, 29% of the parents that completed the survey reported that they meet with their students' teacher at least weekly, and 26 % reported that they meet with their students' teacher at least monthly.   100% of the students had at least one parent attend parent-teacher conferences held 9/17/2018- 9/21/2018.  Due to the district’s small size, the relationship between the parents and the Superintendent is very open.  The majority of parents come to the Superintendent directly to give their suggestions.  Parents also give input to the Superintendent during parent/community advisory meetings that are held monthly.  81% of parents who completed the survey reported that their students felt a tremendous amount of belonging at McKittrick Elementary School.  The question, “How much does the school not making parents feel welcome prevent you from becoming involved at McKittrick Elementary School,” 90% of the parent’s said. “Not at all”.   The district has not offered any professional development on “effective parent/guardian engagement” in the last two years because it has not been identified as a need by any of the stakeholder groups.  The district has not offered any trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth. The district will poll the parent’s to see if this is an area of need.|Met||2018
19647336117667|Camino Nuevo Charter Academy|3|Camino Nuevo Charter Academy partners with Panorama Education to administer an annual parent survey. The survey is a research-backed instrument designed and tested to gather feedback from parents. The survey is nationally benchmarked, so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. The themes included are:  College Readiness measures the perceptions of families’ on how well they are prepared to get their child ready for college. Key findings included: *Eighty-two percent of families believe they have the skills, tools and support needed to get their child ready for college. *Sixty-four percent of families feel the school is preparing their child for college.  Family Engagement measures the degree to which families become involved with and interact with their child’s school. Key findings included: *Eighty-four percent of families feel welcome at their child’s school. *Sixty-nine percent of families believe that parent workshops allowed them to gain important information about their child and the school.  Family Support measures families’ perceptions of the amount of academic and social support that they provide their child with outside of school. Key findings included: *Seventy-five percent of families have frequent conversations with their child about what his/her class is learning at school. *Sixty-nine percent of families often have conversations with their child about college.  Learning Behaviors measures families’ perceptions of their child’s learning-related behaviors. Key findings included: *Forty-six percent of families reported that frequently their child reads for fun. *Sixty-eight percent of families reported their child work independently extremely and quite well on learning activities at home.   School Climate measures perceptions of the overall social and learning climate of the school. Key findings included: *Seventy-two percent of families reported that their child’s school is extremely and quite responsive to their needs. *Sixty-six percent of families reported that school administrators create extremely and quite well a school environment that helps children learn.  School Fit measures families’ perceptions of how well a school matches their child’s developmental needs. Key findings included: *Seventy-six percent of families reported their child enjoys going to school quite a bit. *Sixty-five percent of families reported the overall approach to discipline works extremely and quite well for your child.   Technology/communications measures preferred methods of receiving information and if families’ are satisfied with school communication. Key findings included: *Seventy-nine percent of families are extremely and quite satisfied with the communication they get from the school. *Twenty-seven percent of families prefer robo-calls and phone calls.|The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.        Some schools have created informal surveys to gather feedback and input from families during mid-year. By doing this, some schools provide extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.       Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Met||2018
36678760120006|New Vision Middle|3|To assess the level of parent engagement, New Vision Middle School administers an annual parent survey in the winter (February or early March), and also tracks parent participation at school events and parent/community meetings. The parent survey is offered in both paper and online formats, and is administered in English and Spanish. In 2018, the survey asked parents for input on student engagement and school climate, as well as what types of additional academic support they would like to see for the students and how to promote student safety and connectedness at school. Key findings related to seeking input from parents/guardians in school decision making were that 90.38% of parents agreed or strongly agreed that the school encourages parental involvement and participation and that 90.19% agreed or strongly agreed that the school provides numerous avenues of effective home to school communication. Key findings from the survey related to promoting parental participation in programs were that 59.18% of parents stated that it is important for the school to offer parent meetings in both mornings and evenings. Additionally, 63.27% of parents would like to receive more communication through newsletters, emails, text messages, or phone calls. Finally, 24.49% of parents would like to continue to see more general outreach events such as coffee with the principal. New Vision Middle School chose to administer our parent survey with specific questions about student engagement, academic support, and school climate because parent input is very important to the development of our Local Control and Accountability Plan (LCAP). From our survey, we learned that parents prioritized more detailed information about their children’s academic level, tutoring, and summer school as additional academic supports they would like to see the school incorporate over the next few years. Additionally, parents indicated that they would like to see more positive behavior intervention and support, more extracurricular activities for students, and an increased focus on social and emotional learning. New Vision Middle revised actions and services under Goals 2 and 3 of our LCAP to incorporate those priorities. Goal 3 also includes one action specific to enhancing parent engagement and increasing parent participation in shared decision-making. Throughout the year, parents regularly provide their input through our annual surveys, parent advisory committees, and community forums/meetings.||Met||2018
16638750101717|Crossroads Charter|3|1: Crossroads had an increase in positive parent involvement during the 2017-18 school year. We had 284 responses this school year. This is an increase from 126 in 2016-17 and 108 in 2015-16. 100% of parents indicated that they felt they were able to provide input into programs per the parent survey. 98% of parents indicated that we encourage parent involvement. This is a slight increase of 1%. We also had an increased number of parents, 99%,  that responded favorably when asked if we effectively respond to and address concerns related to parent issues. This outcome was the same as the response regarding multiple communications to keep parents involved with transparent and timely information. Parents commented on the need for continuing communication regarding student progress through weekly meetings, phone calls, emails, written reports, resources, and parent events. We will continue to be committed to seeking parent input into school and district decision making. 2: We continue to focus on increasing parent participation. 99% of parents surveyed felt that our campus is a positive learning environment and develops students that are college and career ready. Several parents commented that the independent format of our school is aligned to college expectations. There were several requests for additional tutoring, broadened course offerings, and guest speakers.  100% of parents felt that student achievement is evidenced by good grades, test scores, and life skills. Several parents commented that their child has shown progress since being enrolled in our program. 96% of parents felt that students are engaged in school. There were a couple of  suggestions regarding the need to create a more interactive intervention or offering lunch to encourage more students to attend classes at school. 99.6% of parents indicated that students receive appropriate interventions and/or enrichment to support their learning. There were items mentioned, such as: on site classes, on site lab, and teacher access. There were suggestions for including a reading club. There was also an overwhelming number of parents, 99%, that responded favorably when asked if we effectively meet the needs of English Learners, Low Income students, and students with exceptional needs. There were a few suggestions that included adding additional bilingual staff. Based on this input, we have added a bilingual parent and student liaison for the 2018-19 school year. We will continue to promote parental participation in our educational programs. 3: Crossroads chose to use a locally created survey that has been updated each year in order to gather parent input. We include questions that related to our LCAP goals, actions and services. Parent responses each year have provided positive feedback, which has impacted the improved services for our services for our students. Our specific parent goal is: Crossroads Charter Academy will provide support to parents and improve student performance.||Met||2018
12626790109975|Fuente Nueva Charter|3||LEA’s progress related to seeking input from parents/guardians in school and district decision making: Fuente Nueva Charter School seeks input from parents/guardians in a number of ways.  As a charter school our parents serve on our Board of Directors which serves as our School Board. In addition, parents are invited to participate in the LCAP Leadership Team and other sub committees of the board.  We provide additional opportunities for input during informal stakeholder meetings and family events.  Additional formal input meetings, including LCAP advisory meetings, and parent surveys are scheduled during the spring of every school year. Stakeholders are also welcome to meet with the administration either by “drop-in” or formal appointments. In addition, each trimester, there is a coffee with the administrator. In the 17-18 FNCS Parent Survey, 94% of respondents indicated that there are adequate ways to engage as a parent at the school. On the same survey, 95% of respondents reported that they are given adequate opportunities to participate in the decision making process.   LEA’s progress related to promoting parental participation in programs: Fuente Nueva Charter School promotes parental participation in a variety of ways.  We encourage parent classroom volunteers, participation at school events, 100% attendance at parent teacher conferences, to name a few.  During these experiences parents and educators develop positive relationships that lead to greater parent engagement.     Though the charter school has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. As a Spanish immersion school, translation services for our Spanish speaking families is seamless.   Why the LEA chose the selected measures: Fuente Nueva Charter School LCAP includes the following goal: “The Fuente Nueva School campus reflects our school culture, enables us to provide desired services while also providing a safe and engaging environment that promotes student and parent engagement.”.  As a well-established charter school, we are founded on the principals of parent engagement on leadership teams. To accomplish this goal today, we have several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  We will continue to measure our success through annual parent surveys and increasing parent engagement through activities such as Parent University.  By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.|Met||2018
07616486115703|Antioch Charter Academy|3||"1. Our governing board, the Charter Council, is composed of parents from both our site and our sister site, Antioch Charter Academy II, as well as local community members.    We annually all survey families to gather information about their opinions about what is working well and what needs to improve in our program .  The results of the survey help guide or conversation for making adjustments to our program. 2. At our school when parents volunteer, the parents fill out a volunteer log tracking their hours. Every other month, there is a meeting, ""2nd Cup of Coffee"", that is used as an opportunity for parents to: learn about upcoming events, have training/education in school philosophies, get updates from classroom teachers, and socialize with other families. 3. We chose to survey families as one way to gather input as part of our ongoing WASC self improvement process.  We chose to include family members on our governing board as a way to encourage stakeholder participation in our program.  We chose to offer bi-monthly meetings, ""2nd Cup of Coffee"", for families as a way to build connections between families and staff."|Met||2018
40688250125807|Almond Acres Charter Academy|3|Organizational health surveys are administered to all families at least two times per year. Participation rates are between fifty and seventy-five percent. A site-secure parent portal is also available to all families to virtual dialogue about school philosophy, programs, and general meetings. Findings from these surveys express the following: - Overall satisfaction with their child's school experience - 82% satisfied to very satisfied, 10% dissatisfied, and 8% dna - Parental participation in school decisions and dialogue - 85% satisfied to very satisfied, 10% dissatisfied, and 5% dna - School's effort to promote and provide parent involvement - 97& satisfied to very satisfied, 3% dissatisfied. Surveys provide frequent monitoring of the school's key performance indicators and have a higher participation rate than other local measures.||Met||2018
36678760121343|Excel Prep Charter|3|To assess the level of parent engagement, Excel Prep Charter administers an annual parent survey in the winter (February or early March), and also tracks parent participation at school events and parent/community meetings. The parent survey is offered in both paper and online formats, and is administered in English and Spanish. In 2018, the survey asked parents for input on student engagement and school climate, as well as what types of additional academic support they would like to see for the students and how to promote student safety and connectedness at school. Key findings related to seeking input from parents/guardians in school decision making were that 100% of parents agreed or strongly agreed that the school encourages parental involvement and participation and that 86.96% agreed or strongly agreed that the school provides numerous avenues of effective home to school communication. Key findings from the survey related to promoting parental participation in programs were that 45.45% of parents stated that it is important for the school to offer parent meetings in both mornings and evenings. Additionally, 40.91% of parents would like to receive more communication through newsletters, emails, text messages, or phone calls. Finally, 36.36% of parents would like to continue to see more general outreach events such as coffee with the principal. Excel Prep Charter chose to administer our parent survey with specific questions about student engagement, academic support, and school climate because parent input is very important to the development of our Local Control and Accountability Plan (LCAP). From our survey, we learned that parents prioritized summer school, tutoring, and parent workshops as additional academic supports they would like to see the school incorporate over the next few years. Additionally, parents indicated that they would like to see more positive behavior intervention and support, more extracurricular activities for students, and an increased focus on social and emotional learning. Excel Prep Charter revised actions and services under Goals 2 and 3 of our LCAP to incorporate those priorities. Goal 3 also includes one action specific to enhancing parent engagement and increasing parent participation in shared decision-making. Throughout the year, parents regularly provide their input through our annual surveys, parent advisory committees, and community forums/meetings.||Met||2018
37103710137695|Community Montessori|3|Community Montessori annually measures its progress in seeking input from parents in decision-making and promoting parental participation in programs, and reports the results to its community and local governing board at a regularly scheduled meeting. Community Montessori turn measures its progress using the parent feedback to make sure that parents are included in decision making and program improvements.||Met||2018
52715710000000|Los Molinos Unified|3|LMUSD conducted a Google survey with parents. The survey was open to all grade level parents. Key findings from the survey are: 1. 75% of parents that responded felt teachers and staff treat students with respect. 2. 85% of parents that responded felt the school keeps them informed about school activities. 3. 67.7% of parents that responded feel the schools enforce rules equally for all students. 4. 78.6% of parents that responded feel the schools promptly respond to phone calls, emails, and messages. 5. 78.6% of parents that responded feel the schools provide quality activities for their children.|LMUSD increase parent participation by restructuring the LCAP input process by creating LCAP Committee Forums. This process proved to be successful as we had parents represented for each school. Parents actively participating in attending Board Meetings. In addition, parents venues are in place at each school to increase participation. For example, the following events are held yearly; Halloween Carnival, Breakfast with Santa, and Dinner with Grandparents. Parent Participation is part of the new Board Goals, SPSA Goals, and LCAP Goals. Measures such as reviewing sign-in sheets, and Google form responses are used to evaluate participation.|Met||2018
39754996118665|Discovery Charter|3|A phone bank was conducted to inquire as to parent satisfaction with the school's academic, emotional and social program. Parents were by and large satisfied.  They worried about the inconvenience of the parking with the construction going on at our site.  This will soon be over.  They also inquired about our inclusion of Pentathlon curriculum in our courses.|Phone banks are implemented to ask parent satisfaction with the middle school program allowing us to identify needs and wishes parents may have.  Parent conferences are held at the end of the first trimester to review student progress and needs.  Grades are available daily on Aeries which parents access frequently.  A newly formed parent club invites parents for regular monthly meetings|Met||2018
10622406006712|Roosevelt Elementary|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
43104390113431|University Preparatory Academy Charter|3|Annually, UPA issues a survey developed by the New Teacher Center to parents and guardians of students at all grade levels. The New Teacher Center is a national non-profit seeking to improve public education in the United States, and UPA has utilized New Teacher Center materials for several processes on campus. The survey has been edited for local context, and includes LCAP priority items in order to gather parent input. This, along with public study sessions, guides UPA in the setting of LCAP priorities with community input, and especially parent input. UPA has valued parent input and engagement for years, having established a school site council composed of parent, student, teacher, and administrative representatives five years ago.  Parents attend meetings wherein they may give input into school policies, voice concerns, and propose initiatives. The most recent survey for 17-18 illustrated that the parent community continues to be satisfied with the rigor and mission of the school, and feel that their children are safe on campus, taught by effective, qualified teachers. In response to the questions “I feel welcome at UPA” 35.78% of parents responded “strongly agree,” and 48.62% responded “agree.” In contrast, 0% of parents who responded gave a rating in the “disagree” range.   An area of growth the survey indicated continues to be in the area of home-to-school communications, specifically around timely contact when students are struggling academically. UPA has responded in LCAP by organizing a Norms Committee to establish proper procedures for teachers in regards to turnaround time and contact for parents. Other LCAP actions include the redevelopment of the school’s website, and the expanded publication of a weekly newsletter.   Outside of LCAP, UPA has begun participating in an Multitiered Systems of Support (MTSS) professional learning group in order to build capacity for assisting all students on campus in being successful. Additionally, UPA now engages in targeted outreach through its Students of Promise and Parent University programs to reach the parents of the students most academically at risk. Significant portions of this training include training parents on the various software packages UPA uses to communicate, such as the website and the LMS.||Met||2018
43696090000000|Mountain View-Los Altos Union High|3||There are clear opportunities for parent and community input at MVLA. The school sites and the district office seek input from various parent groups and includes families in decision making. One measure of parent input involves the work with the English Language Learner Advisory (ELAC) groups at the sites and the District English Language Learner Advisory (DELAC). Both sites have active ELAC groups and hold quarterly meetings with families. Meetings are held in English with translation in Spanish and Mandarin. The ELAC groups have elected officers that participate in School Site Council, DELAC and other parent forums. At the start of the year, each site conducted a needs assessment to seek input from new and returning EL families. The data was summarized and shared with site administration, staff and district office. The input gathered from the needs assessment help inform the future ELAC/DELAC topics and identify how to best communicate school resources to families. Building parent leadership skills was one topic that was identified as a need, especially since many parents would be invited to provide input for the WASC self-study process. Leadership training for parents have been an ongoing topic at DELAC meetings.  Parent participation is promoted in a variety of ways at MVLA. One example includes the Parent Ed Workshop Series sponsored by the MVLA Parent Foundation that brings a variety of special topics to parents. Workshops range from social-emotional supports for students to college preparedness. Translation services are available for families. Another significant effort to promote parent participation is working with the Parent Institute for Quality Education (PIQE) and providing parent education training for Spanish-speaking families. Families are recruited to participate in a 9-week program that provides vital information about the high school and college systems in the US. This program is designed to empower first-generation families with the goal of promoting higher education. In the last two years, over 200 families have participated in this program district-wide and we continue working with PIQE to reach more families.  Both measures demonstrate the effort behind improving the academic performance of all students, particularly Latino students, English Learners and students who are socio-economically disadvantaged. These measures are aligned to LCAP Goals 2 and 3.|Met||2018
56725380000000|Oxnard|3||The Oxnard School District has made good progress in the engagement of parents.  Priorities were established in the LCAP in these two areas based on parent surveys.  The two areas of focus were: to increase communication through websites and social media so parents and community are informed about district and school instructional programs and activities, to facilitate parent involvement in the educational and social-emotional well-being of their children.  In the area of increasing communication through websites and social media, we have used our Public Information Officer to keep our websites and social media up to date. We are constantly monitoring how many hits our website and social media pages are receiving.  This allows us to receive feedback from the community and engage in two-way dialogue. The district and the school sites utilize our phone system frequently.  This allows the district to ensure that parents and families stay well informed of events and activities at schools.  In the area of facilitating parent involvement in the educational and social-emotional well-being of their children, we used the measure of providing trainings and workshops that are linked to student learning and/or social-emotional development.  With the support of Parent Support Liaison and our collaboration with CABE’s Project 2INSPIRE, we made strong progress in this area.  As noted in the LCAP, each school site conducted parent trainings, workshops, and family events.  Examples of these activities include Project 2INSPIRE Level 1 classes, Latino Literacy Project, Family Literacy Nights, Family Math Nights, Health and Wellness activities as well as district wide activities such as EL Parent Conference and Strengthening Families.  We had strong attendance at our Back To School Nights and Parent Conferences.  In addition we have an active Superintendent’s Parent Advisory Committee and DELAC at the district level.  All school sites have regularly scheduled ELAC and School Site Council meetings.|Met||2018
04614990000000|Manzanita Elementary|3||MESD believes that our educational program is a student-centered partnership with family, community and a passionate extraordinary staff. All stakeholders have multiple opportunities to provide input and work collaboratively with regards to all district decision making and encouraged to participate in all governing board meetings and advisory committee meetings. Agendas for monthly board meetings are clearly posted according to requirements of the Brown Act and an average of 25 parents attend as verified by attendance sign in sheets which is an increase of of an average of seven parents . We also have at least ten parents in attendance at all Booster Club meetings monthly with an additional average of 20 participates via the live Facebook feed. We also have another five parents who participate in our SSC and an average of 7 parents who attend our ELAC meetings. 80% of our parents attended Back to School Night which is an increase of 10% over the previous year and 82% attended our Open House. The community is very supportive and we served over 1,000 people at our Fall Fest in September. MESD provides translation services for all events, activities including parent conferences, IEPS and meetings with teachers or administration upon request 100% of the time. MESD used the above measures as an accurate reflection of parental engagement. We have implemented for this academic year to increase the frequency of the LCAP advisory Committee meetings to allow ample time to review data throughout the year.|Met|MESD will continue to track parental and family involvement utilizing attendance records of all governing board meetings, advisory committee meetings, parent education night, and all parent conferences, IEPS, and SSTs. MESD will continue to facilitate a student-centered partnership with families, community, and our passionate, extraordinary staff.|2018
39754990102392|Millennium Charter|3||Parents have translation available for all parent meetings. Parents have access to grade continually through the use of Aeries for grades.  Parents freely e-mail teachers with concerns and questions.  Teachers are engaged in professional development to support their outreach to parents.  Parent meetings are conducted to support acquainting the parents to the school programs and offerings.  A yearly checklist towards graduation is available to parents each year the student is in the high school.|Met||2018
41688580000000|Bayshore Elementary|3||The Bayshore Elementary School District utilized the National Standards for Family-School Partnerships Assessment to rate its progress on promoting parental participation in programs and school and district decision making. Analysis: Standard 1-Welcoming All Families into the School Community: Progressing; Standard 2-Communicating Effectively: Progressing; Standard 3-Supporting Student Success: Emerging; Standard 4-Speaking Up for Every Child: Not Here Yet; Standard 5-Sharing Power: Not Here Yet; Standard 6-Collaborating with Community: Emerging.|Met|The Bayshore Elementary School District recognizes the importance of parental involvement. We have incorporated parental involvement in our LCAP goal related to School Connectedness. The Assessment allowed the district to evaluate specific areas of improvement and develop next steps for improvement while working collaboratively with our PTO.|2018
19647330127886|City Language Immersion Charter|3|All parents were surveyed in Spring 2018, in grades K-5. With a response rate of 307 out of 480 (64%), parents gave the following ratings: Knowledge and fairness of discipline, rules, and norms: 94% favorable Sense of belonging: 97% favorable Climate of support for academic learning: 96% favorable Safety: 96% favorable  Specifically: 96% agreed that the school staff welcomes their suggestions,  95% agreed that they feel welcome to participate at the school  We use the Panorama Education SEL survey, and add questions that pertain to our school model specifically. The Panorama questions are field-tested and validated, and we have 4 years of data on the question set we are using. Because social-emotional learning and parent engagement are at the core of our program, we use the data from these surveys annually to examine and refine our practices. We also administer the survey before conducting parent focus groups on the LCAP so that we can ask them probing questions related to any survey findings and incorporate those in the LCAP.||Met||2018
19643370000000|Burbank Unified|3|1. According to the climate survey, 49% of parents feel that the District office incorporated input from a wide range of school stakeholders including, teachers, students, and parents; 60% of parents engaged in school-related conversations with teachers more than once a month. Although only 19% of parents are aware of the LCAP; 49% indicated that the Burbank Unified School District had actively sought parent involvement in the LCAP process and 51% replied that they were informed about the LCAP goals. 27% of parents were familiar with Bond Measure S. The District is looking at ways to increase both communication and increase participation and has added a new LCAP goal: Develop new communication and collaborative strategies with parents, students, employees, and the community. The committee has been meeting regularly and has a target completion date of January 2019. 2. According to the climate survey the key findings from the survey related to promoting parental participation in programs at the schools were the following: 77% of parents believe that principals communicate regularly with parents; 65% felt that the principals incorporated input from a wide range of school stakeholders, including teachers, students and parents. 75% of parents indicate that the school principals made parents feel welcome, wanted and encouraged a culture of respect. 76% also believe that the principals responded professionally and proactively to parents' questions and concerns. 3. Burbank Unified School District chose Hanover Research as the provider of the survey for the following reasons: they had significant experience in developing school climate surveys; they did not push an off the shelf survey, but rather listened to the needs of the community. They also assisted the District in the creation of the survey items; and, Hanover was able to turn the data around quickly, so that the District had the results for the LCAP writing process. In addition, they are available and maintain regular communication with the District as we go through the yearly cycle of administration of the climate survey. It was also important to the District to protect the anonymity of the responses by having the data analyzed by a third party. There was some concern among stakeholders that critical remarks would be tracked back to the respondent. In order to gather accurate data, it is important for the respondents to feel safe. This was especially important in the comment sections. Hanover agree to scrub out any identifying information from the comment section to preserve the integrity of the responses.||Met||2018
43693930137273|Campbell School of Innovation|3|Campbell Union School District surveys all parents annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements.  Prior to the 2017-2018 school year, the district used a 5 point Likert scale paper survey. Based on the findings and lack of diverse participation, the district leadership researched alternative options to increase parent input and participation via virtual (using Thought Exchange) and in-person LCAP listening sessions, as well as through increased teacher use of SeeSaw (online portfolio) to engage parents with daily classroom activities.  With the use of other local partnerships (i.e. Uplift Counseling Services), Campbell continues to respond to the needs of the community by integrating academic knowledge, health and wellness, and social child-parent bonding activities to promote a positive home to school connection. We limit barriers to parent participation by ensuring that all activities have interpretation and translation services, include an element of student learning and social emotional development/growth training, and include an element of empowerment, creating parent leaders.  The district leadership is developing parent engagement training for school and district staff.       During the 2017-2018 school year, all stakeholders: parents, community members, and staff engaged in a virtual ThoughtExchange experience by addressing two key questions, reviewing peers’ thoughts, and rating responses to the following questions:  Question 1: What are some important things that we could improve at our school and/or district? Question 2: What are some important things that you appreciate about our school or district.||Met||2018
27660270000000|Graves Elementary|3|"GESD is committed to engaginp parents, students and other stakeholders incorporating their feedback in the decision-making process.  Various programs and events have been established to involve parents including Parent-Teacher Organization (PTO), Back to School Nightss, and Community Clean Up.  Involvement in this events have fostered a greater sense of connectiveness and involvement leading to a greater sense of community.  GESD 2017-2018 Parent Survey revealed that 84% of parents agree or strangly agress the ""school encourages me to participate in organized events."" Of the parents completing the survey, 76% agree or strongly agree that they "" believe that my input on this survey will make a difference.""  The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement.  This locally- authored survey was chosen because it gathers information directly from parents and creates opportunities to measure parent perception in addition to quantifiable measures.  The survey will be updated for the 2018-2019 academic year to align more closely with our LCAP priorities. This level of parent communication, participation, and representation assures that all parents' voices have the opportunity to be heard in identifying goals, actions, and services to bring about continuous school improvement and increased student achievement.  The communication and relationship between GESD and its famiies have greatly benefited students over the years."||Met||2018
36750770000000|Apple Valley Unified|3|Apple Valley Unified School District has used a local survey for parents as a part of the LCAP development process for the past four years. The questions were crafted with input from the first District Advisory Committee and District English Learners Advisory Committee. Key findings in the most recent survey in Spring of 2018 indicate a desire for increased counselling support and supervision staff.  Parents indicate that they feel welcome at school; however, there is still a need for increased input in school decision.  Data for this indicator was reported to the Apple Valley Unified School District Board of Trustees on November 1, 2018||Met||2018
20652430100016|Sherman Thomas Charter|3|Surveys were administered to parents and guardians during the 2017-18 school year, for the purpose of being inclusive of stakeholder voices in decision making for our schools. In the surveys, we asked parents a variety of questions related to decision making at the school. For example, the survey in fall of 2017 asked parents if they would prefer shorter breaks over summer to reduce student learning loss, with a 74% positive response. A key finding was that a majority of parents and guardians wanted the school to make changes to the calendar to offer a shorter summer break. 2. Additionally, parents were asked about engagement in future events, including taking part in Family Lighthouse Team meetings. 40% stated that they would be willing to serve on the team and 60% said they would consider participation. The survey asked for suggestions for future events and family engagement, including best times and places for events. Parents indicated their interest areas in partnering with the school. As evidence on parent sign-in sheets, approximately 90% attend Parent/Student Conferences. 3. These surveys were developed and chosen, due to questions from various key areas within our organization and were connected to overall student success. The key findings exceeded the LCAP Goal stating that more than 70% of parents will attend at least one school event (evidenced by sign-in sheets at parent conferences). Further, more than 79% of parents (Survey) indicated satisfaction with the school’s program that encourages student led achievement. Next steps toward improvements for the LEA (as guided by parent responses on survey) include: Conflict Resolution training, sports, and home-school communication.||Met||2018
19647330102541|New Designs Charter|3||At New Designs University Park (NDUP), we connect with our parents by building a positive relationship and communicating the school’s vision, so we can collaborate to guide children’s health and learning. NDUP uses various measures to seek input from the parents/guardians in our school’s decision-making, which includes soliciting input through parent meetings such as ELAC, School-Site Council, and monthly Coffee with the Principal.   Stakeholder input meetings afford parents the opportunity to express concerns they may have to the principal, and the opportunity to inform the parents about school programs. It also gives the principal the opportunity to clarify misunderstanding and misinformation. During these meetings, Parents and the Principal share ideas that promote students’ well-being and learning, such as Sports, Curriculum, instruction, and Student Safety. The ELAC meeting has also been a source of vital information for our Bilingual program.  Parent attendance is monitored closely in school functions parent meetings that include:.: Parent/Student Orientation; Back to School Night; Honor Roll Induction Ceremony; End of Year Celebration, 8th Grade Culmination, High School Graduation, and Project Presentation Night. Recognition awards are presented to parents in the form of school mugs, bumper stickers, certificate of recognition, and raffles to encourage parent participation in our programs. Communication takes place through weekly parent bulletins, TeleParent or Blackboard. TeleParent is an automated phone system that is set to disseminate information regarding upcoming school programs.  Opportunities are also provided to parents to have the option to select their preferred time in participating parent orientation sessions that is scheduled throughout the year.  Parent participation rate and the magnitude of program implemented are measures ND-UP selected because they are leading indicators that allow the school to assess ongoing level of parent participation in our school programs. This propels school leaders to be resourceful and proactive in meeting the established goals set for the school’s LCAP.   ND-UP believes that parents are the school’s partner in ensuring student academic success. Efforts to engage parents in meetings are critical and as a result the school have involved parents in a variety of activities. The school involve parents by providing: parenting support, increasing communication with parents, creating volunteer opportunities, supporting learning at home, encouraging parents to be part of decision making in the schools and collaborating with the community. Our Honor Roll Celebrations, back to school, and parent conference nights are all aimed at improving parent participation. We also, sustain parent engagement by addressing the common challenges to getting and keeping parents engaged such as scheduling conflicts, making parents feel welcome in the school and supporting teachers in building relationships with families.|Met||2018
10622400114587|Island Community Day|3|The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. Annual results will be used to revise LCAP goals and actions for each year. According to the district’s Annual Parent Survey, 80.9% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 15.5% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 77% had a response of Excellent or Above Average and 20.9% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses and make changes for improvement, as needed.||Met||2018
47702010000000|Butteville Union Elementary|3|50% of parents/guardians stated that Butteville Elementary does very well or extremely well at including their views in decision-making. 75% of parents/guardians stated that Butteville Elementary does very well or extremely well at promoting parent participation. The annual survey was chosen to provide consistent input over time to measure gains or losses in this area.||Met||2018
36676780137547|Allegiance STEAM Academy - Thrive|3|1. Survey results indicate that STEAM-focused education is the primary reason for parents/guardians enrolling their children in ASA Thrive. 2. Survey results indicate the at parental participation in programs is a priority amongst our stakeholder community.  3. ASA chose to develop a customized survey developed around our charter petition.|A. Seeking Input in School/District Decision Making 1. Admin belongs to professional associations providing professional development opportunities related to engaging parents/guardians (CCSA, CSDC).  2. Parents participate on committees including LCAP, SELPA, and PACK.   B. Promoting Participation in Programs  1. ASA has an independent contractor agreement with an interpreter for English/Spanish translation. Required notices and documents are available in Spanish. 10% of ASA staff are bilingual in languages including Mandarin and Spanish. 2. Admin and staff will attend workshops focused on community engagement.|Met||2018
19647330120071|New Designs Charter School-Watts|3||At New Designs Charter School-Watts (ND-Watts), we connect with our parents by building a positive relationship and communicating the school’s vision, so we can collaborate to guide children’s health and learning. ND - Watts uses various measures to seek input from the parents/guardians in our school’s decision-making, which includes soliciting input through parent meetings such as ELAC, School-Site Council, and monthly Coffee with the Principal.  Stakeholder input meetings afford parents the opportunity to express concerns they may have to the principal, and the opportunity to inform the parents about school programs. It also gives the principal the opportunity to clarify misunderstanding and misinformation. During these meetings, Parents and the Principal share ideas that promote students’ well-being and learning, such as Sports, Curriculum, instruction, and Student Safety. The ELAC meeting has also been a source of vital information for our Bilingual program.    One of the measures in parent participation in school programs is measured by the magnitude of parent participation in school programs through total parent attendance.  Parent attendance is monitored closely in school functions parent meetings that include:.: Parent/Student Orientation; Back to School Night; Honor Roll Induction Ceremony; End of Year Celebration, 8th Grade Culmination, High School Graduation, and Project Presentation Night. Recognition awards are presented to parents in the form of school mugs, bumper stickers, certificate of recognition, and raffles to encourage parent participation in our programs. Communication takes place through weekly parent bulletins, TeleParent or Blackboard. TeleParent is an automated phone system that is set to disseminate information regarding upcoming school programs.  Opportunities are also provided to parents to have the option to select their preferred time in participating parent orientation sessions that is scheduled throughout the year.  The school also encourages an open communication policy where teachers and administrators talk to parents concerning student progress, not only when there are problems but when exemplary behaviors are exhibited by students.   The goal to strengthen the bond between home and school begins at the time of registration. That relationship is cultivated by encouraging both student and parent to be involved in school events and build a positive school culture. The school continuously promotes parental participation in schoolwide academic programs.   Parent participation rate and the magnitude of program implementation are measures ND-Watts selected because they are leading indicators to assess the ongoing level of parent engagement. This also propels the school leaders to be resourceful and proactive in meeting the established goals set in the LCAP, of increasing parental input and engagement.|Met||2018
33103300128777|Gateway College and Career Academy|3||"1. GCCA formally seeks input from all its stakeholders, including parents/guardians, through the annual ""Community Survey."" The survey is part of the school's stakeholder engagement process in developing the LCAP and seeks input on what stakeholders believe to be the school's most important functions and areas of strength and improvement. The survey has been administered the past four years. There are on-going efforts to improve the participation of parents/guardians . 2. GCCA has further promoted parental participation by launching its ""Parent Academy"" meetings during the 2017-18 year and continuing them for the current academic year. The meetings serve as a forum for sharing resources for effective parenting and support strategies as well as one to gather input from interested parents/guardians. The goal is to engage a group of 10-15 regular participants.  3. The measures selected for this indicator will give GCCA a better understanding of how effectively we are communicating with parents/guardians and address the goals developed in our LCAP (State priority #3, Goal #1, Action #15, Goal #2, Action #5)."|Met|It is important to note that parent engagement has been challenging given the characteristics of our students. A large percentage of our students are over the age of 18 and do not wish to have parental involvement in their educational choices. This limits our ability to reach out to a significant number of parents/guardians who would otherwise be willing to engage.|2018
33672150126128|REACH Leadership STEAM Academy|3|A school climate survey was released in May 2018 to get a sense of parent satisfaction with teachers, departments, curriculum, and the program overall for the 2017-18 academic school year. REACH LSA has noticed a shift in parent engagement possibly influenced by the move to our current location. In order to understand parent’s participation for future meetings, the climate survey included the following question, “I would attend parent meetings if…(Select all that apply).” Out of the 91 parents that participated in the survey, 20.88% already attend parent meetings while 32.97% would prefer hours in the evenings. Another determining factor in parent involvement is access to childcare which affects 19.78% of parents in this survey. In relation to REACH LSA’s Local Control and Accountability Plan, goal six’s purpose is to “improve student academic outcomes by increasing parent involvement.” Due to parent LCAP forum feedback and the dwindling participation, food, materials, and child care funds were allocated to support parents in this area.|A. Seeking input in School/District Decision Making: 1) Currently not satisfied. 2) Currently not satisfied. 3) Parents currently hold seats on the governing board and monthly parent meetings. B. Promoting Participation in Programs: The English Learner Parent Advisory group, LCAP forum meetings with stakeholders, and trimester Parent Meetings with the school director provide avenues for parents to take part in local decision making. Teacher Meetings include: (1) Monthly Teacher in-service meetings, (2) Ongoing professional development, (3) Team leader meetings, and (4) End of the year strategy meeting – Team Leader Retreat all provide myriad ways for teachers to participate in how the school is run.  B. Promoting Participation in Programs 1) REACH has translation service, an English Learner Advisory group that meets quarterly, an English Language Coordinator that works specifically with EL parents to ensure they are able to participate fully in the educational program. 2) The school provides several trainings and activities for parents throughout the year to ensure that parents/guardians are linked to student learning. Programs are as follows: (1) SBAC Parent Night, (2) Singapore Math Night, (3) Parenting classes, (4) STEAM Family Night, etc.|Met||2018
19734520000000|Rowland Unified|3||Our district values the input of parents in the decision-making process. During the 2017-2018 school year each site included parent representatives in their School Site Council, which oversees the school plan. In addition, each site provided parent representatives to serve on the Superintendent’s Parent Council and the District English Learners Advisory Council.  During the annual 2018-2019 LCAP revision process, the district ensured parent participation in the following ways: March, 2018: 229 parents participated in the LCAP Online Community Survey March, 2018: 24 parents participated in LCAP Community Input Meeting February and May, 2018: 18 parent representatives participated in Superintendent’s Parent Council LCAP Update Meeting February and March, 2018: 26 parent representatives participated in District English Language Learner Advisory Committee Meeting February, March, and April, 2018: 5 parent representatives served on the District LCAP Council Meetings The meetings included updates on progress implementing the current LCAP, along with structured focus groups to collect feedback from parents used to make modifications to the LCAP.   Parent feedback regarding district efforts to ensure communication and collaboration was measured on the 2018 LCAP Online Community Survey, through the question, “How useful has the communication you have received been in informing you?” Of the parents who responded to this item, 85% reported “effective communication and collaboration between and among district staff, students, parents and the community” was “useful” or “very useful.”  Our district ensures all parents have the opportunity to communicate in their primary language with school staff. Translators in Spanish, Chinese and Korean are available at Parent Advisory Meetings, Parent Conferences, Individual Learning Plan Meetings, Student Success Team meetings, and all district and school events. Parent feedback is positive about the translation services we provide. On the 2018 RUSD LCAP Online Community Survey, 79% of parent respondents reported “communicating in appropriate languages for the RUSD Community” was “useful” or “very useful.” This survey was available in the following languages for parents: Spanish, Chinese, and Korean.   The measure described above (1) reflect parent representation from across the district, and (2) can be replicated in subsequent years. We chose to measure access to translation services by the FTE translator count since it (1) reflects services available to all sites in the district and (2) can be replicated in subsequent years. The findings from this local indicator relate to RUSD LCAP Goal 3: “Communicate and Collaborate: The Rowland Unified School District is committed to a culture of collaboration and open, transparent communication to assure accurate, timely information, which will engage, inform, and educate all stakeholders,” which is aligned to LCFF Priorities 2-6.|Met||2018
19752910000000|San Gabriel Unified|3|San Gabriel Unified School District (SGUSD) is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent Teacher Association (PTA), informational meetings to provide support for our i-Ready program, CAASPP testing and our GATE program, school open house events, Parent Nights, and back-to-school nights. Establishing these connections and developing relationships leads to greater parent involvement. In addition to the parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC) and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC), Stakeholders’ Committee and Parent Advisory Committee). SGUSD’s Parent Climate survey revealed that 95% of parents agree or strongly agree that “school[s] encourage me to participate in organized events and parent groups”. The survey has been a valuable tool for seeking input from parents and promoting parent participation. SGUSD is looking to improve its data collection by gathering information on the quantity and quality of parent participation in events and programs,  as well as establish more opportunities for parents to participate in the school decision-making process. This locally-authored survey was chosen because it gathers information directly from parents and creates opportunities to measure parent perception in addition to quantifiable measures. The survey will be updated each academic year to align more closely with our LCAP priorities.||Met||2018
39103970000000|San Joaquin County Office of Education|3|Based on the survey results, SJCOE Court and Community Schools are providing multiple opportunities for parents/guardians to engage in school-related activities. Collaboration and communication between parents, teachers, and school officials are highly valued.   Eighty-five percent of parents surveyed agreed or strongly agreed their involvement in their child’s education was valued at his/her school. Eighty-two percent believe their child’s school communicates necessary information, with only 4% disagreeing or strongly disagreeing. Eighty percent of parents agreed or strongly agreed their child’s school is a safe place to learn, with only 4% disagreeing or strongly disagreeing.  Eighty-six percent of parents feel their child’s school respects all cultures and diversity, while only 2% disagreed or strongly disagreed. The vast majority of parents, 82%, have met face to face with their child’s teacher at least once this year. Parent conferences are conducted at our schools once every quarter.  Seventy-nine percent of parents report that their child’s principal provides immediate response to questions.  Lastly, 82% of parents believe their child’s teachers hold high expectations of their child.  Ongoing school improvement is taken seriously at all SJCOE operated schools and programs.  Our schools provide an invaluable service to our students, families and the greater San Joaquin County educational community. As such, we need to constantly review our supports and services to identify areas for growth. The parent/guardian surveys identified a number of areas that need attention.  Only 53% of parents agreed or strongly agreed that parent meetings and activities at the school or district always have translation services.  This will need to be improved so every parent can actively participate in school-related activities.  While 65% of respondents agreed or strongly agreed that they are given information about community services that help with their family’s needs, we still need to increase that percentage.  Our schools have a broad network of partnerships with community based organizations.  Making sure our students and families are able to access these supports is vital.  Based on stakeholder feedback, our SJCOE Court and Community Schools recently hired two Family Engagement Specialists to increase parent/family involvement with our school programs.||Met||2018
45701690136440|Phoenix Charter Academy|3|Parental involvement is any school is critical to student success.  Phoenix Charter Academy has defined its importance by making it one of the school's LCAP  Goals, with several action items to encourage and foster engagement.  Parents, Teachers and PCA Administration all work together to ensure students are making progress on their own specific learning targets.   As part of one of our LCAP action items, PCA created a survey on SurveyMonkey.  This was administered in the spring of 2018 in order to inform us for the 2018-2019 school year.  The key finding from the survey demonstrated that PCA has a need for parent training in the areas of online access, organizational help, and college readiness information.  PCA considered the information to create 4 parent training days that were held within the first 2 months of school.  These were tailored to specific needs addressed within the survey.  We plan to continue to offer parent training throughout the school year.  The survey informed us that 92% of the parents feel that communication between themselves and the teachers/school is good.||Met||2018
29664076027197|Union Hill Elementary|3|"Of the approximately 425 households and 565 students in Union Hill School District 260 surveys were returned for a completion rate of 61%. very high as school surveys go, and up from 45% the previous year.  The district chose this survey as it has been in place for several years and has a good response rate.  The district evaluates the survey and adjusts the questions each year based on responses from parents.  The following results are pertinent to this priority: ""As a parent, I feel welcome on campus"" - 91% indicated Agree/Strongly Agree ""As a parent, I feel comfortable approaching my child's teacher with questions or concerns"" - 95% indicated Agree/Strongly Agree Parents feel teachers are helpful and responsive to the needs of their child and feel their child's academic skills are increasing - 95% of parents answered Agree/Strongly Agree.  The data show parents are comfortable approaching office staff, teachers and principal with questions or concerns.   It is evident from the response rate and survey results that the district promotes parent participation.  Of all the open ended comments received the most frequent topic of comment was a positive comment (26 responses).  “Student behaviors are a problem"" also received a significant number of responses (26 response), followed by ""class size"" (13) and ""improve drop off-pick up"" (11).  The district responded to this data by developing and implementing a district-wide behavior support plan for 2018-19."||Met||2018
33103300110833|River Springs Charter|3|In April 2018, the 2017-18 LCAP Survey was conducted to gather perception data from all school stakeholders. The electronic survey was disseminated via email to all staff, parents, and governing board; it was also advertised on the school website and social media pages.  For each of the six LCAP goals, stakeholders were asked how well they think the school is doing to provide services and resources to students.  Percentages listed below reflect stakeholders who say the school is “exceeding expectations” or “doing well” in the given area (Stakeholders who responded “I don’t know” and “not applicable for my student” are not included in percentages).  (1) Common Core: 86% (2) College & Career:79% (3) School Safety: 88% (4) Engaging Students: 90% (5) Support for Struggling Students: 85% (6) Personalized Learning: 82%||Met||2018
37681630128421|Harbor Springs Charter|3|In April 2018, the 2017-18 LCAP Survey was conducted to gather perception data from all school stakeholders. The electronic survey was disseminated via email to all staff, parents, and governing board; it was also advertised on the school website and social media pages.  For each of the six LCAP goals, stakeholders were asked how well they think the school is doing to provide services and resources to students.  Percentages listed below reflect stakeholders who say the school is “exceeding expectations” or “doing well” in the given area (Stakeholders who responded “I don’t know” and “not applicable for my student” are not included in percentages).  (1) Common Core: 81% (2) College & Career: 79% (3) School Safety: 82% (4) Engaging Students: 83% (5) Support for Struggling Students: 84% (6) Personalized Learning: 90%||Met||2018
36677360128439|Empire Springs Charter|3|In April 2018, the 2017-18 LCAP Survey was conducted to gather perception data from all school stakeholders. The electronic survey was disseminated via email to all staff, parents, and governing board; it was also advertised on the school website and social media pages.  For each of the six LCAP goals, stakeholders were asked how well they think the school is doing to provide services and resources to students.  Percentages listed below reflect stakeholders who say the school is “exceeding expectations” or “doing well” in the given area (Stakeholders who responded “I don’t know” and “not applicable for my student” are not included in percentages).  (1) Common Core: 86% (2) College & Career: 80% (3) School Safety: 84% (4) Engaging Students: 90% (5) Support for Struggling Students: 85% (6) Personalized Learning: 86%||Met||2018
30103060134940|Citrus Springs Charter|3|In April 2018, the 2017-18 LCAP Survey was conducted to gather perception data from all school stakeholders. The electronic survey was disseminated via email to all staff, parents, and governing board; it was also advertised on the school website and social media pages.  For each of the six LCAP goals, stakeholders were asked how well they think the school is doing to provide services and resources to students.  Percentages listed below reflect stakeholders who say the school is “exceeding expectations” or “doing well” in the given area (Stakeholders who responded “I don’t know” and “not applicable for my student” are not included in percentages).  (1) Common Core: 93% (2) College & Career:85 % (3) School Safety: 92% (4) Engaging Students: 92% (5) Support for Struggling Students: 94% (6) Personalized Learning: 92%||Met||2018
26102640124990|Urban Corps of San Diego County Charter|3||N/A|Met|The LEA enrolls students 18-26, therefore, parental involvement is not applicable.|2018
07616550000000|Brentwood Union Elementary|3|(1) What are the key findings from the survey related to seeking input from parents/guardians in school and district decision making? a. 22.3% of parents surveyed strongly agree that they have opportunities to engage in activities and participate in decision making activities at their child’s school, 42% said they agree, 25.6% said they were neutral, 8.3% said they disagree and 1.8% said they strongly disagree.  (2) What are the key findings from the survey related to promoting parental participation in programs? a. Parents are interested in parent education opportunities related to teaching and learning and are open to opportunities to be involved in decision making.  Parents also indicated a need for frequent and timely communication.  (3) Why did the LEA choose the selected survey and do the findings relate to the goals established for other LCFF priorities in the LCAP?  a. The survey was conducted specifically to gather input and feedback in order to establish our district’s LCAP goals.||Met||2018
54719930124776|Loma Vista Charter|3|Loma Vista has utilized School Site Council (SSC) meetings to ensure that key stakeholder groups are aware of LCAP goals and progress, and give feedback on future LCAP planning.  SSC meetings are held monthly for parents to hear site level information and make site level decisions.  In addition, Lindsay Unified held stakeholder meetings with representatives from all school-site councils, the Migrant Program, Healthy Start, Preschool, the DELAC Committee, Site ELAC Committees, as well as learners, to gather input on the needs for the district LCAP. Small groups analyzed the needs of the learning community, examined data, and identified common areas of need. Three areas of need were identified: Math Curriculum, Tier II Interventions and Supports, and continued professional development. Actions address these areas of need within Goal 1 of the LCAP. After the meetings, follow-up letters were mailed to participants, informing them of the direct actions resulting from the LCAP input session  Loma Vista has continued to offer more events where parents come to the school and experience learning related to a content area.  The goal is for parents to feel comfortable supporting their child when they are working on school related tasks.  In addition, our focus on technology has prompted parent meetings to teach how to access the learner management system and use their learner dashboard to gauge learner progress.  English Language classes are offered to parents, not only to develop their understanding of English, but also to increase parent knowledge of the school system. The district’s Family Literacy Project is another opportunity for parents of English Learners to learn how to support the development of literacy at home.  Expanded efforts promoting parental participation continue to support Goal 2 of the LCAP. The Loma Vista measure is to gather documented evidence of parent activities.  This information helps to assess if school leaders are providing parent opportunities for quality time at the site apart from the traditional Back to School/Open House nights||Met||2018
19649640000000|San Marino Unified|3|The San Marino Unified School District (SMUSD) administered the California School Parent Survey (CSPS) through WestEd for the 2017-18 school year.  691 parents responded with 245 responses coming from the Elementary School level, 231 from the Middle School level, and 215 from the High School level. Through a careful review of the summary of key indicators, overall 82% of parents who responded indicated, “School allows input and welcomes parents’ contributions” (ES = 86%, MS=83%, HS=59%). Additionally, 85% of parents who responded indicated, “School encourages me to be an active partner with the school in educating my child” (ES=88%, MS=84%, HS=77%). Next, 66% of parents who responded indicated, “School actively seeks the input of parents before making important decisions” (ES=69%, MS=68%, HS=53%). Finally, 84% of parents who responded indicated, “Parents feel welcome to participate at this school” (ES=94%, MS=84%, HS=75%). This data indicates that the San Marino Unified School District in succeeding in making parents feel welcome, engaged, and involved in their school experience, although as students matriculate the rate does go down. The SMUSD remains focused on ensuring parents are involved in their child’s education experience and the decisions at their school site. As such, we the SMUSD engage the community through quarterly English Language Advisory Committee (ELAC) meetings, District English Language Advisory Committee (DELAC) meetings, School Site Council (SSC) Meetings, monthly Local Control Area Plan (LCAP) Stakeholder meetings, as well as the SMUSD Academic Advisory Committee (AAC). Each school site also has a dynamic and engaged Parent Teacher Association (PTA) which provides advice, input, and feedback to the school site along with the support of programs. Moreover, SMHS maintains a school booster organization which supports the various athletic teams and visual and performing arts programs. We will continue to refine practices, and increase supports where we are able in order to increase parent perceptions of their ability to be involved in their child’s education.||Met||2018
54722230000000|Traver Joint Elementary|3|"The local survey that is administered is one that we've used for a few years; however, after all changes and new requirements we are looking into a new survey.  The current survey seems inadequate with a minimum number of questions regarding some pretty important topics.  On each survey they were asked to answer a question and rate it on the following scale: 1) Excellent   2) Above Average   C) Average    D) Below Average  E) Poor 1. There is one question regarding decision making.  Out of 210 students we had each family fill out only one survey.  In total, the district received 74 responses.  On each survey they were asked to rate the school based on ""There are opportunities for me to participate in decision making at the school (Parent and Teachers Club, School Site Council, Parenting Classes, etc).  The ratings from the parents were as followed: 2 (2%) were Poor; 9 (12%) were Below Average; 47 (64%) were Average; 13 (18%) were Above Average and 3 (4%) were Excellent.  The meetings that are scheduled need to be better attended.  As a district we are looking into ways to increase parent participation.  2. There is also one question regarding opportunities for parents to learn how to help their child: Excellent 0 (0%); Above Average 2 (2%); Average 56 (76%); Below Average 15 (20%) and Poor 1 (1%).  There are many opportunities for parents to attend meetings, as a district we need to look at how to better advertise, make incentives, prizes to come.   3. The district is currently looking for a better tool to use to survey the parents of our district, one that looks at the priorities more."||Met||2018
11626530000000|Stony Creek Joint Unified|3|The administrator holds meetings with students at the high school level every quarter and with the elementary school students at every trimester. The administrator attends parent meetings at the Grindstone Rancheria and the School Site Council meets quarterly throughout the school year.  Information brought back from the parents from these two groups indicate a need for improved communication, increase in cultural programs for Native American students, more electives for students and more field trips and exploration for secondary education opportunities and incentives for attendance and academic performance|Parent surveys are sent out to parents about a variety of things from school culture, academics, school needs, etc. in the Winter as part of the LCFF/ LCAP for planing for the next school year. . Surveys for Native American parents go home in the fall of each year to ensure Title VI compliance.  Teacher workshops and training's are targeted specifically to enhance and increase student achievement in core areas. In fact a proposed reading program will be demonstrated to parents in the near future as part of Title VI funding for next year upon request from the Grindstone Parent Committee.|Met|The LCAP prioritizes school programs, funding and assists the school administration in planning for the next school year.|2018
37684520106120|SIATech|3|SIATech submitted a survey to students through its accreditation process, Speak Up Survey to obtain feedback on technology and access, and seeks parental feedback on the LCAP data reports and annual update. Since SIATech serves 16-24 year old students there is less parental engagement then in traditional schools, however SIATech tries to contact parents through email, recorded webinars, and events.||Met|Since SIATech serves 16-24 year old students there is less parental engagement then in traditional schools, however SIATech strives to communicate with parents through web, email, recorded phone messages, recorded webinars, and events.This is an area of growth for SIATech.|2018
07100740134114|Contra Costa School of Performing Arts|3||1) The Contra Costa School of Performing Arts is an independent LEA governed by ChartHouse Public Schools, 501c3.  This is the only school that ChartHouse Public Schools Governs so the Board work is exclusively about the single school.  In its bylaws, ChartHouse Public Schools stipulates that at least one Trustee will be the parent of a currently enrolled student.  The design intent was to include parent perspective and input in decision making at the highest level.  This reflects our core belief that parents are partners in our efforts to educate children.  ChartHouse Public Schools has been operating with two parents on the Governing Board (exceeding the minimum) for some time.  As a result, these parents are heavily involved in our school community.  In addition, they will act as spokespersons for the Board and bring information back to the parent community, especially in specific groups like our school parent organization (Ensemble, 501c3).   2) The school has identified the need to support our parent population with training and education regarding our pedagogy and platforms as they are markedly different than a traditional school.  As such, we instituted a parent education initiative that included three different components: - Learning Tours: These regular school tours are for existing parents and allow parents to learn about our learning management system from our Director of Curriculum and then tour the school to see it live in action in the classroom.  The feedback has been very positive about this experience, participants stating that it grounds our pedagogy to see it in practice. - Parent Education Nights: These evening information sessions are on a range of topics including curriculum and instruction, arts programming, social and emotional development, habits of success, college and career guidance, etc.  Parents are encouraged to attend and engage with a variety of our administrative and teaching staff who run these events.  They have been well attended so far. - Coffee with Admin: This less formal day-time events allow for parents to engage with the Executive Director and discuss all things related to the school.  These have developed into highly informative meetings that typically focus on the most current initiative or area of importance to the school (e.g. attendance and ADA, restorative practices, mastery learning and grading, etc.).  2) The Contra Costa School of Performing Arts chose the selected measures as they seemed to best fit this priority.  The findings certainly relate to the goals established in our LCAP, most specifically goal #1: Implement curriculum, instruction, and assessment reflective of Common Core State Standards, College and Career Readiness, a Pre-professional Standard of Performing Arts, and 21st Century Skills.  Seeking parent input and supporting parent education builds the scaffold on which this goal sits.|Met||2018
01611190130625|Alternatives in Action|3|We conduct a parent survey annually that aligns with our LCAP goals. In the 2017-18 survey some key findings were that parents were satisfied with communication from the parent coach and the powerschool and parent square systems but were wanting more direct communication with academic teachers. Parent satisfaction with communication from the school was at 82% according to survey respondents.  Of parents who responded, 92% reported increased understanding and involvement in child’s education  Accomplishments:  Increased parent communication via new automated parent communication system Improved parent satisfaction with students planning for post high school Maintained Parent Coach position Secured Parent Board Representative||Met||2018
16101650000000|Kings County Office of Education|3|1. We had 30% of our parents complete our survey during the fall of 2018. We have continued to administer the survey during parent visiting day, which increased rates during the 2017-18 school year. In addition, we mailed surveys to each family and completed them at our parent coffee hour. 80% of parents indicated that they felt school communication was effective or somewhat effective. Parents were asked whether they felt involved in school decision making and planning, 70% responded favorably as somewhat or quite a bit involved. The district has worked to increased opportunities for seeking parent input into school and district decision making.  2. There was a 9%  increase in the number of parents indicating they are involved in site/district decision making. Our site continues to publish a monthly newsletter which is mailed home. Students are writing the newspaper articles. We have begun to call parents to remind them of parent events, such as parent coffee hour. Parents have an increased knowledge of school programs and activities. Our Transition Specialist is also speaking to each family over the phone monthly. All increased communication has attributed to positive parent responses. A high number, 70%, indicated that they are aware of parent coffee hour. Parents have expressed interest in holding events outside the school day. During the 2018-19 school year, we are planning parent education opportunities. All parents will be invited to participate. The top suggestions for parent coffee hour topics were: graduation requirements, school programs offered to students, community resources, and assessment results. We are planning to continue to incorporate these into our meetings. Based on parent requests for additional communication and parent conferences, we plan to work with probation to set up student led conferences once a semester. While difficult in a court school setting, staff at JC Montgomery have worked to better promote parent participation in educational programs.  3. The district chose to use a locally created survey that aligned to district LCAP goals, outcomes, actions, and services. The local survey has been improved upon for the last several years. Parent responses each year have provided positive feedback, which has impacted the improved services for our students. This survey aligns to our district LCAP goal 3: Improve parent engagement in the learning, rehabilitation, and success of students. It also aligns to expected outcomes 3A (parent survey participation) and 3B (parent involvement in decision making). These outcomes are used to evaluate the effectiveness of Goal 3 and aligned expected outcomes, actions, and services. The aligned focus of site and district plans has strengthened the district’s focus to collect, reflect upon, and incorporate parent input.||Met||2018
56725790000000|Santa Clara Elementary|3|The 2017-18 SSC Survey was completed online by 64% of the parents at the school. Parents gave feedback in a number of areas, including parent-teacher communication, school safety, academics, staffing, student experience, and parent experience. The response from families in regards to the educational level of SCE was excellent with a rating of 4.88 from a scale of 1 - 5 (with 5 being the highest satisfaction).   And the response that SCE is a well-managed institution scored a high 4.92.  There were a few requests to increase hands on science and improve library options.  High scores were reported for staff, PTO, AR, Field trips, Art, PE, and general academics.  Members of the two, active parent organizations, School Site Council and Parent Teacher Organization, created the survey to address the LCFF priorities in the LCAP.||Met||2018
41689990135608|KIPP Valiant Community Prep|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Valiant Community Prep provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). Valiant provided more than five (5) KIPP Parent Association meetings this school year for which all families were informed and invited to attend, after school in the evening hours. Valiant's survey results indicate that 75% of parents and students are satisfied with parent participation at the school. At Valiant, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
38684780101337|KIPP Bayview Academy|3|This important feedback is used to inform our school goals (LCAP) and make actionable changes from year to year if the survey identifies areas for growth. KIPP Bayview administers a school climate survey provided parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year. KIPP Bayview provided more than five (5) KIPP Parent Association meetings last school year for which all families were informed and invited to attend, after school in the evening hours. Parents and students were asked about satisfaction with parental involvement. KIPP Bayview survey results indicated that 75% of parents and students were satisfied with parent participation at the school. At KIPP Bayview, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. Our findings relate to the goals established in our school's Local Control and Accountability Plan that are tied to state priority 3.||Met||2018
54722490000000|Tulare Joint Union High|3|Our district annually measures its progress in seeking input from parents in decision making and promoting parental participation in school programs. This includes annually administering a survey to parents and reviewing the survey results in order to better meet the needs of our students and parents. Additionally, our schools meet with parents individually during incoming freshmen registration and sophomore registration. During these meetings, information is shared with parents regarding the importance of their involvement in their child’s education, as well as ways to be involved. In 2018, 116 parents completed the LCAP survey.  The key findings in regards to seeking input from parents/guardians in school and district decisions, included the majority of the parents/guardians that completed the survey indicating that they are very satisfied or completed satisfied with the parental involvement opportunities and information about school activities.  Parents/guardians also indicated that they would benefit from the following: more communication between the school and parents (55%); more information on involvement opportunities (55%); more information on how to support students at home (36%); more participation opportunities at the district level (20%); and more participation opportunities at the site level (31%).  The key findings in regards to promoting parental/guardian participation in school programs include parents indicating that they participated in the following: Back to School Night (68%); sports events, concerts, and plays (57%); met with guidance counselor (51%); and communicate with teachers through email or phone (30%).   Additionally, 30% of the respondents did not participate in school activities because of schedule conflicts.  Our district chose this survey because it relates to the items in our Local Control and Accountability Plan, especially Goal 3, which focuses on creating a positive and nurturing school climate. The survey asks specific questions regarding programs that are funded through the LCAP, such as the number of counselors and psychologists at each site, as well as other programs geared at supporting the social and emotional well-being of our students.||Met||2018
39686760120725|Stockton Collegiate International Elementary|3||Stockton Collegiate International Elementary School supports parental participation in programs through new student orientations, volunteer opportunities, regular communication with parents about current academic activities, Facebook updates, and at Student-led Parent Conferences three times a year.  The school's Board of Directors includes a parent representative who is a full voting member involved in all board decisions.|Met||2018
12628850000000|Hydesville Elementary|3||Hydesville school has multiple measures for assessing parent engagement, which include: A. A parent survey - administered in spring 2018 which indicated 97% of parents agreed or strongly agreed there were many opportunities for parent involvement at Hydesville School.  Attendance at school committee meetings, Board meetings, and School Site Council. On this measure, data collected for year-end 2017-18 indicated there was a 10% increase in Board meeting attendance, and an increase greater than 10% in participation in school committees (such as Parent Group and Booster Club). Growth in participation in SSC meetings did not occur.  That is an area for improvement in 2018-19. B. Parent Participation in Programs - Over 90% of parents including parents of Unduplicated students participated in parent-teacher conferences and/or served as classroom volunteers or attended school committee meetings as evidenced in sign-in logs. 95% of parents of SWD participated in parent-teacher conferences and/or IEP meetings and student study team meetings.  These measures were chosen for 2017-18 as they provided a numerical count of participation and input collected which could be tallied to determine if increases were attained.  The district will consider using parent surveys in 2108-19.|Met|Parent Engagement metrics and actions are included in LCAP Goal 2.|2018
30664646120356|Opportunities for Learning - Capistrano|3|According to our climate survey, the parents at OFL capo has a median rating in the positive range for all 11 criteria for School Climate. “School Rules and Norms” as well as “Sense of Physical Security” were ranked the highest, whereas “Social Media” and “Social Support” was ranked the lowest.  In addition, OFL-Capo’s Local Control Accountability survey given to parents and students twice a year show similar finding. Such as from the Fall 2017 parent survey where 82% strongly agree and 18% agree that the school encourages parents to be active members in the needs of educating their students.  The category for the most need for growth per the survey is the use of social media by students as asked to the parents. Most parents 54% and above felt neutrally, agree or strongly agree that many students in the schools will try and stop other student from threatening or harassing other students on social media. In addition, 63% felt neutral, agree, and strongly agree that most students in my child’s schools use social media that supports one another. Most parents are neutral in how social media can support students and their relationships with others.  As our learning environment provides student with a safe environment while at our site, students are now dealing with virtual items such as social media. OFL-Capo has implemented a no cell phone policy within the school site. Students are provided Google Chromebooks for student use on any activities/assignments that are in need of the internet. This provides students with a controlled learning environment where they don’t have access to social media that can influence their decisions. While providing a safe learning environment  OFL-Capo’s staff implement student learning outcomes skills (such as building interpersonal relationships) in conversations with students as much as possible. Some conversations might include bullying, acts of kindness,  and how to deal with conflicts. Students that attend Pathways trips such as Blackbird Farm and Rocky Mountain build social- emotional skills to ensure that our students have the skills to use. Student participation on Pathways trips at OFL-Capo has grown from 2-3 kids attending to 5-7.          OFL-Capo continues to keep parent and students concerns on the forefront of priorities. We continue to measure parent views on social-emotional skills with provided questions in the 2017-2018 and then again in the 2018-2019 LCAP stakeholder surveys. For example: 100% of parents stated on the 2017-2018 survey that they agree, neutrally agree or strongly agree that students are engaged in extracurricular activities such as field trips, sports, groups and trips. The results of the stakeholders LCAP and school climate results are directly tied into the 2018-2019 LCAP goals.||Met|OFL- Capo plan for parental involvement is comprehensive. OFL- Capo actively seeks parental input in making decisions, including decisions that affect all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. OFL schedules a variety of family events throughout the year, including Back to School and Open House events, Parent-Teacher Conferences, EL reclassification celebrations, Senior Signing Day events, focus group meetings, various award celebrations and LCAP informational meetings. Ultimately, these school-wide parent outreach opportunities create positive and meaningful experiences for our students.  OFL believes open communication is the key to establishing and maintaining strong partnerships with parent and guardians. Communication with families occurs regularly through emails, phone calls, Google Voice texting lines, Remind texting lines,  quarterly informational emails and progress reports. Written reports that include suggestions and strategies to help parents support the learning process are provided upon request. The school staff notifies parents immediately when problems including attendance, academic progress, or personal issues arise. Our Student Advisors facilitate meetings with parents and guardians to help guide them through post- secondary and financial aid options.|2018
56726110000000|Somis Union|3|The Somis Union School District annually administers a survey to all parents/guardians, upper grade students, board members and community representatives. The purpose of the survey is to gather feedback about the District's LCAP goals and progress towards goals. The survey contains a variety of questions regarding the quality and variety of our programs and curriculum; student and staff safety; perceptions of a positive school climate; student, parent, and community involvement; and academic achievement. This year we used a survey format that was developed by the Ventura Unified School District. We choose this format because it was vetted by the Ventura County Office of Education and was carefully constructed so as to ask specific questions to each stakeholder group. We analyzed participation rates at district/school parent meetings and committee meetings. We continued to use the categories of Learning Events, Audience Events, Communication Events and School Sponsored Engagement Events. Somis Union School District offered over 18 evening or afternoon events geared towards family and community involvement.  Learning Events included: Steam Family Nights, A Science Extravaganza, Field trips, classroom participation.  This year we averaged about 125 per event. Engagement Events included: Harvest Festival, Jog-a-thon, Book Faire, and Fundraisers.  Attendance is high – over 500 at Harvest Festival, over 35% of parents present for Jog-a thon, 100% Student Participation in Jog-a-thon. The Boo-Hoo Yahoo Welcome Breakfast was opened up to all parents this year and we had over 100 parents/guardians attend.  Communication Events included: W.O.L.F. Camp Orientation, Internet Dangers, 8th Grade Parent Meetings, Kinder, T-K Tea. Understanding the LCAP. Class meetings were attended by over 75% of the parents/guardians. Grade specific parent meetings typically are attended by 90-95% of the parents.  Audience Events included: Winter and Spring Music Programs, 4th grade play; “The Garden Show”, 7th/8th grade play; “Incognito”, Open House, Back to School Night, Science Faire. Practically every one of our 240 students and their parent/guardian attends these events. In 2017-2018, 32% of families completed the survey. This was a slight decline over last year and we attribute the decline to the lack of internet access for many of our families.  This year we will set up a Chromebook in the school office to provide an opportunity for all families to participate. Over 90% of our families agreed or strongly agreed that there was sufficient access to technology. We have 1-1 Chromebooks for all students in grades 3 – 8 and 1-1 for grades K-2 with iPads.  Over 90% of the parents felt their child was getting a very good – excellent education at Somis School. The findings of the survey showed notable success of our LCAP goals. Increased participation in our Parent, Faculty, Organization is another measure of our success in improving parent engagement.|Completed Option 1 but getting the message that I cannot submit a blank document. ??? Not sure what to do about this.|Met||2018
30736430000000|Tustin Unified|3|A Districtwide Parent Survey was deployed in Spring 2018 to parents/guardians with students at all grade levels, with 2,807 respondents. Key findings include (Strongly Agree/Agree): -  Various opportunities for parent participation are provided = 86.8% - Teachers communicate with me about my child's progress = 73.1% - The school communicates with parents about programs and events in a timely manner = 88% - Administrators are strong, positive, educational leaders who are visible and available = 82.7% - Administrators listen to what parents have to say, treat them with respect, and consider them team members. = 75.4% - The District communicates effectively with parents/guardians. = 79.2%  This particular parent survey has been used for the past 10 years, and results are compared to results from previous years. The findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Specifically, questions focus on student achievement; academic intervention services; student wellness, health, and welfare; school facilities; and parent participation and input.||Met||2018
01612593030772|Oakland School for the Arts|3|OSA has administered a survey every other year, and will administer a survey in December 2018.  We look forward to reporting on it next year. We certainly plan to ask questions relating to parental participation, and use our findings to further inform progress toward our LCAP goals.|Progress is being made relative to seeking input from parents and guardians; what is new is that we will be requesting meeting sign-in lists and minutes to quantify participation rates. Also, our Diversity and Outreach coordinator has purchased translation software in order to more accurately communicate and grow our diverse parent populations. Additionally, our parent organization, APT, is researching methods of taking video and audio of meetings to be more inclusive of families who have different work schedules or have other hardship in attending meetings. In response to our School Climate survey results, we have held several parent education nights around supporting a variety of student emotional needs. We have also increased our mental health support team and streamlined the referral process for teachers and staff, making it easier to identify students who need help as well as making it easier for students to access.|Met||2018
04614240000000|Chico Unified|3||Through the LCAP process, numerous stakeholders including parents, students, community members, classified staff, certificated staff and administrators are invited to participate. During this process all stakeholders have input into decisions regarding establishing future spending guidelines and priorities. Discussions revolve around the annual specific goals and the actions that were taken to attain the goals including measurement of the attainment of the goals.  LCAP discussions are held in a wide variety of places and times throughout the school year and with various stakeholders, which included school board meetings, district wide presentations, site-specific discussions, parent discussions and student interviews.   School surveys are administered on each site annually through the California State University, Chico (CSUC) Foundation. The survey is opened to all staff, parents and 3rd– 12th grade students. It provides a historical overview in a cross section of areas regarding school climate and culture encompassing areas such as relationships, educational opportunities, safety, etc.  Chico Unified has been able to increase the percentage of parents of students in grades 6-12, who access student performance (grades, test scores) information via the Aeries Student Information System to over 95% at the secondary level.  All but one site have Targeted Case Managers on staff to support families and promote parental participation in programs for unduplicated pupils and individuals with exceptional needs to ensure student academic, social, and emotional success. During the 17-18 school year, there were 3635 (increased from 2016-2017) parent contacts recorded in Aeries. Targeted case managers also assist with translation and English Learner Advisory Committees.  In addition to the above, parents are encouraged to participate in events, such as: • Parent Information/Back to School Nights in 6-12 • Attendance at Parent Teacher Conferences in TK-5 • Attendance at Family nights (Fall Festivals, Multi-Cultural Nights, Math and Science nights, Movie Nights, etc.)  These indicators were chosen because they demonstrate outreach to parents/guardians to participate in the district decision making processes related to LCAP and to partner with us in their child’s education.|Met||2018
54720090000000|Monson-Sultana Joint Union Elementary|3|Monson-Sultana School administered a parent, staff, and community survey in March of 2018 to measure perceptions from the school community around the performance of the school as a whole but also specifically to assess the progress in implementing the Local Control and Accountability Plan (LCAP). The survey was intentionally focused on identifying needs around all state identified priorities. Surveys were given to parents at parent/teacher conferences to promote maximum participation. The results showed: 98% of respondents believe Monson-Sultana School creates a positive learning environment. 94% of respondents believe Monson-Sultana School is safe. 97% of respondents believe Monson-Sultana School provides access to books and materials including technology. 96% of respondents believe Monson-Sultana School is in good repair. 95% of respondents believe Monson-Sultana School does a good job of implementing the California State Standards. 99% of respondents believe Monson-Sultana School provides access to all core subjects (English, Math, Social Science, PE, Science). 90% of respondents believe Monson-Sultana School is meeting the needs of English Learner students. 98% of respondents believe Monson-Sultana School communicates effectively with students and parents. 95% of respondents believe Monson-Sultana School believe students are encouraged by teachers and staff. 95% of respondents believe Monson-Sultana School administration is effective. 91% of respondents believe students like the food in the cafeteria. 96% of respondents believe that overall Monson-Sultana School is effectively educating their students. The survey results give a strong indication that overall perceptions of the school are very positive with results for every question except one exceeding 90%. Despite the relatively strong perceptions, the results of the survey were used to identify goals and actions for the 2018-2019 LCAP Plan. Of those needs identified, the greatest need as identified by the community is that of English Learner.  Presented to school board on November 6, 2018.||Met||2018
37683380131979|Ingenuity Charter|3||A. Seeking input in decision making 1. Measure of staff participation in professional development. I. The LEA provided the following: a) DELAC and reclassification training (SDCOE – attended by administration and ELL staff) b) CCSA Workshops (CCSA conference – attended by administration) c) San Diego Equity Conference (SDCOE – attended by administration and support staff) d) AVID (AVID center – attended by administration and teaching staff) e) LCAP Parental Engagement Reflection Tool training (attended by administration)  2. Measure of participation in trainings. I. The LEA maintained a 94% participation rate for PAL meetings.  During these meetings, parents were given information about collaboration with the school and were trained on school-wide initiatives and parental involvement opportunities. II. The LEA provided training on school initiatives, budget, LCAP, and stakeholder involvement throughout the school year at the following events: a) SSC (monthly) b) PTO (monthly) c) LCAP Advisory Committee (monthly) d) DELAC (four times annually) e) Open House  f) Family Fun Day  g) Parent education nights III. Overall average attendance rate LEA-wide a) Meetings/Parent events: 12% b) Conferences : 84% B. Promoting Participation in Programs 1. Measure of access to interpretation services. I. Translators are present on campus and are made available at all parent meetings, conferences, workshops, and education nights. 2. Measure of whether school sites provide trainings or workshops that are linked to student learning and/or social-emotional development and growth. I. The LEA holds nine parent workshops each school year, in conjunction with Family Support Services.  Classes are provided in both Spanish and English.|Met||2018
42767866118202|Adelante Charter|3|Adelante seeks and encourages input from families in school decision making and has worked to strengthen the parent leadership developed through PIDA (Parent Involvement through Dialogue and Action) and PTSO (Parent, Teacher, Staff Organization) which recently became an autonomous organization. Parent leadership at Adelante is developed and honored and reflects the demographics of our student population. Parents see themselves as partners in the educational process. We could not offer all that we do to our students without the tremendous support of families. Last March we administered a Parent School Effectiveness Survey to all families as has been done since 2010. The response rate in both English and Spanish was very high, over 85%. 80% of parents surveyed report they are volunteering a minimum of 5 hours per month in various ways to support the school. This degree of parent engagement is outstanding and parents are not only consulted but are essential in decision-making processes at Adelante. Examples of opportunities for parent engagement are as follows: classroom volunteers, field trip chaperones, Back to School Night, Celebration of Latino Culture, Dia de Los Muertos, Adelante Winter Show, Parent Teacher Conferences, Jog a Thon, State of our School/Open House address, Adelante Art Show, Dia de Las Madres, Student-Led Conferences, School Site Council, Adelante Board of Directors and more. Adelante School Satisfaction Survey data (for both Spanish and English-speaking families) show that parents are overwhelmingly satisfied with their child’s educational experience at Adelante: 96.6% of English-speaking and 98.8% of Spanish-speaking responders state that Adelante Charter meets or exceeds their expectations. This is, in part, because parents are involved in all aspects of the school. Additionally, 98% of families surveyed feel the school is improving and moving in the right direction.||Met|Unfortunately, Adelante Charter received the “Not Met” status for Local Indicators last year. Local indicators were not uploaded last year before the deadline as a designated dashboard coordinator was not identified after a change in administration so the school was unaware of the deadline. All local data re: parent engagement, school climate, state standards and basic priorities for credentialed teachers and facilities were collected and reported to the board of directors and stakeholders as well as being included in the SARC and LCAP last year.|2018
23655730000000|Manchester Union Elementary|3|Each year Manchester Elementary administers a local survey to all parents and students in the school.          The key findings from the surveys indicate that the majority of the parents who responded to the survey feel positive about the school, 60% had visited their child's classroom, 58% feel they are well informed regarding school activities and rules, 66% feel comfortable voicing concerns to teachers and administration, 92% feel they receive timely and sufficient progress regarding the academic progress of their child, and 90% feel that teachers take their child's individuality in account when teaching.       The key findings related to promoting parental participation in programs show that 65% attended Back to School Night, 67% of parents and 78% of students attended the all school Science Night, and 80% of parents attended Open House Night.     The survey used is prepared by the Site Council and staff allowing for fine tuning of the questions to mirror the school community needs and is directly related to goals set in the LCAP.||Met||2018
39686760120733|Stockton Collegiate International Secondary|3|Stockton Collegiate International Secondary School supports parental participation in programs through new student orientations, regular communications with parents about current academic activities, Facebook updates, and at Student-led Parent Conferences three times a year. The school's Board of Directors includes a parent representative who is a full voting member involved in all board decisions.||Met||2018
37103710138016|Pacific Springs Charter|3|The school is in its first year of operation, so previous year survey data is not available.   As part of the LCAP, the school will conducted a schoolwide stakeholder survey to gather perception data from all school stakeholders. In the spring of 2019, the electronic survey will be disseminated via email to all staff, parents, students, and governing board members; it will also advertised on the school website and social media pages.  Stakeholders will be surveyed on the six LCAP goals as well as school provided resources to support each goal.||Met||2018
37771560137323|Vista Springs Charter|3|The school is in its first year of operation, so previous year survey data is not available.   As part of the LCAP, the school will conducted a schoolwide stakeholder survey to gather perception data from all school stakeholders. In the spring of 2019, the electronic survey will be disseminated via email to all staff, parents, students, and governing board members; it will also advertised on the school website and social media pages.  Stakeholders will be surveyed on the six LCAP goals as well as school provided resources to support each goal.||Met||2018
54721400000000|Stone Corral Elementary|3|Stone Corral School administered a survey to parents. They key findings from the survey are one way to seek parent input in promoting parental participation in the school programs. The survey was a modified Healthy Kids Survey given in English and Spanish. The modified survey was constructed to make the questions succinct to ensure more parental participation. The goal was to provide the school with information directly from parents that can be used to foster positive learning and teaching environments, parent involvement, and student achievement, health, and well-being, as promoted in the Blueprint for the proposed ESEA reauthorization. The finding from the survey relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. 89% of parents rate Stone Corral as a school where they feel welcomed, safe, and is a good learning environment. Parent programs need to be expanded to get parents engaged at the school to help support student achievement. The PTA’s National Standards for Family School Partnerships will be used as a guide. Standard 1: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, two way, meaningful communication about student learning. Standard 3: Supporting student success—Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Standard 5: Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.  Survey results provided a baseline result on a continuum of 15 with descriptors: (1) Far Below basic, Never (2) Below basic, Once in awhile, mildly well, Fairly well (3) Proficient, Frequently, Well (4) Advanced (5) Outstanding These are the results of the survey: Parent support : Level 2 Parent engagement: Level 2 Parent self efficacy: Level 2 Perception of school climate: Level 3 Parent perception of school program: Level 2 Parents will become more engaged and view their roles and responsibilities: Level 2 Parent feelings of opportunities for input into decision making: 2||Met|Stone Corral annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.|2018
15635780000000|Richland Union Elementary|3|"The district administers the California Healthy Kids Survey for Parents.  1. Based on submitted surveys, 34% of parents responded they ""Strongly Agree"" when asked if the school allows input and welcomes parents' contributions. 2. Based on submitted surveys, 42% of parents feel welcome to participate at their child's school. The district chose the selected survey because it allows parents to respond not just on their ability to participated and provide input but also on other areas we are working to improve including, Academic Orientation and Participation, Respect and Cultural Sensitivity, Student Risk Behavior, Discipline and Facilities"||Met||2018
19647660000000|Lowell Joint|3|Each year, a Parent Survey is conducted in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities in six areas: Student Achievement/Course Access, Student Engagement, School Climate, Basic Services, Implementation of State Standards, Parent and Family Engagement. There were 232 responses in addition to the calls made to our English Learner parents. For the purposes of the California Dashboard, a few select items target information about parental participation in programs and input in school and district decision making.  In addition to the LCAP Parent Advisory Committee, district personnel attended PTA meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students in Lowell Joint. A section of the Parent Survey targets Parent and Family Engagement specifically. When asked if parents and families are provided multiple opportunities to be involved in their child's educational experience, 91% of respondents Agree or Strongly Agree. This same percentage was echoed for those who Agree or Strongly Agree that they feel comfortable initiating discussion with school staff regarding academic behavior or social concerns. Over 98% have electronic devices to receive digital communication with 91% who Agree or Strongly Agree that the schools provide a variety of ongoing communication to inform parents about school activities. The survey was designed to align with specific areas of the Local Control Accountability Plan (LCAP) to measure progress on both state priorities and District goals. Results of the Parent Survey are shared with the Board annually in September, and the Principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels.||Met||2018
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.3 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.4. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.5 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.5), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2), and (e) The teachers at this school provide me with strategies to help my child learn more (3.3). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Margaret M. Bloomfield Technology Academy High (“Bloomfield”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting Bloomfield’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #5 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, Bloomfield (1) maintained two Parent Engagement Specialists to communicate with parents, (2) offered workshops on college applications and acceptance, and (3) offered a special education night to support parent understanding of the IEP process and how to support their students with college applications.||Met|Annually, Alliance Margaret M. Bloomfield Technology Academy High (“Bloomfield”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree) so that the survey is more approachable for parents/guardians. At Bloomfield, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve the learning environment for children.|2018
29102980114330|Nevada City School of the Arts|3|1. Currently our board is made of of 9 parents who represent all of the grade spans at NCSA.  Parents are invited to attend monthly Parent Advisory Meetings and the School Director sends a weekly phone call and email to update parents on what is happening at school. Teachers send out weekly Monday Notes for every classroom. On the 17-18 survey, Parents indicated they feel very well communicated with with 94% of parents feeling that communication is excellent. 2. 95% of Parents reported feeling both welcome and engaged at school.  In addition, 95% would recommend NCSA to other families. 3.  All survey questions relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic Plan.||Met||2018
46701770000000|Sierra-Plumas Joint Unified|3|The district currently solicits parent feedback as evidenced by:  - Annual back-to-school nights. - Open house nights - LCAP community forums - All sites conduct Site Council meetings where parent representatives are able to contribute to school wide missions and goals.  - Each site has multiple parent involvement groups such as athletic and academic booster clubs, Special Education Parent Advisory Panel, and English Language Learner parent advisory panel.  - The planning documents created through school site councils are presented and approved by the governing board.||Met||2018
54722490130708|Sierra Vista Charter High|3|Our district annually measures its progress in seeking input from parents in decision making and promoting parental participation in school programs. This includes annually administering a survey to parents and reviewing the survey results in order to better meet the needs of our students and parents. Additionally, our schools meet with parents individually during incoming freshmen registration and sophomore registration. During these meetings, information is shared with parents regarding the importance of their involvement in their child’s education, as well as ways to be involved. In 2018, 116 parents completed the LCAP survey.  The key findings in regards to seeking input from parents/guardians in school and district decisions, included the majority of the parents/guardians' that completed the survey indicated that they are very satisfied or completed satisfied with the parental involvement opportunities and information about school activities.    Parents/guardians also indicate that they would benefit from the following: more communication between the school and parents (55%); more information on involvement opportunities (55%); more information on how to support students at home (36%); more participation opportunities at the district level (20%); and more participation opportunities at the site level (31%).  The key findings in regards to promoting parental/guardian participation in school programs include parents indicating that they participated in the following: Back to School Night (68%); sports events, concerts, and plays (57%); met with guidance counselor (51%); and communicate with teachers through email or phone (30%).   Additionally, 30% of the respondents did not participate in school activities because of schedule conflicts.  Our district chose this survey because it relates to the items in our Local Control and Accountability Plan, especially Goal 3, which focuses on creating a positive and nurturing school climate. The survey asks specific questions regarding programs that are funded through the LCAP, such as the number of counselors and psychologists at each site, as well as other programs geared at supporting the social and emotional well-being of our students.||Met||2018
51714560000000|Winship-Robbins|3|A local educational survey was given to parents of students in grades Transitional Kindergarten through eighth grade that provided a valid measure of school safety, climate and parent participation. The results of this survey were shared at the April 18, and November 14, 2018 Winship-Robbins ESD School Board meetings and the September 9, 2018 Site Council and DELAC Meeting.  The findings of the survey indicated that 77% of the parents believed that there was above average or excellent parent engagement and participation in school academic events, while 80% of parents rated the climate of the school to be above average and excellent in it's ability to promote goal setting, values, relationships and learning practices that promote education. In the area of safety, 77% of the parents felt that the school site provided an above average or excellent environment for student safety.  After an analysis of the parent survey results, the administration determined that a greater emphasis must be placed on Student Safety. Therefore, three active shooter trainings were provided by the Sutter County Sheriff department, and two scheduled drills were performed to ensure staff and student knowledge of safety practices.  Also, to ensure the continuation of parent participation at instructional events, monthly activities were included in the school year such as: Math Night, Science Fair, Open House, Read Across America, Patriot's Day, Winter Program, Spring Concert and six Award Assemblies.  This survey did provide adequate information for the LEA to establish goals for student safety, while also ensuring parent participation in ongoing instructional events thus helping to provide parent input for the yearly LCAP.||Met||2018
39686270126755|Humphreys College Academy of Business, Law and Education|3|Discussions and actions underway following parental input include: • improvement of student drop-off and pick-up in light of increased enrollment and congestion; • establishment of a second ABLE program and campus; and • structured intern opportunities to align with enhanced graduation requirements.|Parent Engagement A) Seeking Input from Parents in Decision Making Parents are sought for their input in school decisions on a regular basis as verified by local measures which include formal and informal responses to outreach: school website, monthly newsletter, monthly ABLE Community Council meetings (regular agenda items call for parent and community input and concerns in general as well as specifically for LCAP priorities), WASC parent and community self-study meetings, ad hoc committees on school policy (most recently regarding the school dress code), superintendent’s quarterly brown bag lunch meet and greets. Administrators, teachers, and staff members also enjoy regular and extensive interactions with parents and community members on a one-on-one basis which produces ideas, suggestions, and criticism that both contribute to deliberations for initiatives in progress and provide impetus for new ones. Input ranged from the macro to the micro, and parental input contributed significantly to the course of the following discussions and actions: • establishment of a K-12 uniform policy embodying a dress code; • expansion of grades K-5; • establishment of parent-teacher conferences in grades K-5; • enhancing graduation requirements to augment existing rigor with embedded academic optimism to support earlier engagement of college selection, acceptance, and enrollment; • creation of a community outreach coordinator in the student services department; • doubling the instructional time for mathematics and ELA in grades 6-12; and • improvement of online parental accessibility to students’ grades and assignments. Discussions and actions underway following parental input include: • improvement of student drop-off and pick-up in light of increased enrollment and congestion; • establishment of a second ABLE program and campus; and • structured intern opportunities to align with enhanced graduation requirements. B) Promoting Parental Participation in Programs Parents are regularly invited and encouraged to participate in school programs through postings on the school website; monthly newsletters; robo-calls, emails, and texts; and classroom notifications. Programs and activities to which parents were invited to participate include: ABLE Community Council (parent/school/community organization), WASC self-study, senior information nights, Back-to-School Night, parent-teacher conferences (grades K-5), senior graduation parent-student-counselor conferences, student success team meetings, annual sports banquet and awards program, individual sports parent meetings, sixth grade science camp meetings, FAFSA seminars, college visitations and tours, K-5 classroom assisting, autumn harvest celebration, ABLE carnival, field trips, and mock trial preparation and competition.|Met||2018
52716390000000|Red Bluff Joint Union High|3|1.  Key Findings: -50% of parents believe they are informed about student progress. -43% of parents are neutral about school safety. -27% of parents believe there is adequate supervision. -50% of parents believe teachers show respect for students. -63% of parents believe the High School expects quality work. -29% of parents believe there is an excellent work environment. -44% of parents believe the school performs well academically. 2.  Parents feel there could be better home to school communication.   3.  The following actions were a result of the parent survey: -Improving the Positive Behavior Intervention System -Creating the GRIT Center and increasing psychologist services -Improve the safety of our facilities||Met||2018
43104390124065|Sunrise Middle|3|Sunrise Middle issued to all of our parents a survey, formulated by the Santa Clara County Office of Education, asking them about their opinions of the school. One hundred parents returned the survey. These were the key results, all of which relate to the goals established for other LCFF priorities in the school's LCAP.  Input for Decision Making: 99 of 100 felt their participation was valued 76 of 100 participate in a decision making committee 82 of 100 feel they are asked about what they value about the school 88 of 100 said they were invite to meetings 84 of 100 were invited to help plan family activities 97 of 100 felt the school does a good job staying in touch  Participation in Programs: 52 of 100 felt they were given volunteer training 94 of 100 said translation services are being addressed 97 of 100 feel the have been invited to meetings to learn what goes on at school 95 of 100 said they receive info on how to help their students improve 96 of 100 feel that when the school communicates it's easy to understand 89 of 100 fell they've been given options to be involved in the school 75 of 100 were asked to help plan family activities 84 of 100 are given info about community services  Safety: 99 of 100 feel the school is a friendly environment for all 99 of 100 feel the school is a safe place to learn 99 of 100 feel that the school respects all cultures/diversity  Academics: 96 of 100 feel they receive info on how best to help their student improve 100 of 100 are asked to meet with the teachers at least once a year, face to face 93 of 100 feel that if there is a concern about their student, the principal or teacher gets back to them 94 of 100 feel they that they receive info about what their student should be able to do in each grade 93 of 100 feel the teachers adjust their teaching style to meet their students' needs 92 of 100 believe their students are challenged by the curriculum 94 of 100 feel their student receives the academic support to meet his/her needs 94 of 100 feel the teachers hold high expectations for their student||Met||2018
30665630000000|La Habra City Elementary|3|Each year, La Habra City School District surveys our Title I parents and parents of English learners to learn more about their experiences with our school sites and specific needs for the following year.  Results from each survey are shared with our Board of Education and our parent advisory groups each year.  In May 2018, La Habra City School District surveyed Title I Parents and parents of English learners to determine their overall satisfaction with each of our schools.  We received 895 responses from our Title I survey and 361 from parents of English learners.  These response rates were significantly lower than rates of survey completion in years past.  We will continue our practice of surveying parents on an annual basis with an emphasis on survey completion in the spring of 2019.   From our most recent surveys, we found ninety-nine percent, of our Title I parents and 98% of parents of English learners reported they are informed of their child’s academic progress.  Ninety-seven percent of both parent groups feel involved in their child’s education.  Eighty-one percent of Title I parents indicated they attend parent conferences.  Ninety-seven percent of parents of English learners attend Back-to-School Nights, Open Houses, and other school events.  These surveys provide comprehensive feedback across each component of the LCAP and helps us to determine where strengths and weaknesses lie in order to create LCAP goals, actions, and services to best meet the needs of students and parents.||Met||2018
01611270000000|Albany City Unified|3||The District has measured its progress in seeking input from parents in decision making and promoting parental participation in programs. Parents have ample opportunities to provide input through involvement in several District committees such as Albany Coming Together (ACT); District English Learner Advisory Committee, Black/African American Parent Advisory Group, District Board Policy Committee, and Latinas Familias de Albany.  The Black/African American Parent Advisory Group, Latinas Familias de Albany, and District English Learner Advisory Group are supported through goals and actions identified in the District’s Local Control and Accountability Plan. Additionally, several parent organizations exist to raise funds to provide enrichment, music, elective course offerings, additional counseling services, classroom materials and supplies for the school sites. These organizations are operated entirely by parents and provide invaluable resources to the school sites. Parents regularly attend Governing Board meetings and provide input on matters for review, discussion and action. Parents are invited to attend site-based parent information sessions throughout the school year. Sites identify topics based on needs and parent requests. Topics include social emotional development and growth.  Additionally, the District administered the California Schools Parent Survey during the 2017-2018 school year.  The survey was completed by 148 parents in grades K-8.  The survey was re-administered to all parents in 2018-2019 in order to gather input from parents of students in grades 9-12.  Key findings from the survey include the following: 80% of parents agreed or strongly agreed that the schools allow input and welcome parent contributions.  67% of parents agreed or strongly agreed that the schools actively seek the input of parents before making important decisions.  87% of parents agreed or strongly agreed that they feel welcome to participate at their child's school.  The California Schools Parent Survey was selected as a companion survey to the California Healthy Kids Survey.    The key findings relate to the following District LCAP goals: The District will strengthen a task force of parents and staff to plan for events to engage more parents from African American/Black and Hispanic/Latino families.  The District will host regularly scheduled open meetings for community members to ask questions and receive information.  The District will adapt to and utilize up-to-date methods of communication that are effective at maintaining a well informed school community.|Met||2018
24736190000000|Gustine Unified|3|"Gustine Unified School District used a local parent survey to measure the progress of seeking input from parents/guardians in school and district decision making and promoting parental participation in programs. 1. The key findings from the survey related to seeking input from parents/guardians in school and district decision-making are: Overall, 78% of parents/guardians in Gustine Unified School District ""Strongly Agree"" or ""Agree"" that the district schools actively seeks the input of parents before making important decisions.  When asked if schools allow input and welcome parents' contributions, overall 73% of the parents ""Strongly Agree"" or ""Agree."" 2. The key findings from the survey related to promoting parental participation in programs are: Overall, 93% of parents/guardians ""Strongly Agree"" or ""Agree"" the schools encourage parents to be an active partner with the school in educating their child. Overall, 73% of parents/guardians ""Strongly Agree"" or ""Agree"" parents feel welcome to participate at this school. 3. Gustine Unified School District chose the a local survey to seek information from parents.  The survey was given to parents in each of the grade spans (K-5, 6-8, and 9-12).  The survey findings related specifically to goal 3 of the Local Control and Accountability Plan of increasing parent and family participation and input in our schools and district."||Met||2018
12626870124263|Laurel Tree Charter|3|We wrote a two-question survey seeking input from parents/guardians about how they got information about school programs, and how they wanted to participate in those programs.  Parents primarily got their information from the school via the Monday Note, JupiterGrades, and direct contact with staff.  There were a variety of ways that parents can and do help, but the top two ways parents were interested in helping was by donating and by attending our quarterly potluck and performance.    The Potluck and Performance is part of our LCAP goal 3.  It's designed to showcase what students are doing in our Laurel Tree Wild Programs (Edible Education, Community Classes, Theater Performance, and Tidal Zone Explorers).  It also provides opportunities for us to come together as a community. Data:  Four question survey sent to all parents by email.    1.  School staff understand my student's needs and provide appropriate levels of support.   Not yet 0%   Some 5.8%   Most of the Time 0%   Really well 58.8%  Exemplary  35.2% 2.  Parents feel welcome to participate at this school. Not yet 0%   Some 23.5%   Most of the Time 5.8%   Really well 29.4%  Exemplary  41.1% 3.  School staff take parent concerns seriously. My concerns are listened to and acted on. Not yet 5.8%   Some 5.8%   Most of the Time 11.7%   Really well 11.7%  Exemplary  64.71% 4.  Teachers at this school communicate with parents about how students are doing not yet 5.8%   Some 11.7%   Most of the Time 41.1%   Really well 23.5%  Exemplary  17.65% Meaning:  Our overall school climate is good.  The area that we most need to focus on is communicating to parents how their students are doing. And while most parents do feel welcome to participate, some indicated that they didn't know how to help or what needed doing.   Use:   We will incorporate these findings into an LCAP goal this year that addresses how we can better share with parents how their students are doing, and what opportunities there are for participation in the school.||Met||2018
36679590000000|Yucaipa-Calimesa Joint Unified|3|All YCJUSD parents were invited to complete a parent engagement survey. Patterns and trends from the responses to this survey indicate YCJUSD schools are effectively informing parents about upcoming events and inviting them to play an active role in their children's education. Using parent input to differentiate our practices to meet the academic needs of different students was identified last year as an area for improvement, and survey feedback indicates improvement is being made. These results work to confirm the effectiveness of the Parent Engagement Specialist position included in YCJUSD's LCAP (Goal 3), with the support this position provides Spanish-speaking families being a highlight. The results will also serve to refine the services offered though this position and other action steps in our LCAP.||Met||2018
10755980000000|Caruthers Unified|3|Caruthers Unified opened the parent survey up to all parents in the district.  The surveys completed represented 35% of the student population.   1. Key findings from the survey related to seeking input from parents/guardians in school and Caruthers Unified decision making were positive with parents feeling that administration at all school sites within Caruthers Unified create an environment that help children learn, parents feel that teachers within Caruthers Unified respect students, parents also feel that all schools within Caruthers Unified value the diversity of children's backgrounds. 2. The key findings from the survey related to promoting parental participation in programs were that Caruthers Unified provides opportunities for parents to help out at their child's school, also a majority of the parents responded that they had visited their child's school within the past year, and parents feel that Caruthers Unified is offering programs that match their children's interest. 3. Caruthers Unified selected this survey due to the holistic nature of the survey, and gave insight into potential areas of growth regarding parent involvement for Caruthers Unified. The survey related to our LCAP goals in several ways, parent engagement, school climate, and academic achievement,||Met||2018
23655990000000|Point Arena Joint Union High|3||The District has worked very hard in building relationships with the community and parent base. The District hosts' monthly community meetings, quarterly meeting for parents that identify as none English speakers and quarterly meeting for parents that identify as Native American. School Site Council, school newsletter, newspaper, electronic communication is available as well such as ECHO and FACEBOOK.  The school also employes an MFT for social-emotional health|Met||2018
30666700109066|Orange County Educational Arts Academy|3|Results from OCEAA’s 2017-18 administration of the California Parent School Survey (based on 173 respondents) include: 1. Key findings from the survey related to seeking input from parents/guardians in school and district decision-making. Percent of respondents selecting Agree/Strongly Agree: This school allows input and welcomes parents’ contributions = 91%; This school encourages me to be an active partner with the school in educating my child = 96%; This school actively seeks the input of parents before making important decisions = 74%; Parents feel welcome to participate at this school = 95%; This school keeps me well-informed about school activities = 87%. 2. Key findings from the survey related to promoting parental participation in programs. Percent of respondents selecting Yes: Since the beginning of this school year, has any adult in your child’s household attended a school or class event = 90%; Served as a volunteer in this child’s classroom or elsewhere in the School = 73%; Attended a general school meeting = 90%; Attended a meeting of the parent-teacher organization or association = 53%; Gone to a regularly scheduled parent-teacher conference with the child’s teacher = 97% 3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. The California Parent School Survey was chosen due to its well-established protocols for validity and reliability, its comprehensive content, its ability to be compared to related teacher and student surveys, and its connections to the Goals, Actions and Services in OCEAA’s LCAP. The survey will be administered again in 2019-20 to support continuous improvement at OCEAA.||Met||2018
57727100121749|Science & Technology Academy at Knights Landing|3|Parents of the Science and Technology Academy at Knights Landing (Sci-Tech) students are given the opportunity to review the LCAP, determine fidelity, and progress as well as make recommendations for future actions throughout the year through the different parent committees: PTO, School Advisory Committee, Governance Committee, ELAC, and PIQE. In addition, a draft of the LCAP is posted on the charter website requesting feedback and input all year.  As a means to gather input from all parents, a survey has been given. The survey was available in both English and Spanish and was accessible digitally and on paper. Parents were asked a variety of questions from whether or not they feel welcome here to how they can support their students’ learning at home. This information is being utilized to best serve the Sci Tech families. In terms of parental participation, the school is fortunate to have many parents volunteer to be field trip chaperones as well as classroom helpers throughout the year. There are no fewer than eight family nights per school year (including Harvest Festival, Dia de los Muertes, Kermes & Art Night) and all are well attended. The success of parental participation can in large part be attributed to the combining of the PTO & ELAC. Last year an effort was made for these groups to meet on the same to night to try and create a feeling of connectedness between the two, but the decision to actually combine the groups has created an alliance of parents from both English and Spanish speaking families and teachers.  Sci-Tech creates Personal Learning Plans (PLPs) for each student. Parents are required to attend meetings that address their child’s needs, to review the plan, and agree to help their student achieve his or her goals. This year SciTech had nearly 100% parent participation for PLPs. In the past year, the school has relied on the systems that it has had in place since its inception 2010, which were and have continued to be well established committees composed of members of all stakeholder groups -- PTO, School Advisory Committee, Governance Committee, ELAC and Student Council. At the beginning of the school year Sci Tech hosts a “Back to School Night/Ice Cream Social” just prior to the beginning of the school year. This is  wonderful opportunity for parents to meet and connect with their child’s teacher, learn about the expectations for the school year and, fill out any forms required by the district. Each Sunday evening Principal Martinez makes an “all call” to all SciTech Families and staff sharing the previous week’s successes and highlighting this week’s upcoming events. The message is sent in both English and in Spanish.||Met|The school has annually sent teams of teachers and parents to the California Association of Bilingual Education (CABE) conference, in order to train teachers and parents in ways to increase parent participation in school decision making. The number of participants has increased each year that the school has sent teams for training. The school has provided parent training opportunities in increasing their parenting effectiveness in guiding their students in school. This was done through Parent Involvement in Quality Education (PIQE). More than twenty parents graduated from this program over the past year, and the school saw an increase in parents fully participating, asking questions, and learning and implementing the expectations that the school should have for their students. In every stakeholder group: PTO, School Advisory Committee, Governance Committee, ELAC, and PIQE, the LCAP is discussed. Each group is asked to read, review, and share their input on ways to revise the LCAP. The LCAP is available on the school’s website and is seen as a living document. The collaborative nature of the Sci-Tech community ensures the school is focused squarely on meeting their goals and improving the academic experience for both students and families. Quotes from the SciTech Parent Survey: “The staff and parental support is like nothing I have seen before.” “The amazing sense of community between students, staff, and parents, and across grade levels.” “The loving and nurturing environment|2018
42692030000000|Guadalupe Union Elementary|3||"Parental input in decision-making takes place at School Site Council, D/ELAC meetings, and LCAP Committee activities.  Parents are encouraged to participate in Coffee with the Superintendent, PTO, Back to School Night, Open House, Parent-Teacher Conferences, and Board meetings.  In order to promote participation in programs, simultaneous interpretation is offered through wireless headsets at all parent/community meetings, when needed. In partnership with a local non-profit organization (Little House by the Park), parent education classes were held to support parental and child development.  Strategies for supporting students at home, support in times of local need (i.e. providing masks during the Thomas Fire), and distribution of household and school supplies we included in the services. Additionally, as a result of a series of professional development classes for parents held at MB through the SB County Dept. of Public Health, a parent advocacy group formed The GUSD Parent Wellness Committee formed with the focus on development of school gardens, with interest in the school meal program, and parent volunteer time during lunch to support a community dining program.  The committee met 4-6 times with dinner and Spanish interpretation services provided. County public Health Dept. also conducted a Diabetes Management and Prevention workshop series. The aforementioned selected measures were chosen for their related actions that support our fifth LCAP goal of ""Parents, schools and community will work as partners to ensure students reach their full potential as global leaders of tomorrow."""|Met|Parents attended and were involved in LCAP meetings to discuss the annual update and continuation of the 2017-20 plan held on 10/25/17, 11/29/2017, 1/24/2018, and 3/1/2018.  Furthermore, as part of the LCAP Annual Review and Analysis, meetings were held on 10/24/2018 and during a DELAC meeting on 3/8/2018.|2018
30666470000000|Placentia-Yorba Linda Unified|3|Because Placentia-Yorba Linda has always placed a high value on engaging stakeholders, a comprehensive survey is administered regularly to all parents, teachers, support staff, and students in grades three, five, eight, and ten.  PYLUSD asks for their perspectives aligned to the District goals: (1) Student Achievement, (2) Effective Instruction and Leadership, (3) Engaged Community, (4) Safe and Respectful Environment, and (5) Optimized Resources. Key Findings: Approximately three-quarters or more of 5,309 responding parents indicated satisfaction with engagement. Current data indicates 82% of parent respondents “Completely Agree” or “Somewhat Agree” with the statement, “I have opportunities to participate in my child's education” and 71% of parents “Completely Agree” or “Somewhat Agree” with the statement, “I have opportunities to share my point of view at the school.”  Selection of Survey Tool and Relationship to Other LCAP Goals: PYLUSD’s Strategic Initiative 3.5 states, “Examine current stakeholder survey instrument to ensure alignment with the newly-adopted strategic plan.”  To meet this initiative, an outside vendor created and analyzed survey questions to confirm alignment with the district’s strategic plan three years ago.  PYLUSD continues to regularly administer this established survey tool.  All parents are provided access to an electronic or print version in either English or Spanish.  All survey questions are aligned to the priorities of the PYLUSD Advantage, which serves as the district’s strategic plan as well as the goals for the three-year Local Control Accountability Plan (LCAP).   Parent involvement in school programs supports the following PYLUSD LCAP Focus Areas: 1.0 Academic Achievement, 3.0 Engaged Community, and 4.0 Safe and Respectful Environment.  Progress:  2015 survey data indicated 73% of parent respondents “Completely Agree” or “Somewhat Agree” with the statement, “I have opportunities to share my point of view at the school” and 83% of parent respondents answered the same to the survey prompt: “I have opportunities to participate in my child’s education.”   In 2017, these two survey questions were combined to eliminate survey fatigue due to the addition of survey questions.  The 2017 data indicates 78% of parent respondents “Completely Agree” or “Somewhat Agree” with the statement, “I have opportunities to participate in my child's education and share my point of view at the school.”  The most recent data (2018) indicates similar data to 2015 with 71% of parents indicating satisfaction with seeking their point of view and 82% stating they “Completely Agree” or “Somewhat Agree” that PYLUSD promotes parent participation in their child’s education.||Met||2018
45104540132647|Shasta County Independent Study Charter|3|Our Local Control and Accountability Plan goal to ensure that every student is ready for both college and career has been presented to parents through the efforts of our career specialist.  We have held parent meetings surrounding the clarification of how to apply and be awarded financial aid through the FAFSA. One of our survey questions asked if parents understood the FAFSA process and another addressed the FAFSA purpose.  Results were favorable (over 87%) in response to these questions.  As it is critical that parents are involved in this venture and many are initially reluctant to provide the financial and personal information required to apply for aid, these meetings and surveys informed us that we were making progress to remove this barrier.  We chose to ask these questions for two purposes: to engage parents in post-secondary pursuits of their children and to inform parents about their role in assisting their students by providing the necessary information to the Federal Government.||Met||2018
19643030000000|Bellflower Unified|3|Bellflower Unified School District (BUSD) uses multiple measures to track progress with meeting the parent engagement local indicator. The BUSD LCAP survey was selected because it provides feedback from parents of students in TK -12th grade programs. The Healthy Kids Survey provides a measurement of parent connectedness with school sites, and the local parent tracker form provides site specific data regarding parent participation at school programs and events. All three local measures relate to the District LCAP Goal 5: Build strong relationships with students, families, and the community to increase involvement with school site events while allowing for multiple opportunities to provide input regarding district programs and site specific achievement goals. With regard to whether BUSD seeks input from parents/guardians in school and district decision making, the BUSD 2017 – 2018 LCAP survey data revealed that 82% of parents report that the school allows them to provide input and parent contributions are welcome, 67% of parents report that the school actively seeks input from parents before making important decisions. The Healthy Kids Parent Survey administered to parents in 2017 – 2018 revealed that 95% of parents “strongly agree” or “agree” that schools encourage parents to be active partners with the school in educating their child(ren). With regard to whether BUSD promotes parental participation in programs, the BUSD 2017 – 2018 LCAP survey data revealed that 63% of parents report that district meetings are at times and locations that are convenient, and 87% of parents report that materials are provided and discussions are held in their primary language. The Healthy Kids Parent Survey administered to parents in 2017 – 2018 revealed that 92% of parents “strongly agree” or “agree” that they feel welcome to participate at school. BUSD site principals and district officials track parent participation at events, meetings, and workshops using a local tool. The tool revealed an overall increase in parent engagement since 2015 – 2016 by 14%.||Met||2018
12628100000000|Fortuna Union High|3||Seeking Input - The FUHSD seeks input from parents/guardians in a number of ways. Our District Advisory Committee (DAC) includes parents and regularly receives input from our SUN (Students with Unique Needs), and DELAC (District-level English Learner Advisory Committee), parent groups. Additionally, all three District school sites promote additional opportunities for input during intake meetings and school/community events. The FUHSD LCAP includes several expected annual measurable outcomes related to the Priority 3. During the 2017/2018 school year 32 parent/guardians participated directly in the LCAP development process and 6% of parents/guardians completed the CA Healthy Kids Parent Survey.    Promotion of Parental Participation - The FUHSD promotes parent/guardian participation in a variety of ways and encourages participation and attendance at a variety of school activities. The District and all three school sites maintain updated websites that are generally informational and promote upcoming events. Facebook, mailers, email, and phone calls are other ways that parental participation activities are promoted. FUHSD continues to provide translation services in order to overcome language barriers and allow all parents/guardians to participate in educational process. Additionally, the FUHSD LCAP includes several expected annual measurable outcomes related to the Priority 3:   77% of parents/guardians “feel welcome to participate in their child’s school”  77% of parents/guardians “feel their child’s school takes parent concerns seriously” 92% of parents/guardians “feel their child’s school keeps them well informed about school activities”|Met|The FUHSD LCAP includes the goal that “All students will have access to a learning environment that is safe, supportive, and engaging - families will have opportunities to engage in student learning and community partners will support college and career readiness.” In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities and promoting parent participation and translation services, we create an environment that allows for full participation in the school community. The FUHSD chose the selected measures to not only monitor parent involvement, but also track parent perceptions regarding their involvement. In order to better serve all District students, the FUHSD continues to implement actions/services related to seeking parent input and promoting parental participation.|2018
36677360136069|Community Collaborative Virtual - Sage Oak Charter|3|CCVS-Sage Oak distributes an annual parent survey to determine the effectiveness of its seeking input from parents and the effectiveness in the promotion efforts to encourage parental participation. The results of the survey are presented to the school board and all stakeholders and collaboration on how to improve parent engagement is discussed.  Positive School Climate and Connectedness 100% agree that they are reminded of opportunities to participate in any meetings and events.  Overall Satisfaction and Input 98.2% agree that they are satisfied with the school in providing input opportunities to participate in the school and their child’s education.||Met|The CCCVS - Sage Oak Charter LCAP Input Survey results relate to our Establishing Connections and Partnerships, LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement.|2018
48705810115469|Vallejo Charter|3|In the spring 2018 over 650 parents and guardians were surveyed as a part of the Local Control Accountability Plan Stakeholder Engagement process.  All parents of elementary, middle school and high school students were invited to participate and surveys were received from all schools.  This survey was selected for use based on the alignment to district goals and Local Control Funding Formula priorities.     The survey was designed to get parent input on the importance and effectiveness of key actions contained in the 2017-2018 Vallejo City Unified School District LCAP in order to inform the creation of the 2017-2020 Vallejo City Unified School District LCAP.  Input from the survey was used, in addition to face to face meetings with parents, to broaden the base of parent input and inform decision making for the LCAP development.  Key findings from the survey as it related to LCAP decision making were that over 71% of parents taking the survey agreed or strongly agreed that LCAP actions related to parent opportunities for involvement, rigorous student instruction, college and career readiness, student attendance, parent access to information about student progress, access to mental and physical health services, access to technology, and access to arts and music were being implemented effectively.  The survey revealed that 29% or more parents surveyed were neutral, disagreed or strongly disagreed that underserved students’ needs were being met, students  had enough access to extracurricular activities, students had adequate access to intervention programs, students had adequate access to early childhood education programs, schools were assisting families with connecting to family resources, staff members had access to professional development, and that schools were safe, clean, and functional.  This input was used to develop the 2017-2020 LCAP.    The key findings related to promoting parental participation in programs were that, when presented with the statement: Parent and community partners are provided a variety of opportunities to be involved in VCUSD student’s education, 71% agreed or strongly agreed, 20% were neutral, and 8% disagreed or strongly disagreed.  When parents were presented with the statement:  Students, parents, and staff have up to date access to information about student academic progress, 73% agreed or strongly agreed, 17% were neutral, and 10% disagreed or strongly disagreed.  Despite the encouraging results, staff will continue to refine and improve parent engagement strategies.||Met||2018
15634120000000|Delano Joint Union High|3|Key finding #1: 98.3% (833 surveys) of the parents agree that the school/district involves parents in providing input in making decisions for the school or district.  Key finding #2: 98% of parents (833) surveyed indicate DJUHSD promotes parental participation by providing parent notices, invitations, and letters regarding parent involvement activities.  Notices are sent in English and Spanish.  The local survey was developed to suit the LCAP priorities and metrics.  Questions were tailored for parents to provide specific responses to identify areas of need in the LCAP.  The findings are directly related to the goals established in the Local Control Accountability Plan.||Met||2018
30666130000000|Ocean View|3|The Ocean View School District values parents/guardians as partners, actively seeking and expanding efforts to gather input in decision-making and promoting participation in programs.  While many opportunities exist for parents/guardians to participate in meetings and advisory committees, a strong commitment exists to further increase levels of participation.  Regularly scheduled opportunities includes four annual District English Learner Advisory Committee (DELAC) meetings, up to four English Learner Advisory Committee (ELAC) meetings per school site, up to four GATE Focus Group meetings, four Special Education Community Advisory Committee (CAC) meetings, four School Site Council (SSC) meetings per school site, and eight Parent Teacher Organization (PTO) Roundtable meetings.  During these meetings, important District and school information are shared and parent/guardians have opportunities to provide input in District decision making.  Parents are also included in the Local Control and Accountability Plan process.   A survey is administered annually to all parents/guardians districtwide that includes questions regarding parent engagement to guide actions in Goal 3 of the Ocean View School District Local Control Accountability Plan.  Almost 88% reported that their input is listened to and almost 81% reported it is used to make decisions.  Additionally, almost 93% of parents/guardians indicated they know who to contact if they have a concern.   Increasing parent participation in programs is essential.  In 2018, questions regarding home-school communication were included to ensure parents/guardians were informed about opportunities.  Almost 93% reported the school keeps them informed about important news, activities, and events.  Almost 91% reported the district keeps them informed and almost 84% report the district is transparent.  In addition, to help make parents feel welcome, all school sites have access to interpretation and translation services, allowing parents/guardians to fully participate in meetings and programs.  During the 2017-2018 school year, 882 requests for translation services were met.||Met||2018
19646420136127|Community Collaborative Virtual - Keppel Partnership Academy|3|CCVS-Keppel Academy distributes an annual parent survey to determine the effectiveness of its seeking input from parents and the effectiveness in the promotion efforts to encourage parental participation. The results of the survey are presented to the school board and all stakeholders and collaboration on how to improve parent engagement is discussed.  Positive School Climate and Connectedness 100% agree that they are reminded of opportunities to participate in any meetings and events.  Overall Satisfaction and Input 99.4% agree that they are satisfied with the school in providing input opportunities to participate in the school and their child’s education.||Met|The CCVS-Keppel Academy Charter LCAP Input Survey results relate to our Establishing Connections and Partnerships, LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement.|2018
12630320000000|South Bay Union Elementary|3||LEA’s progress related to seeking input from parents/guardians in school and district decision making:  The South Bay Union Elementary School District seeks input from parents/guardians in a number of ways.  Both Pine Hill and South Bay Schools have School Site Councils, and South Bay Charter Middle School has a Charter Council.  At all sites additional opportunities for parent/guardian input are available during intake meetings and family events.  Additional formal input meetings, including LCAP stakeholder advisory meetings and the annual parent/guardian survey, will be scheduled during the 18/19 school year.  LEA’s progress related to promoting parental participation in programs:  The South Bay Union Elementary School District will promote parental participation in a variety of ways.  The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc.  The District will also provide professional development for staff on how to promote parent participation.    The South Bay Union Elementary School District has approximately 13% of students designated as English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.   Why the LEA chose the selected measures:  The South Bay Union Elementary School District LCAP includes the goal “Engage parents/guardians, including parents of students with disabilities, English Learners, and community members to support success in school”.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.|Met||2018
37754160132472|California Pacific Charter - San Diego|3|California Pacific Charter School distributes an annual parent survey to determine the effectiveness of its seeking input from parents and the effectiveness in the promotion efforts to encourage parental participation. The results of the survey are presented to the school board and all stakeholders and collaboration on how to improve parent engagement is discussed.  Positive School Climate and Connectedness 100% agree that they are reminded of opportunities to participate in any meetings and events.  Overall Satisfaction and Input 99% agree that they are satisfied with the school in providing input opportunities to participate in the school and their child’s education.||Met|The California Pacific Charter LCAP Input Survey results relate to our Establishing Connections and Partnerships, LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement.|2018
45698720000000|Bella Vista Elementary|3|The district administered the Education for the Future School Perceptions survey to parents, students, and staff.   The survey results indicate a very high level of parent satisfaction with their engagement by and  with the school . The survey instrument was chosen because it is researched based and had been administered in the past allowing current trends to be observed.||Met||2018
29663240000000|Clear Creek Elementary|3|Each year the Clear Creek School Site Council administers an annual survey to parents/guardians.  The data from the Site Council Parent Survey is used for stakeholder input in the development of the following year’s LCAP.  A key finding on the most recent survey indicated satisfaction in enrichment opportunities made available for students with a desire to continue these classes.  Parents also expressed an interest to see enrichment programs happen before, during, and after school to accommodate as many schedules as possible.  To promote parental participation, we had a yoga class and a music class taught by a parent and a grandparent.||Met||2018
12630320124289|South Bay Charter|3|LEA’s progress related to seeking input from parents/guardians in school and district decision making:  The South Bay Union Elementary School District seeks input from parents/guardians in a number of ways.  Both Pine Hill and South Bay Schools have School Site Councils, and South Bay Charter Middle School has a Charter Council.  At all sites additional opportunities for parent/guardian input are available during intake meetings and family events.  Additional formal input meetings, including LCAP stakeholder advisory meetings and the annual parent/guardian survey, will be scheduled during the 18/19 school year.  LEA’s progress related to promoting parental participation in programs:  The South Bay Union Elementary School District will promote parental participation in a variety of ways.  The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc.  The District will also provide professional development for staff on how to promote parent participation.    The South Bay Union Elementary School District has approximately 13% of students designated as English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  Why the LEA chose the selected measures:  The South Bay Union Elementary School District LCAP includes the goal “Engage parents/guardians, including parents of students with disabilities, English Learners, and community members to support success in school”.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.||Met||2018
19647330117655|Magnolia Science Academy 7|3||MSA-7 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), PACE Coordinators and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-7 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-7 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-7 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin,Community Events such as Spelling Bee, STEAM EXPO, Harvest Festival, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-7 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least 10 activities/events and conducting home-visits to at least 24 % of our students.  MSA-7 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-7 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
19753090132654|Community Collaborative Charter|3|Community Collaborative Charter School distributes an annual parent survey to determine the effectiveness of its seeking input from parents and the effectiveness in the promotion efforts to encourage parental participation. The results of the survey are presented to the school board and all stakeholders and collaboration on how to improve parent engagement is discussed.  Positive School Climate and Connectedness 100% agree that they are reminded of opportunities to participate in any meetings and events.  Overall Satisfaction and Input 99% agree that they are satisfied with the school in providing input opportunities to participate in the school and their child’s||Met|The Community Collaborative Charter LCAP Input Survey results relate to our Establishing Connections and Partnerships, LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement.|2018
41690210000000|San Carlos Elementary|3|Annually, the San Carlos School District administers the Panorama Family Survey in all grades as part of its local dashboard. In the spring of 2018, 1,316 responses were recorded.   In the area of Engagement, 72% of responses were favorable. This cluster includes the following prompts: ·      School staff helps me understand what my child needs to learn to be successful at his/her grade level ·      I am encouraged to be involved in my child’s school ·      I am interested in attending a Parent Education/Information event of the following topics   In the area of Communication, 82% of responses were favorable. This cluster includes the following prompts: ·      I am aware of my child’s academic progress, challenges, and successes ·      I receive effective communication from my child’s school ·      I have gained valuable information from the following sources. . . ·      My preferred communication sources is (select all that apply)   SCSD targets 80% as a minimum goal in all areas of the survey. Survey results are used as part of the LCAP reflection process each year. Parent feedback informs goal setting and growth targets are set in areas where improvement is needed. District goals in 2018-2019 include continued focus on increasing parent communications with regard to the mathematics program and math pathways, homework, social emotional learning and student personal and academic growth.||Met|Panorama survey results were shared with the Board on April 5, 2018. In addition, key areas related to priority 3 were reported on November 15, 2018.|2018
19647330114967|Global Education Academy|3||Seeking Input: The school has sought input from various stakeholders in school decision making through teacher and administrator participation in professional development related to engaging parents/guardians in decision making. Teachers understand how to direct parents/guardians to entities within the organization that will enable them to influence the decision-making process. Parents have participated in meetings of the local governing board and advisory committees such as the English Learner Advisory Committee and the School Site Council (SSC). Parents have been educated in the process of addressing concerns that includes a discussion of the various entities within the organization and the overall structure of the organization. Parents know, for example, that for general concerns, academic and budgetary issues, the go to organization is the SSC. They know that concerns can be addressed to the Board, and that concerns about individual students should be addressed to the teacher first and then the principal. Teachers have also led Parent Workshops in topics that would be helpful for parent involvement in their child’s education such as the use of technology—creating an email account, writing and sending emails, using Google Docs, etc. Also, when our school decided to change the format of our report cards, we created a committee comprised of the principal, teachers, and parents. After the new report cards were developed, teachers from the Report Card Committee held a meeting for the parents, teaching them about the new format and how to read the report card.  Promoting Participation in Programs: The school promotes participation of parents/guardians in all meetings held by providing interpretation and translation services. These services are provided for Parent Workshops, Coffee and Tea with the Principal, SSC, English Learner Advisory Committee, Parent/Student Orientations, Informational meetings, IEP meetings, and parent conferences. Additionally, all communications sent home are translated in the home language of the families. The school provides trainings and workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth. For example, in the 2017/2018 school year, parents were able to attend a six-week workshop that targeted various topics in the subject of mental health. As mentioned above, parents were informed about the change in report card, invited to be a part of the report card committee in identifying key elements that should be included in the report card and being informed on the new format of the report card after it was completed. This year, our school is promoting participation of parents by getting the students involved. If parents participate in any school meeting, event, conference, etc., students are rewarded for being responsible for getting their parents to participate in their learning. So far, it has been effective in getting new parents involved.|Met||2018
41689400000000|La Honda-Pescadero Unified|3||LHPUSD partners with community-based organization, Puente de la Costa Sur to support family engagement and authentic participation in the schools.  Progress on one measure related to seeking input from parents/guardians in school and district decision making: LHPUSD holds regular joint parent meetings in the Pescadero Schools. The meetings are well attended, translated and provide a forum for the schools and families to discuss topics important to families. Topics are generated by the parents at the start of the school year and revisited throughout the year. The meetings are used to gather input for the LCAP process, mission and vision statement and district goals. Additionally, parent participation is critical in staffing decisions at the schools. During the recent recruitment and hiring of a new principal in Pescadero, a meeting was held with district administration and parents to gather critical characteistics parents wanted to see in their new principal. These characteristics served as the anchor throughout the recruiting process. Several panels of school staff and parents interviewed and selected finalists for the position. The final decision was made by a nine-person parent panel.  Progress on measures to promote parental participation in programs: School sites have access to interpretation services for all individual meetings and educational programs with parents. LHPUSD continues to fund two positions to support community and family engagement- Community Liaison and Community Engagement Coordinator. The strategy of hiring a community team allows for dedicated staff to promote and support parent participation in the schools.  Measuring parent participation in conferences, committees and workshops are aligned with the goals of the LCAP.|Met||2018
20652760000000|Raymond-Knowles Union Elementary|3|Each question was asked to be rated on a scale of 1 to 5, 1 representing strongly disagree and 5 representing strongly agree. There were four families that responded to the survey. 1. The scores for seeking input from parents/guardians in school and district decision making were 75% scored a 3 or higher and 25% scored a 1. 2. The scores for the school seeking parent/guardian input and encourages their participation were 75% scored a 4 or higher and 25% scored a 2.  3. The LEA chose to conduct a survey to gather this information to be sure we are meeting our LCAP goals. We as a district and school feel as though we are doing a great job in this area. However, we have discussed ideas on how to get more responses on this survey in an effort to have a better picture on how we are doing in these areas.||Met||2018
37683386120935|Albert Einstein Academy Charter Elementary|3|Data collected during internal and external assessments (surveys), parent universities with topics ranging from math to IB to the Language continuum and “Pastries with the Principal” common themes were identified. The assessment data and input received from the various stakeholders’ serves to align our school’s LCAP and IB Self Study all of whose primary focus is to improve student achievement. Provide Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learner. Implement benchmarks assessments to ensure high quality teaching and learning. Provide academic intervention/support for struggling students to create a learning centered culture. Expand parent opportunities and workshops in multiple languages to support their child’s academic progress to cultivate a culture of learning. Expand student choice and voice to increase student engagement. Strategically manage data to align resources to maximize the impact on student learning.||Met||2018
19650600000000|Torrance Unified|3||Parent engagement efforts in the district have been expanding in recent years in response to information collected and stakeholder input from a variety of measures.  TUSD has been measuring parent participation in school and district advisory meetings.  The district has also expanded efforts to gauge the engagement of parents districtwide by measuring school site engagement activities, levels of parent participation in advisory committees and parent feedback on district communication. Additionally, the district has been able to measure whether school sites have access to interpretation and translation services so parents can participate in educational activities district-wide.  These translation services have been consolidated and streamlined into a district centralized system to allow for equitable and efficient services available to all schools to better serve district families.  This system facilitates the analysis of the use of translation services, identification of any gaps in services to ensure that the district's needs are met.   Expanded efforts this school year were implemented to gain perspective from parents district-wide and targeted parents already involved in advisory committees.  A survey was conducted through online registration to determine the frequency and method of communication parents preferred.  A majority of parents indicated that they preferred monthly communication via email.  Additionally, parents involved in any advisory committees were surveyed to gain insight into their contributions and participation.  Most parents (70-92.6%) indicated that they were more informed due to their participation, were more comfortable sharing information with others, and felt like they contributed to their respective committees.  The district is committed to continuing to gain perspective from various stakeholders to enhance district parent engagement.      In order to improve district-wide implementation of parent engagement practices, TUSD also began planning and implementation of district-led professional development.  This training focuses on the dual capacity building framework for family-school partnerships.  Professional development and tools will be provided to school and district staff in order to foster effective parent engagement based on current research.  These strategies will be implemented to increase capacity among district staff and families, especially low-income families, those experiencing homelessness or with students in foster care.|Met||2018
19647330109884|James Jordan Middle|3|James Jordan Middle School annually administers a parent survey seeking input and feedback from parents.|James Jordan Middle School has adopted an Local Control and Accountability Plan goal to measure the participation of the parents of English Learners.  We track the number of meetings of our English Learner Advisory Council which achieve quorum for the purpose of insuring effective contributions to school decisions.  We have met this LCAP goal for the past two years. We selected this measure because we feel that the performance of our English Learners is one area of weakness for our school. We also use the annual parent survey to determine if parent's feel that their input is taken into account by administrators.  87% of our parents said administrators listen to their ideas and concerns and respond appropriately.   James Jordan Middle School encourages the parent participation in a variety of our programs by making sure that our teachers are very responsive to parent questions.  On our annual parent survey, 92.4% of parents said that teachers responded quickly to their questions almost all of the time. We also track the attendance of parents at the annual Welcome Back breakfast that takes place before the school year starts.  71% of parents said that they attended this event, which allows them to meet all the teachers, get a syllabus for each class and sign up to participate in the after-school program.|Met|With a school enrollment of 380 students, we are proud to say that we have, on average, more than 125 parents attending the monthly general meetings.  For a Title I school, this is above average parent participation.  One of our LCAP goals is to make sure that there is a face to face parent meeting for every child who is not passing a class.  We have met this goal for the past two years. Another LCAP goal is to have an administrator speak individually to the parents of English Learners about the importance of fluency and the support programs that we provide to increase literacy beyond the regular school day.  We have exceed this goal with 87% of English Learner parents participating in these individual conferences.|2018
19753090134585|Pathways Academy Charter Adult Education|3|Pathways Academy Adult Education Charter School distributes an annual LCAP input survey to determine the effectiveness of its seeking input from stakeholders and the effectiveness in the promotion efforts to encourage stakeholder participation. The results of the survey are presented to the school board and all stakeholder; collaboration on how to improve engagement is discussed.  Positive School Climate and Connectedness - 100% agree that they are reminded of opportunities to participate in any meetings and events.  Overall Satisfaction and Input - 100% agree that they are satisfied with the school in providing input opportunities to participate in the school and in their education.||Met|The Pathways Academy Adult Education Charter LCAP Input Survey results relate to our Establishing Connections and Partnerships, LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement.|2018
19647330117622|Magnolia Science Academy 4|3||MSA-4 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-4 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-4 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, and eight PTF meetings. MSA-4 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 10% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  MSA-4 is also working to schedule annual workshops for parents. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-1 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
56738740000000|Oak Park Unified|3||"OPUSD has made a concerted effort to increase actions and services related to the social/emotional health of students.  To this end, the district has increased counseling services in elementary and middle school.  The increase in elementary counseling services has led to the increased frequency of parent education events. In Fall 2018, topics have included: ""Raising Digital Natives"" and ""Mindfulness for Families."" Parent attendance at these events has grown with the increasing of counseling services provided."|Met||2018
41690216044721|Arundel Elementary|3|Annually, the San Carlos School District administers the Panorama Family Survey in all grades as part of its local dashboard. In the spring of 2018, 1,316 responses were recorded.   In the area of Engagement, 72% of responses were favorable. This cluster includes the following prompts: ·      School staff helps me understand what my child needs to learn to be successful at his/her grade level ·      I am encouraged to be involved in my child’s school ·      I am interested in attending a Parent Education/Information event of the following topics   In the area of Communication, 82% of responses were favorable. This cluster includes the following prompts: ·      I am aware of my child’s academic progress, challenges, and successes ·      I receive effective communication from my child’s school ·      I have gained valuable information from the following sources. . . ·      My preferred communication sources is (select all that apply)   SCSD targets 80% as a minimum goal in all areas of the survey. Survey results are used as part of the LCAP reflection process each year. Parent feedback informs goal setting and growth targets are set in areas where improvement is needed. District goals in 2018-2019 include continued focus on increasing parent communications with regard to the mathematics program and math pathways, homework, social emotional learning and student personal and academic growth.||Met|Panorama survey results were shared with the Board on April 5, 2018. In addition, key areas related to priority 3 were reported on November 15, 2018.|2018
23655570000000|Arena Union Elementary|3|During the 2017-2018 school year, Point Arena Schools used local surveys at LCAP stakeholder meetings which included DELAC, NAEAC, and Site Council meetings as well as mailing surveys out to the parents to increase parents and guardians input with decision making on specific goals and actions within the LCAP.  We felt this was the best way to ensure we captured the community's thoughts on our Local Control Accountability Plan. The survey results as well as the input from the stakeholder meetings revealed that most parents and guardians felt they had been included in the decision making process in regards to the LCAP.  The result of these surveys aided the district staff to develop a strategic plan that will guide our future accountability plans with a continued emphasis on engagement with the community and improving school climate with that parental support.||Met|"Parents play a crucial role not only in the education of their children but in helping the district prioritize what actions we will be taking to improve students engagement and academic performance.  With any decision, we come back to the touchstone, ""What is in the best interest of our students?""  We know that when the adults in the room come together with this focus, that while there may be disagreement on the means, we share a common goal of doing what's best for our children."|2018
19650370000000|South Whittier Elementary|3|The South Whittier School District administered a parent survey to all parents and received responses from parents of students in grade levels TK - 8th. The key findings include that 100% of parents stated that they feel welcome at school.  Communication with staff via email, conferences, social media, phone calls, written communication regarding their child’s progress indicates strong engagement. The survey asks for parent input to help make decisions about how district resources are allocated on an annual bases.  The results indicated 93.4% of parents state that their child would benefit from a before or after-school program.  The parents also indicated that 30% of students have not benefited from after school programs.  Based on these data, SWSD is offering more before and after school options to support the needs of our students. Continuing to grow summer school programs is also an interest of our families based on the results of this survey.  During the summer of 2018 additional English Language Arts support was provided for our at-risk first and second grade students.  South Whittier School District is using the Family Engagement Toolkit to analyze parent programs through qualitative data coupled with the survey results.  Through the Parent Engagement Committee, School Site Council, English Language Advisory Committee, and Parent Advisory Committee for our Local Control Accountability Plan parents were given opportunities to give input decisions made about the LCAP and parent engagement opportunities.   Based on the data related to promoting parental participation, 23.3% of our parents indicate that we could improve school meeting times and the parent committees shared that they wanted increased opportunities to connect to student learning in parent engagement workshops. Based on this parent input, the district has put together a monthly “Parent Center Spotlight” that offers monthly workshops at different sites and at varying times of the day.   SWSD has an LCAP goal of strengthening communication with parents and community members by providing resources and opportunities for parents’ active engagement in their student’s education. SWSD selected a district created survey to specifically measure areas of strength and improvement for activities and goals that are listed in the LCAP.||Met|Additionally, SWSD has a group of 84 parents that completed the Parent Institute for Quality Education and 52 parents participated in Family Stories as part of the Latino Family Literacy Project.  SWSD utilizes community liaisons at each of the school sites to increase parent engagement and connectedness with the school site.|2018
30103060132910|College and Career Preparatory Academy|3|1.  Key findings from the survey related to seeking input from parents/guardians in school and district decision making: The parents were contacted to complete an online survey. There were sixteen surveys completed by parents. In addition to the survey, 79 parents received welcome letters informing the parent/guardian of their adult son/daughter enrolling in CCPA. There were also open house nights, and parent advisory meetings scheduled throughout the year to increase parent engagement and awareness of the LCAP process. The survey targeted 3 main areas:  School Climate, Parent Involvement, and the Use of Technology.  These were target areas in the LCAP.   • One hundred percent of CCPA parents surveyed felt the school was meeting the needs of their student. • Eighty-eight percent of CCPA parents surveyed felt that their student is being prepared for college, career and/or life. • One hundred percent of CCPA parents surveyed felt that the school climate supports student learning. • Ninety-four percent of CCPA parents surveyed felt that their students are making academic progress.  Key comments from the survey: 1. Would it be possible to offer child-care? 2. Could there be more communication to students and help them move forward with their education?  2. The key findings from the survey related to promoting parental participation: • Seventy percent of CCPA parents surveyed were aware of the opportunities to be involved with the school. • Eighty-eight percent of CCPA parents surveyed felt that communication from the school is timely and consistent.    3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control Accountability Plan.  The parent survey has been utilized for the past 3 years.  A similar survey is used with students and staff to gauge satisfaction among key stakeholders. The questions asked in the survey are tied to the goals, actions and services written in the LCAP. Survey questions addressed the following: • School safety • Student progress • School climate • School communication • Parent involvement • LCAP goals • College and career readiness • Parent participation in school events • Use of technology • Internet access • Student use of technology • Student’s use of technology at school • Classroom expectations and support • Student behavior||Met||2018
41690216044739|Brittan Acres Elementary|3|Annually, the San Carlos School District administers the Panorama Family Survey in all grades as part of its local dashboard. In the spring of 2018, 1,316 responses were recorded.   In the area of Engagement, 72% of responses were favorable. This cluster includes the following prompts: ·      School staff helps me understand what my child needs to learn to be successful at his/her grade level ·      I am encouraged to be involved in my child’s school ·      I am interested in attending a Parent Education/Information event of the following topics   In the area of Communication, 82% of responses were favorable. This cluster includes the following prompts: ·      I am aware of my child’s academic progress, challenges, and successes ·      I receive effective communication from my child’s school ·      I have gained valuable information from the following sources. . . ·      My preferred communication sources is (select all that apply)   SCSD targets 80% as a minimum goal in all areas of the survey. Survey results are used as part of the LCAP reflection process each year. Parent feedback informs goal setting and growth targets are set in areas where improvement is needed. District goals in 2018-2019 include continued focus on increasing parent communications with regard to the mathematics program and math pathways, homework, social emotional learning and student personal and academic growth.||Met|Panorama survey results were shared with the Board on April 5, 2018. In addition, key areas related to priority 3 were reported on November 15, 2018.|2018
41690216044754|Heather Elementary|3|Annually, the San Carlos School District administers the Panorama Family Survey in all grades as part of its local dashboard. In the spring of 2018, 1,316 responses were recorded.   In the area of Engagement, 72% of responses were favorable. This cluster includes the following prompts: ·      School staff helps me understand what my child needs to learn to be successful at his/her grade level ·      I am encouraged to be involved in my child’s school ·      I am interested in attending a Parent Education/Information event of the following topics   In the area of Communication, 82% of responses were favorable. This cluster includes the following prompts: ·      I am aware of my child’s academic progress, challenges, and successes ·      I receive effective communication from my child’s school ·      I have gained valuable information from the following sources. . . ·      My preferred communication sources is (select all that apply)   SCSD targets 80% as a minimum goal in all areas of the survey. Survey results are used as part of the LCAP reflection process each year. Parent feedback informs goal setting and growth targets are set in areas where improvement is needed. District goals in 2018-2019 include continued focus on increasing parent communications with regard to the mathematics program and math pathways, homework, social emotional learning and student personal and academic growth.||Met|Panorama survey results were shared with the Board on April 5, 2018. In addition, key areas related to priority 3 were reported on November 15, 2018.|2018
40687000000000|Atascadero Unified|3|Atascadero Unified School District annually administers a local survey to parents, teachers and students in grades 4-12.  Results showed an increase in the positive perception of all areas surveyed.  In the areas related to seeking input from parents/guardians in school and district decision making and parental participation in programs showed an increase of 4%.  Additionally, increases of 12% and 7% were seen in use of technology for school and homework and student access and use of internet for school use outside of school.  Finally, in all areas pertaining to behavior, safety, and school connectedness an average increase of almost 5% was seen across the sections.  AUSD chose to give a local survey that aligned with the California Healthy Kids Survey in order to provide annual information across all students, staff, and parents in grades 4-12 to gather more information on a more regular basis than the semi-annual survey that only surveys 4 grades of students within the district.  The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan.||Met||2018
37683790000000|San Ysidro Elementary|3||The San Ysidro School District (SYSD) places priority on parent engagement as evidenced by its inclusion as the third goal of the district’s Local Control Accountability Plan (LCAP).  SYSD offers parents the ability to participate on district advisory and site advisory committees.  As a result of last year’s efforts, participation and quality of engagement has improved.  At least five of the seven elected parents attend these meetings on a regular basis.  During the committee meetings, parents are provided with an overview of district and/or school programs, community resources, and services.  Site committees are actively involved in reviewing the School Plan for Student Achievement (SPSA), while the district committees are actively engaged in the LCAP review and feedback process. The district has also provided all sites with the Parent Institute for Quality Education (PIQUE) and works to increase opportunities to educate parents about the school system and the importance they play in their children’s success.     In the past year, SYSD has provided the following resources, based on need, for parents and their families.   SCRIPPS parent classes, Mobile Clinic, JFS parenting classes, social worker services, San Ysidro Health Center dental services, prevention and early intervention, addressing childhood trauma, the community assessment team, parent English classes, Mental Health First Aid certification, Literacy promotion workshop, budgeting classes, and a low-cost computer and internet program   Increased resources for parents and families are helping solidify SYSD’s commitment to educating the whole child.  In addition, parent involvement is improving not only in the area of attendance but in quality engagement.  SYSD’s work in building partnerships with parents is progressing, and the district believes promoting increased parent engagement benefits students academically, socially, and emotionally.|Met||2018
19734450000000|Hacienda la Puente Unified|3|Parent/guardian responses related to levels parent decision-making and participation in programs included the following: 82% of parents agree/strongly agree that their child’s school encourages parental involvement; 78% of parents agree/strongly agree that they feel comfortable participating in school activities; 95% of parents report they can communicate with teachers and staff when they need to; 74%-98% of parents who have participated in the parent activities/programs feel that the school and/or district value their participation in the activities; 58% of parents agree/strongly agree that parents have a say in the decision-making process in their child’s school; 47% of parents agree/strongly agree that parents have a say in the decision-making process at the district; 57% of parents who didn’t participate in parent activities report scheduling conflicts as one of the reasons for not participating; 48% of parents think that more convenient times for participation would help parents become more involved; 74% of parents would prefer the school communicate by e-mail, 61% by phone calls, and 39% by in-person meetings.  The LCAP Survey was selected for implementation for the following reasons: -To help increase the number of respondents through survey access on a variety of technology platforms; -The survey was designed to gauge the perceptions of staff, students, and parents regarding academic support and resources, student achievement, parental involvement, and school and district climate, to provide essential and relevant stakeholder input related to LCAP priorities and goals; -The survey was conducted using valid methodology, and included an analysis of the results that identified key findings related to each of the respondent groups, within the areas of course access and student outcomes, parental involvement, and engagement and climate.||Met|The district is committed to parent and family engagement throughout the year to address both academic and other outcomes for students. The District has established an annual Parent Symposium that takes place on a Saturday. This has been in place for the past 3 years and will continue. Attendance at DAC and DELAC meetings by parents continues to increase each year. Parents provide input and also ask to be informed on a variety of topics. Guest speakers will attend DAC/DELAC, and the district has also had informational meetings at other times.  Schools also provide workshops for parents both during the day and in the evening. The topics will range from college access to understanding social media.|2018
41690216044788|White Oaks Elementary|3|Annually, the San Carlos School District administers the Panorama Family Survey in all grades as part of its local dashboard. In the spring of 2018, 1,316 responses were recorded.   In the area of Engagement, 72% of responses were favorable. This cluster includes the following prompts: ·      School staff helps me understand what my child needs to learn to be successful at his/her grade level ·      I am encouraged to be involved in my child’s school ·      I am interested in attending a Parent Education/Information event of the following topics   In the area of Communication, 82% of responses were favorable. This cluster includes the following prompts: ·      I am aware of my child’s academic progress, challenges, and successes ·      I receive effective communication from my child’s school ·      I have gained valuable information from the following sources. . . ·      My preferred communication sources is (select all that apply)   SCSD targets 80% as a minimum goal in all areas of the survey. Survey results are used as part of the LCAP reflection process each year. Parent feedback informs goal setting and growth targets are set in areas where improvement is needed. District goals in 2018-2019 include continued focus on increasing parent communications with regard to the mathematics program and math pathways, homework, social emotional learning and student personal and academic growth.||Met|Panorama survey results were shared with the Board on April 5, 2018. In addition, key areas related to priority 3 were reported on November 15, 2018.|2018
24102490106518|Merced Scholars Charter|3||MSCS regularly promotes and seeks parent/guardian participation on the school’s Advisory Board. The Advisory Board serves as the committee which seeks stakeholder feedback and input on various issues at the school including policies, curriculum/instruction, and school activities. Meetings are held quarterly and parents are encouraged to attend, with some parents elected to the board each year. Parents/guardians are regularly encouraged to attend all advisory committee meetings. Advisory Board meeting dates are included in the school’s handbook given out at the beginning of each year.   Parents/guardians are further informed of such meetings through phone calls, flyers, and promotion by staff. All advisory meeting agendas and minutes are posted a week in advance to inform all stakeholders of upcoming meetings. Also for this year, MSCS will conduct School Site Council meetings and have a representative on the District English Learner Advisory Committee. This will provide added opportunities for parents to engage with the school. Parents/guardians are further provided the opportunity for input through the LCAP meetings held at the school. LCAP meetings are held for all stakeholders with one meeting being held specifically for parents/guardians. Parents/guardians are notified of such meetings through flyers, teacher promotion, and phone calls home.   MSCS strives to provide parents/guardians access to interpretation and translation services to allow them to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of informational and other notices and documents, in addition to in-person interpretation services provided by either administrative, certificated, or classified staff at meetings.   These measures were selected because they accurately demonstrate that MSCS seeks input from parents/guardians/stakeholders in the decision-making process and promotes parental participation in programs on an ongoing basis.  The findings relate to LCAP Goal 3, which addresses promoting greater parent involvement in the school and with their child’s education.|Met||2018
20102070000000|Madera County Superintendent of Schools|3||Summary: LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding separate elections for parent/guardian, stakeholder, and advocate members for the School Site Council. Due to the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at meetings as student’s transition to and from the facility and Court/Community School program; additional information is provided at parent visitations; graduation ceremonies; and other school activities. In addition, the LEA mails parent notifications with advisory committee information to students’ homes on a regular basis, in addition to regular meeting notifications throughout the school year. School sites have access to interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. Various school sites in the Career and Alternative Education Services Division provide trainings and/or workshops for parents/guardians, stakeholders, and advocates that are linked to student learning, progress, and/or social emotional development and growth. The Career and Alternative Education Services Counseling Division provides informational meetings to students on varied topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers.  These measures were selected because they accurately demonstrate the LEA seeks input from parents/guardians, stakeholders, and advocates in decision-making and promotes parental participation in programs in an ongoing attempt to engage parents in their students’ education. The continual nature of the LEA’s measures to promote parent involvement is based upon the transient nature of the student population and the individual needs of students and parents. The findings relate to LCAP Goal 3, which addresses parent/guardian and community engagement at all school sites.|Met||2018
40688250000000|San Miguel Joint Union|3|The district administered a survey to parents in the spring of 2016 to seek input on goals. Parents from all grade level spans (TK-K, 1st-3rd, 4th-5th, and 6th - 8th) responded. 77% of parents surveyed report feeling that our district is committed to the growth and development of all students. 77% of the parents surveyed found there was adequate communication from the schools regarding events. Parents use Aeries, the district website, email, school newsletters, phone calls, and texting to access information. Both schools have added Facebook pages to increase forms of communication with parents. 82% of parents feel that their children’s teachers help them when they need it. 68% of parents feel their children have adequate access to interventions. Last year, only 46% of parents feel their children have access to acceleration and this figure rose to 50% this year. 78% of parent surveyed find our schools foster a feeling of safety. 78% of parents surveyed are involved at their child’s school in some capacity whether it be on PTO, School Site Council, DELAC, as a classroom volunteer, or helping at other activities. 87% of the parents surveyed feel that their school is clean and well maintained. 55% of parents feel that our counselors are able to provide effective social/emotional support to our students and 58% felt there were no changes needed to support concerns with social-emotional issues, attendance issues, or conduct issues. We used our LCAP survey to report on this Priority, We choose this survey because it supports our School Climate Goal: SMJUSD will ensure a safe, welcoming, engaging, and inclusive climate for all students and their families that promote academic excellence, daily attendance, and appropriate, respectful behavior by providing social-emotional support and parent education.||Met||2018
41690216044770|Tierra Linda Middle|3|Annually, the San Carlos School District administers the Panorama Family Survey in all grades as part of its local dashboard. In the spring of 2018, 1,316 responses were recorded.   In the area of Engagement, 72% of responses were favorable. This cluster includes the following prompts: ·      School staff helps me understand what my child needs to learn to be successful at his/her grade level ·      I am encouraged to be involved in my child’s school ·      I am interested in attending a Parent Education/Information event of the following topics   In the area of Communication, 82% of responses were favorable. This cluster includes the following prompts: ·      I am aware of my child’s academic progress, challenges, and successes ·      I receive effective communication from my child’s school ·      I have gained valuable information from the following sources. . . ·      My preferred communication sources is (select all that apply)   SCSD targets 80% as a minimum goal in all areas of the survey. Survey results are used as part of the LCAP reflection process each year. Parent feedback informs goal setting and growth targets are set in areas where improvement is needed. District goals in 2018-2019 include continued focus on increasing parent communications with regard to the mathematics program and math pathways, homework, social emotional learning and student personal and academic growth.||Met|Panorama survey results were shared with the Board on April 5, 2018. In addition, key areas related to priority 3 were reported on November 15, 2018.|2018
19643520128488|Family First Charter|3||Key findings indicate that the families of our students are highly satisfied with our charter’s decision making and effort to obtain family input, especially as they relate to our LCAP focuses.  Key finding from the surveys related to parental participation is that members of the family are significant to our students so that they must be assessed to obtain a more precise and relevant measure of school participation. The overwhelming majority <92% were consistent regarding positive family perception of the school’s LCAP and goals.  FFCS’s unique charter mission, student population and high student transiency requires a customized survey to inquire the families of its students. We implemented proprietary surveys using online commercially available interfaces and hard-copy print outs for feedback away from a computer. We are considering an adaptation of the Healthy Kids Survey as elements may be adopted into our internal Survey.  The findings relate to our LCAP goals as they informed our decision prior to updating our LCAP and how we implement our updated LCAP goals.|Met||2018
51714070000000|Marcum-Illinois Union Elementary|3||Marcum-Illinois sent out multiple surveys to parents and staff to include input in the decision making process. Seven strategic plan/LCAP meetings were held to give multiple opportunities of input. Additionally a Bullying presentation was put on for parents at our back to school night.   Parent input is key in providing an updated strategic plan that drives LCAP dollars.|Met||2018
34765050101832|Futures High|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they feel comfortable approaching teachers and administrators with concerns or questions and are highly satisfied with the foreign language and cultural aspects of the school’s program.  They indicated that there are many opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the school program.  Parents indicated a need to increase school communication about important events and increase communication and follow-up around parent concerns.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
58727365830138|Marysville Charter Academy for the Arts|3|Marysville Joint Unified School District LCAP Stakeholder Input Based on Stakeholder input key features of this year's LCAP include maintaining the goals, activities, and funding from the 2017-18 LCAP. These features include: professional development, instructional materials, athletics, Air Force Junior ROTC, libraries, music, ROP/CTE, technology, safe environment, student attendance, counseling, deferred maintenance, and communication with families. LCAP Stakeholder Satisfaction Survey and D/ELAC Survey results show parents reporting overall satisfaction with ongoing district activities. District Advisory Committee, District English Language Advisory Committee, School Site Council agendas and minutes, School Messenger logs, and increased number of translations evidence district outreach and parent engagement strategies were used to assess this priority area (Parent Engagement, Priority 3)   All actions and services in the 2017-18 LCAP took place with successful implementation. Evaluation of metrics previously listed showed improvement in all areas. All actions and services in the 2017-18 LCAP proved effective per the evaluation of metrics previously listed showed improvement in all areas. LCAP Stakeholder Meeting Schedule February 2018 • Overview of the process, timelines, and outcomes for this committee. • Review the 2017-18 LCAP and MJUSD/MCAA budgets. • Provide an update on the Governor’s proposed 2018-19 state budget and its potential impact on the MJUSD/MCAA budgets. • Develop a stakeholder survey to determine the progress we are making toward achieving our LCAP goals and the identified student outcomes. March 26, 2018 • Stakeholder Survey Window Opened (available online or by hard copy) April 27, 2018 • Review the results from the stakeholder survey. • Based on the survey results, identify recommendations to be presented to the Superintendent. May 10, 2018• Budget/LCAP Committee finalized recommendations to Superintendent. May 18, 2018• First draft of LCAP made available on district website and at school sites for public review. • June 15, 2018 LCAP revisions completed and Superintendent’s/Principal’s written response to comments posted. • Present final draft and hold public hearing at the 6/19/18 special board meeting. • LCAP and budget adopted by Board of Trustees at the 6/26/18 regular board meeting. LCAP Stakeholder Information - http://www.mjusd.com/District/Departments/Business-Services-Division/LCAP-and-Budget-Information/index.html||Met||2018
19101996119945|Magnolia Science Academy|3||MSA-1 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-1 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-1 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-1 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-1 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 40% of our students.  MSA-1 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-1 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
01751010000000|Pleasanton Unified|3||Part 1:  In 2017-2018 the Local Control Accountability Council consisted of 15 members, including one student.  Eight members of the committee had one or more current students in our District. The committee received information about programs associated with LCAP actions and services and gave feedback. Multiple committees of staff, teachers, parents, students and community members participated in a feedback process regarding LCAP through an online survey.  Based on the results of the survey, the LCAC committee made final adjustments and recommendations to the Local Governing Board. At the District English Learner Advisory Council (DELAC), district leaders provided descriptions of PUSD's educational programs. Outcome data and other information was shared with the LCAC and the DELAC. Parents were given the opportunity to provide input regarding planned activities and data about actions within the LCAP.   Part 2 In 2017-2018, PUSD conducted the first School Quality Stakeholder Survey which measured staff, student and parent responses in four areas, including questions regarding parental opportunities for participation in school and district decision making.  14% of families responded to the survey.  The findings related to parental involvement show that 81% of families feel they are informed about school-sponsored activities, such as back-to-school night, while 81% families  are informed about school-sponsored activities, such as tutoring, after-school programs, and student performances.  School Smarts, which is a program provided through California PTA, was expanded to include approximately 100 families. In 2017-2018, there were 181 parent graduates at Pleasanton USD 7 Elementary Schools.  These families represented 212 children impacted by parent’s participation in School Smarts.  Surveys revealed that 85% of parents found School Smarts extremely valuable, while 90% of parents reported that facilitators were extremely effective.  In addition, in 2017-2018 eight Parent Liaisons continued to support parents at fifteen schools in becoming more involved in their child's education and more knowledgeable about the educational system.  Parent Liaisons helped parents make connections within the school community by providing support during registration/enrollment, connecting students to the extended day and Mariachi programs, assisting with summer school enrollment, and providing language support for parent education workshops. Trained facilitators implemented Loving Solutions and Parent Project Parent Education Programs that helped parents/guardians to support their children by teaching critical parenting skills. The LCAP funded Spanish speaking Social Worker provide support for all qualifying parents.  Part 3 Findings relate to goals established for other LCFF priorities in the LCAP These measures were chosen because the represent Actions and Services related to Goal 5 of the Pleasanton Unified School District Local Control Accountability Plan.|Met||2018
32669690000000|Plumas Unified|3|The following six question survey was administered in the spring of 2018:  1. Students graduate with the knowledge and skills for college and/or career. 59% Strongly Agree or Agree.  2. Our school and district spend money and resources appropriately. 41%Strongly Agree or Agree.  3. Our school and district has a talented, student-centered staff. 68% Strongly Agree or Agree.  4. I am included in decision making at our school and district. 42% Strongly Agree or Agree.  5. I am proud of the way our school and district look. 46% Strongly Agree or Agree.  6. I think our school and district leadership provides excellent service to our communities. 49% Strongly Agree or Agree.  This survey was chosen based on our Local Control Accountability Plan, one question per goal.||Met||2018
33751923330917|Temecula Preparatory|3||Option 2: Local Measures A.   Seeking Input in School/Decision Making 1.    Parents were invited to attend a Parent Coffee one morning a month to meet with the      Head of School to receive updates on school initiatives, provide input in response,      and share parent concerns. 2.  The PATS (Parent and Teachers Support) Organization met regularly with school      administration to provide stakeholder input in school initiatives. 3..  Parents were advised of all school board meetings both on the school website and      through email notification. 4.  A Strategic Planning committee was formed that includes representation from the TPS       board, teachers, parents and administration. 5.  Parents were invited to a Strategic Planning Forum to provide input. 6.  A survey was sent out to seek input on school climate.  B. Promoting Participation in Programs 1. Parents and students have access to translation services by staff who are fluent in     Spanish, Japanese, and French. 2.  Parents are invited to participate in meetings through the RTI/MTSS program in an                 effort to provide equal access to all students.      Evening workshops have been provided to parents in an effort to link student learning      and/or social emotional development and growth. 3.  Staff was provided on site Professional Development on the socio­emotional needs     of students.  Effective parent/guardian engagement is also an area of focus through the    school PBIS program for which all staff have received training.|Met||2018
19643520128496|New Opportunities Charter|3||Key findings indicate that the families of our students are highly satisfied with our charter’s decision making and effort to obtain family input, especially as they relate to our LCAP focuses.  Key finding from the surveys related to parental participation is that members of the family are significant to our students so that they must be assessed to obtain a more precise and relevant measure of school participation. The overwhelming majority <92% were consistent regarding positive family perception of the school’s LCAP and goals.  FFCS’s unique charter mission, student population and high student transiency requires a customized survey to inquire the families of its students. We implemented proprietary surveys using online commercially available interfaces and hard-copy print outs for feedback away from a computer. We are considering an adaptation of the Healthy Kids Survey as elements may be adopted into our internal Survey.  The findings relate to our LCAP/WASC goals as they informed our decision prior to updating our LCAP and how we implement our updated LCAP goals.|Met||2018
19647330117648|Magnolia Science Academy 6|3||MSA-6 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-6 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-6 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-6 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-6 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 25% of our students.  MSA-6 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-6 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
34765050113878|Higher Learning Academy|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they feel comfortable approaching teachers and administrators with concerns or questions and are supportive of the after school program.  They indicated that there are adequate opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the school program.  Parents indicated a need to increase school communication about important events and increase communication and follow-up around parent concerns.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
27661830000000|San Lucas Union Elementary|3||The San Lucas USD is a single school district that is committed to engaging parents and community, as measured by attendance rates. San Lucas hosts several groups and activities to seek input from parents/guardians to guide decision-making throughout the school year. These groups and activities are the School Site Council and English Language Acquisition Committee, the San Lucas Parents' Club, the Local Control and Accountability Plan (LCAP) community meeting, and parent/teacher conferences twice a year. Routine attendance and participation in these groups and activities range from 14% to 90%, with parent teacher  conferences yielding the highest level of attendance. San Lucas promotes parental participation by providing numerous events for family participation, including Back-to-School Night, Family Breakfast and Awards Assemblies, Winter Program, Open House, Fall Carnival, sports, and other events. Approximately 90% of the families routinely participate in the schoolwide events. Approximately 50% of parents have attended sports games. Parents are invited to volunteer to help with school activities, field trips, or in the classroom. Approximately 46% have expressed an interest in being a school volunteer, and approximately 14% have completed all the necessary steps to become a school volunteer. It is the goal of San Lucas to assist all interested parents in completing the necessary steps to be a volunteer. Attendance rates have San Lucas parents to be actively participating at school events. A survey will be added for the 18-19 year to gauge parent attitude. These findings relate to LCAP goal #3 which is to provide a welcoming environment to families and solicit support and involvement.|Met||2018
41690050127282|Connect Community Charter|3|The Education Vital Signs (EVS) Survey by SixSeconds is administered to the Connect community annually. The return rate on the survey continues to be low.  Parents were involved and informed in making key decisions such as the use of Measure U funds.||Met|Parent involvement is a focal point for this year as the board has restructured the management of the school and created a structure to be actively involved.|2018
19643110000000|Beverly Hills Unified|3|BHUSD has strong partnerships with the community which enriches the learning environment for students. Our schools welcome and embrace their cultural and social diversity and parents are encouraged to participate in their children’s learning. Parents are a valued and integral part of their children’s learning. All stakeholders including parents, students, teachers, and administration consistently communicated that parents were involved and this is reflected in the level of investment from the Parent Teacher Association (PTA). The dissemination of school and student information to parents is communicated in multiple formats, from the PTA newsletter to tech tools like Jupiter. Some parents wanted to strengthen communication between school and wanted to see further improvements made in the communication between different stakeholders. All information was gathered by a formalized Curriculum Audit by an outside vendor.  - 94% of our parents indicated they are happy with our Elementary Schools -85% of our parents indicated they are happy with our Middle Schools -73% of our parents indicated they are happy with our High School||Met||2018
53717610000000|Trinity Center Elementary|3|Responding parents unanimously agreed that the school seeks parental input and encourages participation.  We developed a survey based on the school goals in the LCAP to formalize the input we get from parents and staff.||Met||2018
12630320111203|Alder Grove Charter School 2|3||1. Alder Grove Charter School seeks input from parents/guardians in a number of ways.  Our school has a Leadership Team that includes parent involvement and input on local decisions.  Our Governance Council is also currently made up of all Alder Grove parents. Additional opportunities for input are available by submitting surveys, open communication with the Director, and during weekend training workshops and other family events.  An LCAP information session was offered at the September 2018 Back-to-School Night/Curriculum Share. Additional formal input meetings, including an LCAP advisory meeting, will be scheduled during the 18-19 school year. 2. Alder Grove Charter School is a personalized learning school based on parent choice, and will continue to promote parental participation in a variety of ways.  The school encourages parent participation in all events, field trips, curriculum choices, parent attendance at meetings with teachers, and advertising Leadership Team and Governance Council meeting times for parent input.  Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. 3. Alder Grove Charter School’s LCAP includes the goal “Increase parent skills and knowledge in order to facilitate student learning at home.”  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, weekend training workshops for parents, LCAP advisory meetings, surveys, opportunities to increase curriculum knowledge, providing opportunities for parent input like Leadership Team and Governance Council, and translation services, we will create an environment that allows for full participation in the school community.|Met||2018
31668030000000|Dry Creek Joint Elementary|3|Each year the District sends an LCAP aligned survey to all parents to gather feedback.  Goal 5 in the LCAP specifically addresses parent engagement and involvement. In addition, each school site sends a survey to all parents K-5 and 6-8 to gather specific feedback and information.  There are specific questions that are consistent District-wide in order to provide the District with information needed to guide parent participation and engagement planning.   It is the intention of the District to increase parent involvement and engagement yearly through site and District family education events, committees and volunteer programs.  For example, last year, District-wide there were over thirty (30) family engagement events/programs offered for our families.  Some of the events and programs include but are not limited to:  Back to School Night, Open House, Family Literacy/Math events, Kindergarten Orientation, Middle School Orientation, drama productions, World Fair, Watch D.O.G.S., College Fairs, Grandparents Day, Sami's Circuit Family Night, and Reclassification Ceremonies.  There were a variety of committees at both the site and District level that we encourage our parents to participate in.  These committees include School Site Council, GATE Advisory, site and District English Language Advisory Committee, School Health and Wellness Committee, and Community Advisory Committee (CAC).  All sites had a functioning English Language Advisory Committee (ELAC).  The ELAC at each site meets three times per year.  The ELAC serves as a guiding body to the EL program and reviews the Single Plan for Student Achievement (SPSA), LCAP, school goals, program information, testing documents and scores, parent involvement opportunities and policy. In addition, sites gather ideas and feedback from the committee in regard to parent involvement and supports for their students.  The District English Language Advisory Committee (DELAC) also met three times this school year.  The committee offered guidance and input on various program components, parent engagement and involvement and LCAP goals and services. It is the intent of the District to have all school sites represented by at least one parent per site at each meeting. Parent Academy Nights began February 2018, to assist families with connections and communication with their schools. We will work to increase the number of parents attending Academy Nights in the coming year.  In order to ensure parents have access to participate in our schools and events, the District provides translation services for both in person and written communication as needed.||Met||2018
19650450000000|Sulphur Springs Union|3||The District has implemented a highly-focused process to collaborate and seek input from parents/ guardian in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control Accountability Plan (LCAP). The Parent LCAP Survey was selected because this provides all parents the opportunity to give input. In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and Coffee with the Superintendent meetings. The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions. Every school Principal meets with their SSC and ELAC a minimum of 5 times a year for each committee. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement (SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement. Minutes are recorded at each of these meetings and information is used to further improve and enhance the school’s SPSA and the District’s LCAP. The Assistant Superintendent of Educational Services and the English Language Coordinator met with parent representatives from all 9 sites for DELAC meetings. The meetings were targeted to provide information to families based on needs of English Learners. Representatives were able to ask questions and seek assistance as needed to further enhance their English Learner Program at their school sites. The Superintendent, Assistant Superintendents, and Principals also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with stakeholders 8 times throughout the year. Minutes were recorded and any questions were answered and recorded on the District’s website. To further involve families to be part of their child’s educational program, the Superintendent met with parents at each school at ‘Coffee with the Superintendent’ meetings. In addition, the Superintendent met 9 times with the PAC to share the District’s programs and solicit input from parent representatives from every site. Minutes were recorded at each of these meetings and were used to provide input and support to the individual schools’ SPSA and District’s LCAP.|Met||2018
36678763630993|Provisional Accelerated Learning Academy|3||PAL Charter Academy is proud to have many opportunities and events that engage parents/guardians in decision making. Our school board meetings are open to the parents/guardians and community. There is an opening in the board agenda where parents/guardians are able to speak, ask questions, and express themselves. We have various events throughout each school trimester that allows parents/guardians to meet with staff, faculty, and school administration. Our events include Coffee With the CEO, Pan Dulce With the Principal, and Tea Time with the Staff. These events provide an opportunity for parents/guardians to participate in programs, school decision making, and give input to future endeavors of the school. These events have been popular with parent/guardian involvement. PAL Charter Academy is a very diverse team. Our staff is fluent in many of the home languages of our parents/guardians. We always provide information in  Spanish and English to ensure that we reach out to our community of parents/guardians. By providing bilingual meetings and events, we allow parents/guardians to fully participate fully in educational programs and individual meetings with school staff related to their child’s education. Our meetings and events involve many opportunities to provide parents/guardians trainings and workshops linked to the learning styles of different students and their social-emotional development and growth. Our school and district staff participate in various professional development on site or throughout the country in various topics that do include effective parent/guardian engagement throughout every school year.|Met||2018
42769500132894|Olive Grove Charter|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually.  In the 2017/2018 school year, Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School.  OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School.  79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school.  Parents meet weekly with teachers for grades 6-8 and monthly for grades 9-12.  Parents assist teachers with monitoring weekly assignment completion.  Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors.  Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings.  OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.||Met||2018
11626460000000|Princeton Joint Unified|3|We surveyed parents and found a great deal of favor for the school among our student’s parents.  The vast majority of the responses were very positive over a broad range of topics.  93.3% of parents reported that there are opportunities to be involved.  We are a very small school and it takes a lot of parent involvement to offer the breadth of opportunities available in our district.   While 80% of the responding parents indicated that there was adequate, open communication; 20% offered a negative rating in this area. During a change of administration over the summer there was a significant amount of discussion around communication.  Improving communication among all stakeholders is a key focus for the new administrator. Improving communication improves all facets of the school.   While this survey was broad in scope, there is a significant amount of data on communication, engagement, and culture.  All of these are intimately connected with our LCAP goals.|We elected to use option 1|Met||2018
15633620000000|Panama-Buena Vista Union|3|The Panama-Buena Vista Union School District (PBVUSD) administers a yearly LCAP survey to parent/guardians of students enrolled in grades TK-8 in order to gather information regarding school climate and connectedness, parental participation, quality of education being provided, and LCAP goals and services.  This local survey includes multiple opportunities for parents/guardians to provide feedback, including written feedback, concerning any aspect of the survey and/or any school or District related topic.  The information gathered from the survey is used to identify strengths and weaknesses to help determine necessary actions and services needed to best meet the needs of all students.  PBVUSD has focused efforts in seeking input from parents/guardians to help drive decision making at both the school and District levels.  The survey indicated 68% of parents/guardians feel they have opportunities to take part in decision making, and 83% feel they are valued as partners in their students’ education.  Of the parents surveyed, 97% indicated participation in one or more school or District related program(s).||Met||2018
50105040000000|Stanislaus County Office of Education|3||The LEA enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees at each site. These include holding elections and appointments for parent/guardian, stakeholder and other members of the School Site Councils.  The English Learner Advisory Committees serve at each site as part of the SSC.  Each SSC also serves as the LCAP advisory Because of the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder and others regarding participation in meetings of advisory committees. Notifications include announcements at monthly parent visitations; open house events; graduation ceremonies; and other school activities.  In addition, the LEA provides every parent notification packets with advisory committee information on an annual basis, in addition to regular meeting notifications throughout the school year. School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. SCOE offers trainings or workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth. The SCOE Preventions division provides parenting classes on topics that include academic support, computer literacy, gang awareness, parenting support and more. These measures were selected because they accurately demonstrate that the LEA seeks input from parents/guardians/stakeholders in decision-making and promotes parental participation in programs in an ongoing basis. The LEA’s continuous effort to promote parent involvement is based upon the transient nature of the student population and desire for increased parent involvement in schools. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Met||2018
30664720000000|Centralia Elementary|3|The Centralia School District conducted a survey for parents, students and staff. The parent responses were reviewed separately to determine next steps in increasing parent engagement across all school sites within the district. The district determined that the self-reflection tool that would be used to gauge parent engagement was to conduct a survey. All schools were included in the survey process all schools collected information online and through hard copies of the survey to the parent communities within those schools. 1505 responses were collected. From these responses, it was determined that parents felt that there is strong parent involvement and that they were strongly encouraged to participate in the schools.  When reporting on multiple ways for parents to provide input and get involved at school to assist with decisions regarding textbooks, SSC, PTA, ELAC, DELAC, LCAP, and GATE, there was an increase of three percent from the prior year indicating that they always had opportunities to provide input and get involved in the school. Eighty-eight percent of parents felt that the schools always provide an opportunity to be involved.  The general information collected from the survey indicated that parents want certain programs continued throughout the district, such as after school learning opportunities, positive supports in the school related to safety, and continued opportunities to provide input on school programs including the arts, science, and technology. It was noted that DELAC participation has grown in high numbers and parents actively exchange ideas, analyze data and programs, and celebrate student success. The district has committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance. This survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey will continue to be provided to each family house hold across the district in addition to posting the link on the district and school websites.||Met||2018
30736350000000|Saddleback Valley Unified|3||The local measure used was a self-reflection tool completed individually by members of school site leadership teams (teachers, administrators, instructional/academic coaches, counselors) and Educational Services staff in October 2018.  The first parent engagement question on the self-reflection tool was, “Parents/guardians participate in decision making advisory committees as appropriate”. Using a rating scale of 1 (parents participate in no committees) to 4 (parents participate in all committees) and N/A (I am not aware of the progress/activities in this area), survey participants had an average response of 3.0 out of 4, reporting that parents participate in most decision making committees.  The second parent engagement question on the self-reflection tool was, “School sites promote parent participation in various programs.” Using a scale of 1 (no promotion of programs) to 3 (many), survey participants had an average response of 2.7 out of 3, reporting that parents participate in many programs.  These two measures were chosen because parent partnership is a key factor to student success & educational achievement and these measures relate to our “Increase parent involvement” Local Control and Accountability Plane (LCAP) goal.  The SVUSD Assessment & Accountability website contains the Local Indicators Progress Report provided to the Board of Education at the 11/8/2018 Board Meeting and the data collected for the report: go.svusd.org/a-a|Met||2018
48705730000000|Vacaville Unified|3|Our LCAP Survey asked for parent input (+1000 responses) on the following topics:  1. Facilities (90% of parents believe schools are well-maintained) 2. Student Achievement (88% of parents believe schools provide high quality instruction and has high expectations) 3. Safety and Security (Over 90% of parents feel that their child is safe at school) 4. School Connectedness (90% of parents feel welcome at school) 5. Behavior and Attendance (80% of parents agree discipline is fair at their child's school) 6. Intervention and Enrichment (80% of parents believe their child receives help and support, when needed)  Parents were asked to rank the importance of these various priorities.  Based on those survey results, we modified our actions and services to meet those needs.  Overall, 75% of our parents were satisfied with our offered services.||Met||2018
17640550108340|Lake County International Charter|3|Each year LCICS distributes a survey to all parents at the close of the first two trimesters that asks for ratings on a variety of subjects and answers to open ended questions on broader categories. The responses are used to develop our LCAP and our overall plans for our school community. The focus over the past few years has been in improving our site, increasing access to visual and performing arts and offering additional instruction opportunities to the students who struggle academically. Parents have also communicated the desire for additional opportunities for community building and increasing parental participation. Our LCAP reflects what our families have requested and we continue to strive for greater input and participation by planning multiple gathering throughout the year and a social coffee/tea each month for open ended discussion and brainstorming.||Met||2018
01611190000000|Alameda Unified|3|In 2017-18 AUSD administered the California School Parent Survey (CSPS) developed by WestEd for the second year in a row. Following are key findings in the area of seeking input and promoting participation.  NOTES: Responses attributed to parents/guardians of English Learners, Socioeconomically Disadvantaged students, or students with disabilities are attributed based on the self-identification of respondents. A total of 1845 parents/guardians responded to the survey, an increase of almost 500 individuals over the previous year. The results represent the self-reported experience of these individuals and not necessarily all parents/guardians or all those within a specific subgroup.  Percentage of parents/guardians completing survey who strongly agree or agree with statement: This school actively seeks the input of parents/guardians before making important decisions.  All parents/guardians: 53% (down 9% from 2016-17) Parents/guardians of students with disabilities: 59% (up 2% from 2016-17) Parents/guardians of English Learners: 67% (down 7% from 2016-17) Parents/guardians of Socioeconomically Disadvantaged students: 63% (down 2% from 2016-17)  Percentage of parents/guardians who strongly agree or agree with statement: Parents feel welcome to participate at this school.  All parents/guardians: 73% (down 5% from 2016-17) Parents/guardians of students with disabilities: 73% (down 5% from 2016-17) Parents/guardians of English Learners: 76% (down 9% from 2016-17) Parents/guardians of Socioeconomically Disadvantaged students: 73% (down 4% from 2016-17)  Percentage of parents/guardians completing survey reporting that they have served as a school volunteer or participated in one or more of the following: School or class event, general school meeting, PTA meeting, school committee, school fundraiser 90%: All Parents/Guardians  All parents/guardians: 82% (down 8% from 2016-17) Parents/guardians of students with disabilities: 83% (down 9% from 2016-17) Parents/guardians of English Learners: 76% (down 13% from 2016-17) Parents/guardians of Socioeconomically Disadvantaged students: 56% (down 31% from 2016-17) While the 2016-17 and 2017-18 respondent cohorts may not represent the same or similar groups given the anonymity of the survey, overall trends do reveal a decrease in the reported engagement across school sites.  2018-19 efforts to increase parent/guardian engagement include the continued implementation of the School Smarts program as well as the formalization of parent/guardian liaison positions at the district’s Title 1 school sites.  These positions in particular will be working with administration, staff, and the community to increase parent education opportunities and connecting families to community resources.  Additional support is also being provided to the district’s equity roundtables, these being primarily composed of parents/guardians.||Met||2018
43104390127969|Discovery Charter II|3||Discovery Charter School measures whether school sites provide trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth by holding Parent Education Evenings.  The evening is set up as a series of workshops led by teachers. Some of the offerings under Student Learning are: Working in the Classroom, Small group management, How to ask Student Questions. For Social Emotional Development and growth, Listening with Empathy and Growth Mindset was offered. All workshops were by grade level.  This workshop was widely successful with over 60-70% of families in attendance.  Discovery Charter Schools strives to further engage our diverse population with access to interpretation and translation services. These services, provided by parent and staff translate instructional materials and newsletters allowing parents/guardians to participate fully in educational programs, training opportunities and individual meetings with school staff related to their child’s education.|Met||2018
33103300125385|Imagine Schools, Riverside County|3||School leadership participates in LCAP training, which involves training on parent outreach strategies.  Parents are invited to participate in meeting in which they provide the school leadership with their input on the services and programs that need to be implemented at our school.  Since this plan affects our budget and the choices that we will make as a school for students, parent involvement is essential.   An area of improvement for our school is to provide our parents with opportunities to learn leadership skills themselves that can be incorporated into PTO, ELAC, and School Site Council.  Parent meetings that provide parents with training on computers and parenting strategies will be sought after by parents and help create the bond between stakeholders stronger.   ISRC uses several tools to promote parent participation in our programs.  Parents receive notices about our programs and meetings through texts, emails, flyers, newsletters, and the monthly calendars.  Teachers communicate with parents on a daily basis and inform parents about important meetings that take place throughout the year.  The parent meetings that take place on a monthly basis at our school are PTO, ELAC, and School Site Council.  These parents receive information about our school budget and help us make decisions about how we need to allocate funds that most benefit students.  The information gathered in these meetings help to put together different reports that have to be written every year for our campus:  SARC (School Accountability Report Card), Single Plan for Student Achievement, as well as the LCAP.  For the LCAP, we also invite parents to participate in meetings and complete surveys that provide us with information on the goals that we need to focus on as a school.  Parents at ISRC always show up and help the school leadership by providing their input and suggestions.  The school leadership and parents have the same goal: to improve the school's programs that will benefit all of our students.   Parents also participate in parent conferences twice a year.  During these meeting parents get to meet with a teacher to discuss their child’s academic progress.  Parents look at test data, as well as the grades earned during the quarter.  The programs that parents receive information on include Accelerated Reader, IXL, and Class Dojo.  These electronic tools help parent monitor their child’s progress while they are at home.  They also build a stronger partnership between teachers and parents as they work towards the same goal: academic achievement.   The school leadership, teachers, and staff have participated in training on how to engage parents in important meetings and events.  As a charter school team, we know that customer service and parental engagement is imperative to the success of our school.  Our parents provide us with important information through our Family Survey, which we use to improve our practices.|Met||2018
34765050101766|Community Outreach Academy|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they feel comfortable approaching teachers and administrators with concerns or questions and are highly satisfied with the foreign language and cultural aspects of the school’s program.  The survey indicated that parents feel the campus is very safe and clean.  They indicated that there are many opportunities for parent participation in school activities and processes and that the school does an excellent job making parents aware of the ways they can participate in the school program.   The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
49706150000000|Bellevue Union|3|Annual Parent Survey -12 Questions with 4 point scales Average Score of 3.5 -Answers inform district planning and parent engagement -Strategic Planning/LCAP aligned -Additional District Strategic Planning Team Meetings with Parent Team Members -Site Parent Clubs/PTAs -Back to School Nights/Open House/Site Special Events -School site-based engagement strategies||Met||2018
30665480000000|Huntington Beach Union High|3|Huntington Beach Union High School District administered a parent survey in October 2018 and received 864 responses. The survey items were developed to measure parents' perceptions of the District's efforts in achieving its Local Control Accountability Plan (LCAP) goals for 2018-19. The District contracted with the Orange County Department of Education (OCDE) to develop an online parent survey in alignment with our District goals, actions and services. The online survey was available in English, Spanish and Vietnamese. Additionally, paper copies of the survey (English, Spanish, and Vietnamese) were also available at all the school sites. Survey questions focused on the following topics: 1. Post-secondary career pathways; 2. College and career pathways; 3. Communication; 4. Access to advanced classes; 5. School safety and school culture; 6. Parental input; 7. Use of technology. The findings include the following: 88% are very satisfied/satisfied with their school and HBUHSD. 82% strongly agree/agree their child/children have access to Advanced Placement classes. 88% strongly agree/agree their child/children are safe at their school. 96% strongly agree/agree their school delivers communication in their preferred language. 88% strongly agree/agree their school communicates in a timely manner. 86% strongly agree/agree they are encouraged to take part in or attend school activities and events. 82% strongly agree/agree that the learning environment at their school is positive and supportive. 82% strongly agree/agree their school integrates the technology appropriate for teaching students 21st century skills. An area of concern: 43% strongly agree/agree that their school encourages balance and teaches students stress management.||Met||2018
23655400000000|Anderson Valley Unified|3|The Anderson Valley Unified School District will seek input from parents in a number of ways throughout the 2018/2019 school year. In addition to day-to-day personal contact between parents and various District personnel, each school site designates a bilingual staff member to facilitate parent communication, collaboration, and support. Parents and guardians are encouraged to participate in school site council meetings, PTA meetings, and English Learner Advisory Committee meetings. Parents are invited to provide input during periodic parent/teacher conferences and at public Board meetings. AVUSD will survey parents at least annually as a means toward more fully understanding parents’ perceptions of their relationship with the District. The Anderson Valley Unified School District will promote parental participation in 2018/2019 through many of the same avenues employed to seek input. During informal conversations, representative advisory committee meetings, and periodic parent/teacher conferences, parents will be encouraged to participate in each school site’s instructional programs, enrichment programs, and extracurricular activities. With a very large English Learner population, Anderson Valley USD makes it a practice to offer translation services during individual meetings, as appropriate, and for large group activities.|The Anderson Valley Unified School District chose formal and informal measures of progress toward seeking parent input and promoting parent participation because the use of a combination approach was determined to be most likely to provide genuine insight and understanding. The evaluation of efforts to eek input was based upon the parent comments during meetings and upon the results of a written survey. Likewise, promoting parent participation was judged on the basis of verbal feedback and written survey responses.|Met||2018
34103480000000|Sacramento County Office of Education|3|SCOE's multi-layered, systemic approach to engage families utilizes several professionals including site principals, teachers, transition specialists, and parent liaisons. Engagement activities include: a detailed enrollment process that ensures appropriate wrap-around services are assigned prior to the first day of attendance; families are connected with community resources to further support their needs; parents are actively engaged in the decision-making process through IEP meetings when appropriate, student study team meetings, student led conferences, and site council meetings.  SCOE's progress towards seeking input from parents/guardians in decisionmaking and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. Survey questions include a tally of the different engagement and decision-making opportunities parents/guardians have participated in each year and an assessment of whether parents feel their child's school offers activities to bring families onto campus.  Plans to continually increase parent participation in surveys were implemented in 2017-2018 and continue in the current year. Plans include: opportunities for parents to complete the electronic survey when participating on campus at events; and text-based links to encourage parent survey participation.||Met||2018
56725460000000|Oxnard Union High|3|The Oxnard Union High School District administered the YouthTruth survey to parents in the 17-18 school year as it is nationally normed, can be given annually, and is easily accessible to parents. With the survey being given easily annually, data will be timely and accessible in order to determine progress on these measures. Three findings from the survey were: 1) 56% of parents report that Parent Family groups make meaningful contributions to their school. 2) 55% feel their school communicates a clear direction for the future. 3) 66% of parents report they had opportunities to contribute to helping their school. With this data in mind, OUHSD aligned several LCFF priorities in its Local Control and Accountability Plan (LCAP) and progress on these measures is directly related to goals OUHSD has established in the district LCAP.||Met||2018
34765050108837|Community Collaborative Charter|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they feel comfortable approaching teachers and administrators with concerns or questions and are highly satisfied with the overall school program.   They indicated an appreciation of the addition of electives and the growing CTE program. They indicated that there are many opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the school program.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
50105040129023|Stanislaus Alternative Charter|3||The Charter enacts procedures designed to engage students, stakeholders and advocates in advisory committees.  These include holding elections for student, stakeholder and other members of the School Site Council.  The English Advisory Committee serves as a part of the SSC.  The SSC also serves as the LCAP advisory. Because of the transient nature of the student population, the LEA frequently notifies students, stakeholders and others regarding participation in meetings of advisory committees. The Charter has access to interpretation and translation services to allow students to participate fully in educational programs and individual meetings with school staff related to their education.  This includes full translation of all informational and other notices and documents. These measures were selected because they accurately demonstrate that the Charter seeks input from the adult student population in decision-making and promotes participation in programs in an ongoing basis.  The LEA's continuous efforts to promote parent involvement is based upon the transient nature of the student population and desire for increased parent involvement in school.   The findings relate to LCAP Goal 3, which addresses engagement at all school sites.|Met||2018
43695000000000|Loma Prieta Joint Union Elementary|3|An annual survey of K-8 parents reflects strong interest in visual and performing arts, physical education, enrichments, and on-going student support.  Parents continue to be actively participating in the day-to-day life of the school, donating hundreds of hours to classroom engagement.  The LCAP goals have included data gathered through multiple parent surveys.  Survey tools will be reviewed in 2018-19.||Met||2018
37683383731247|High Tech High|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
47705080000000|Yreka Union Elementary|3|1. The District seeks input each year from parents regarding the implementation of the Local Control   Accountability Plan.  Surveys, discussion during Site Council meetings, Parent Teacher Organization meetings, staff meetings and board meetings are all venues used to solicit information from parents.  A. Results from fall 2018 survey question:   Do you feel you are able to be involved in the school and district decision making process, for example, through involvement or input with School Site Councils, the Yreka Parent Teacher Organization (YPTO), discussions with teachers or administrators, parent surveys, etc.?    83.8% responded Yes  2. Parents are encouraged to participate in classroom and school activities in addition to being active members of the School Site Councils and the Parent Teacher Organization.  B.  Do you feel you have the opportunity to participate in school programs such as field trips, band, choir, and grade level performances, athletic events, student award assemblies, volunteer opportunities in the schools, Yreka PTO activities such as Family Night at Evergreen School, Movie Night at Jackson Street School, etc.?    87.4% responded Yes  3.  The Local Educational Agency chose to use a simple survey in the fall of each year which parents could complete easily during Parent Teacher Conferences at all grade levels.  The survey is completed by the parent prior to their child's conference and input is requested regarding improvements that the schools and the district can implement.  The district follows up with a more extensive survey in the spring related to school climate and recommendations for goals for the Local Control Accountability Plan.||Met||2018
54718600000000|Cutler-Orosi Joint Unified|3||The District has demonstrated significant growth in parent engagement over the past several years with almost 5,000 parents attending a variety of workshops that help build their capacity in working collaboratively with schools. The percentage of total parents attending workshops at the schools indicate that almost 100% of parents attended at least one parent training and approximately 30% of parents attended three or more parent trainings districtwide in 2017-18. All school sites have established two parent advisory committees, School Site Councils and English Language Advisory Committees, where they seek parent input in school decision-making process.  The committees’ members provide input on instruction, parent engagement opportunities, English Learner programs, and program services. At the District level, there are seven Parent/Guardian/Community Forums to review the Local Control Accountability Plan (LCAP) and data on the State Priorities. At the Forums parents/guardians are able to provide input on programs/services for each state priority via a survey. The survey is also available on the district website allowing parents/guardians and/or community members to provide input if they were unable to attend the Forum. There is also a district-wide effort to provide skill development for parents/guardians by providing a ten-week computer literacy program which focuses on teaching them how to set up email account, navigate the school website, and navigate the Parent Portal. In addition, all school sites have implemented a nine-week Parenting Partners program which empowers parents to become vital contributors to their children’s academic success. Many school administrators, teachers, and support staff have received Parenting Partners training which focuses on how schools can successfully partner with parents to improve student academics.  Parenting Partners builds parent skills that center around social-emotional student support. At the secondary level there are also grade level meetings that are conducted regularly focusing on graduation requirements, A-G courses, college admission requirements, financial aid, AVID, gang awareness, English Learner reclassification, Career Pathway and Academy Options. At elementary level, a variety of workshops are implemented on a monthly basis which focus on specific grade level content standards and strategies, Math/Literacy Nights, and English Learner support. At all the school levels, parents are trained about the building of parent capacity, parent engagement, and the importance of their decision-making input through Title I meetings, School Site Council meetings, and English Language Advisory Councils. The District ensures translators are available to eliminate the language barrier and ensure parents understand the content of all workshops. Also, all schools administer a Title I survey as another means to seek parent input on school safety, parent engagement, and academic support.|Met||2018
15635940000000|Lost Hills Union Elementary|3|The district administers a 20 question locally designed parent engagement survey to promote parent participation in the LCAP process. Results are used to update LCAP actions and services. All parents have the opportunity to complete the survey on a yearly basis. The survey is provided to parents in a language they can understand. Survey results are reviewed during LCAP parent input sessions. This year's results indicate the following: Q1: The schools/district has encouraged parents to participate in the Local Control Accountability (LCAP) Planning Process. Responses- 100% Agree. Q4: The schools/district provides a welcoming environment for parents. Responses- 100% Agree. Q14: Parents are  provided adequate notification about school events and activities. Responses- 98.88% Agree. Q15: The schools/district communicates effectively about my child's academic progress. Responses- 100% Agree||Met||2018
45699970000000|French Gulch-Whiskeytown Elementary|3|The parent survey that was used was selected for its ease in completing with the primary response to rank order items yet provisions to expand on every item with narrative boxes provided. The format very much was related to the goals/priorities established in the school's LCFF and LCAP. The disappointing final outcome was that so few parents filled the survey out despite numerous requests and reminders via teacher-parent 1:1 contact, newsletters and connect ed messages. The staff has determined that providing the survey at a school event in which it can be explained and filled out on the spot might be a better way to get a more representative look at parent input.||Met||2018
58727360000000|Marysville Joint Unified|3|year's LCAP include maintaining the goals, activities, and funding from the 2017-18 LCAP. These features include: professional development, instructional materials, athletics, Air Force Junior ROTC, libraries, music, ROP/CTE, technology, safe environment, student attendance, counseling, deferred maintenance, and communication with families. LCAP Stakeholder Satisfaction Survey and D/ELAC Survey results show parents reporting overall satisfaction with ongoing district activities. District Advisory Committee, District English Language Advisory Committee, School Site Council agendas and minutes, School Messenger logs, and increased number of translations evidence district outreach and parent engagement strategies were used to assess this priority area (Parent Engagement, Priority 3)  All actions and services in the 2017-18 LCAP took place with successful implementation. Evaluation of metrics previously listed showed improvement in all areas. All actions and services in the 2017-18 LCAP proved effective per the evaluation of metrics previously listed showed improvement in all areas. LCAP Stakeholder Meeting Schedule February 2018 • Overview of the process, timelines, and outcomes for this committee. • Review the 2017-18 LCAP and MJUSD/MCAA budgets. • Provide an update on the Governor’s proposed 2018-19 state budget and its potential impact on the MJUSD/MCAA budgets. • Develop a stakeholder survey to determine the progress we are making toward achieving our LCAP goals and the identified student outcomes. March 26, 2018 • Stakeholder Survey Window Opened (available online or by hard copy) April 27, 2018 • Review the results from the stakeholder survey. • Based on the survey results, identify recommendations to be presented to the Superintendent. May 10, 2018• Budget/LCAP Committee finalized recommendations to Superintendent. May 18, 2018• First draft of LCAP made available on district website and at school sites for public review. • June 15, 2018 LCAP revisions completed and Superintendent’s/Principal’s written response to comments posted. • Present final draft and hold public hearing at the 6/19/18 special board meeting. • LCAP and budget adopted by Board of Trustees at the 6/26/18 regular board meeting. LCAP Stakeholder Information - http://www.mjusd.com/District/Departments/Business-Services-Division/LCAP-and-Budget-Information/index.html||Met||2018
37764710119271|High Tech Middle North County|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
10624300000000|Selma Unified|3|Selma Unified uses the California School Parent Survey from WestEd. The survey solicited input from parents in areas that include: School connectedness, academic rigor, and norms-high expectations, teacher and other supports for learning, relationships between students and staff and meaningful parent participation and decision making. The district chose the electronic California School Parent Survey because it is a companion tool to the California Healthy Kids Survey, which is administered in the district every other year in grades 5,7,9 and 11. This survey is aligned with several of the LCAP priorities including School Climate, Student Achievement, and Parent Involvement.   Key findings indicate that on average 92% of all of the parents surveyed agreed/strongly agreed that they feel welcome to participate in school. Of the parents surveyed 94% agreed/strongly agreed that school staff treats parents with respect.  When asked whether school staff take parent concerns seriously 88% agreed/strongly agreed 91% agreed/strongly agreed that school staff is helpful to parents.   This data is shared at each site with both staff and parent groups, specifically with School Site Councils. Each site will consider the results for their school when they revise the school level Parent Involvement Policy. Parent and community involvement is a focus area established by the board of trustees and this data will be used to set goals for increasing participation on the survey as well as reflecting on how we might maintain and improve in the areas related to parent involvement.   Another key finding was the response to whether the school promotes academic success for all students. For all parents who responded 93% agreed/strongly agreed with this statement. This was consistent for middle school, high school and the alternative education school.  Schools will continue with activities and services that will maintain or increase the results for this area. When asked about the learning environment being supportive and inviting 92% agreed/strongly agreed. 91% agreed/strongly agreed that the school provides high quality instruction.   In 2017-2018 the survey was provided electronically to parents with paper/pencil copies available in small quantities. Opportunities to complete the survey were provided at school sites during various parent events. Participation rates were lower for some sites, while other sites matched the paper/pencil rates. The district will engage in reflection and dialogue to determine what format may be most convenient to parents for 2018-2019.||Met||2018
12630570000000|Trinidad Union Elementary|3|Trinidad Union School District seeks input from parents/guardians through monthly Site Counsil meetings, Back to School Nights, Open House, and other family events. Additional to informal input, formal input is sought through meetings including LCAP advisory meetings and surveys two times yearly. 2017/18 LCAP survey results : 99.5% of respondents indicated TUSD met or exceeded expectations for TUSD’s support of common core aligned instruction, art, music, drama, gardening, PE, marine science, field trip exposure and world language exposure, class size reduction, staff PD, improve attendance, and providing current technology. 98.2% of respondents believed that actions and services were adequate to in supporting academic achievement and enrichment. In order to ensure academic achievement for students with IEP&#39;s, 504 plans and school-wide Title I support services, TUSD will provide specialized academic and increased staff support through school-wide Title I services through appropriate staff-to-student ratios. 100% or respondents indicated that Title 1 and IEP and 504 services were available and that TUSD had appropriate staff-to-student ratios. 93% of respondents indicated that these services and actions were adequate. 100% of respondents indicated met or exceeded expectations for providing safe learning environments, clean facilities, and a welcoming climate for all students, staff and community members.  Trinidad Union School District will promote parental participation through encouraging parent classroom volunteers, parent participation at school events, and 100% parent attendance at parent teacher conferences. The District will also provide professional development for staff on how to promote parent participation. Though Trinidad Union School District has only a small number of English Learners, (1), we will continue to provide services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.   The Trinidad Union School District LCAP includes the goal that “Families will feel Trinidad Union School District provides a welcoming atmosphere where parents and students are engaged in the educational process”. In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation, we will create an environment that allows for full participation in the school community.||Met||2018
28662666113302|River Charter|3|River School distributes a parent survey at the end of each academic year.  The survey is distributed to all parents digitally and is distributed to parents of all grade levels (6-8).  The survey consists of 16 questions, that measures the environment for parents at the school, input based upon their perception of the school, and opportunities to offer suggestions to improve the climate for parents or guardians at our school.  A total of 19 parents responded to the survey in June 2018.   The survey is separated into a few different sections.  First asking how frequently parents engage in our parent focused activities.  It asks about volunteering, attending school meetings, participation in fundraising as well as getting to know other parents in the school community.  The second section asks more about how to improve the experience for parents, first with a narrative option that is more open ended, as well with questions specifically about how the school provides opportunity and a welcoming environment.  Lastly, the survey asks about perceptions of the school from the parent perspective. This covers elements such as quality of instruction, campus safety, and cleanliness, and teacher effectiveness.   The results of the survey are mixed, though the majority of respondents feel that the school communicates effectively and provides a safe and nurturing environment.  There were, however, a number of narrative responses that clearly articulated some areas for growth.  These comments articulated a change in practice as a result of coming into compliance.  Parent participation used to be a requirement, and many families have noticed a decline in the parent participation as it is no longer mandatory.  The greatest take away is to streamline our communication.  It seems, from the comments, that parents feel confused on where and when they can help, and there were a number of comments that describe that they were not responded to when they offered help. This is a good opportunity to reflect on our practice.   Lastly, there were a number of parents who expressed their happiness of the school, and a few who felt that the experience was wildly different depending on the teacher.   We use this as a mechanism to get feedback because it gives all parents an opportunity to give input that will be reviewed and acted upon by the school.||Met|Though only 19 parents responded to the survey, we will evaluate our communication style and try to make sure that many more respond.  We will utilize our new communication strategies, including parentsquare, to reach all parents.|2018
37683380131565|High Tech Elementary|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37771720000000|SBE - Baypoint Preparatory Academy San Diego|3||1. Parents/guardians are invited to the Parent Advisory Committee (PAC) meeting each month. During the PAC meetings parents have the opportunity to share their thoughts, concerns, and praises regarding instruction, facilities, and programs that directly impact the decisions made by BPA’s administration and Board.   2. As a newly established school, BPA is urging parents to attend PAC meetings through monthly emails from administration, reminder emails/handouts, and social media. BPA will be alternating meeting times between day and evening meetings to meet the needs of all families.   3. A survey will be distributed to all BPA families at the close of the 2018-19 school year, and every year moving forward, to measure BPA’s progress toward the LEA’s LCAP goals.|Met||2018
37683380101204|High Tech Middle|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
35674880000000|Jefferson Elementary|3||PARENT DECISION MAKING: Jefferson Elementary has sought input from parents/guardians through a survey inviting parents to participate in the SSC committee. Two parents expressed a continued interest. The SSC will begin meeting by January.   Metric: School survey  PARENT EDUCATION:  Jefferson Elementary promoted parental participation in programs by providing information at a Back to School night. Topics included: introduction to new staff, community team building through a game, information on schedules, homework, attendance, curriculum, and family events. Middle School students provided Spanish translation. Two families were not in attendance, but were given information in a separate meeting.  Metric: Sign-in at Back to School night, slide presentation with information  Action: Parent teacher conferences will be conducted after Thanksgiving Break to educate and get feedback on the new standard based report card.|Met||2018
12755150000000|Eureka City Schools|3||Eureka City Schools seeks input from parents/guardians in a number of ways.  All schools have Parent Teacher Organizations,  English Learner Advisory Committees and/or School Site Councils.  At all sites additional opportunities for input are available during intake meetings and family events.  At the District level, input from parents is obtained through parent and community stakeholder meetings, District English Learner Advisory Committee meetings, and LCAP stakeholder meetings and surveys. The District’s LCAP contains the following planned actions and services for parent engagement:  a. Outreach communications to families of English Learners, families of Foster and Homeless Youth, and families of socio-economically disadvantaged students which highlight opportunities to participate in school events and decision making forums    b. Build family engagement and participation by utilizing PTA and HCOE resources and create a plan for and facilitate restorative conferences with students, staff, and families; train families in behavior expectations and policy per the SWPRD Report recommendations and encourage sites to include arts presentations/activities to families.   c. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings, board meetings, and online and paper surveys.  During the 2017-2018 school year, this is what the District did in regards to these planned activities:  a. Newsletters were translated as needed at required sites throughout the 2017-2018 school year. The coordinator of the Marshall Family Resource Center is the Foster Youth Liaison for the District and provides school sites assistance in communication. The Marshall Family Resource center also provides assistance in communication through visitations, outreach, clothing, and access to community resources, with socio-economically disadvantaged  and homeless students. b. All PTA’s actively encourage participation throughout the school year. Membership drives happened at the beginning of the 2017-18 school year and events such as art nights, holiday craft fairs, and others, were used to engage the community into our schools.  Restorative conferences were used when appropriate to encourage students to be a positive member of the school community. Parents were encouraged to assist and be active in helping to solve behavior issues and provide restoration to all that may have been harmed. For 2018-2019, the following LCAP focus goal was established for the District:  Increase the number and types of opportunities for families to meaningfully engage in our schools.  The following planned outcomes are established:  Maintain translated communications for all District schools where 15% of students speak a particular language other than English  Increase involvement of each stakeholder group by 5% for attendance at LCAP input meetings or returning LCAP feedback surveys.|Met||2018
37683386117683|High Tech Elementary Explorer|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37683380107573|High Tech Middle Media Arts|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
27661670000000|San Antonio Union Elementary|3|San Antonio Union Elementary School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent Teacher Organization (PTO), back-to-school night, school open house, Parent Nights. Establishing these connections and developing relationships leads to greater parent involvement. In addition to the parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as the School Site Council which incorporates the Local Control Accountability Plan (LCAP) Advisory Committees, and facility advisory committees.  San Antonio Union Elementary School District’s 2017-18 Parent Survey revealed that 1/3 of the parents in the district participated in taking the parent survey. The survey was given during parent conferences and was incentivized with an ice cream party for the class(es) receiving the highest rate of parent participation. Computers and staff assistance were available to parents.   San Antonio Union Elementary School District will continue to gather input from parents during events and activities to supplement feedback. The survey will be updated for the 2018-19 academic year refined and incentivized to encourage increased parent participation.||Met||2018
37764710114678|High Tech High Chula Vista|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37764710127605|High Tech Elementary North County|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
28662660108605|Stone Bridge|3|Parent body was surveyed and results from 96 parents indicated that 58% strongly agree and 33% agree that SBS encourages parental involvement and participation.||Met||2018
37683380106732|High Tech High International|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37764710123059|High Tech Elementary Chula Vista|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37764710123042|High Tech Middle Chula Vista|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37764710114694|High Tech High North County|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37683380108787|High Tech High Media Arts|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
37764710137067|High Tech High Mesa|3|N/A School Opened During the 18/19 School Year||Met||2018
20102072030229|Pioneer Technical Center|3||The LEA enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees. These include holding separate elections for parent/guardian, stakeholder and advocate members for School Site Councils.  Since the population of students we serve is transient, the LEA frequently notifies parent/guardian, stakeholder and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared through Blackboard Connect; letters; personal phone calls; and parent meetings and other school activities. In addition, the LEA mails parent notification packets with advisory committee information to student homes on an annual basis, along with regular meeting notifications throughout the school year.  Furthermore, a parent survey was distributed to all parents in English and Spanish with the option of completing it online or on paper.  Arrangements were made for parents to utilize technology when necessary at the individual school sites. School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of English to Spanish of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. School sites provide trainings or workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth. The Madera County Superintendent of Schools Career and Alternative Education Services Counseling Division provides informational meetings on varied topics related to students’ academic needs and post-secondary plans, while gathering feedback from parents regarding academic needs of support services for students or families. These measures were selected because they accurately demonstrate the LEA input from parents/guardians/stakeholders in decision-making and promotes parental participation in programs in an ongoing basis. The continual nature of the LEA’s measures to promote parent involvement is based upon the transient nature of the student population. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Met||2018
37764710000000|SBC - High Tech High|3|High Tech High (HTH) administers the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site.    Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2017/18 school year reported a positive summary measure for HTH. Overall, family members at the typical High Tech High school rate their relationships with HTH teachers and administrators higher than family members do at other schools participating in the same survey.   In addition, HTH families are engaged in the life of HTH schools.  For example, the YouthTruth family survey given during the 2017/18 school year indicated that HTH was at the 86th national percentile for families feeling they have opportunities to contribute to helping their school.||Met||2018
20102070117184|Madera County Independent Academy|3||The LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding separate elections for parent/guardian, stakeholder and advocate members for the School Site Council.  Due to the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared through Blackboard Connect; letters; personal phone calls; parent meetings; and other school activities. Furthermore, the LEA mails parent notification packets with advisory committee information to student homes on an annual basis, in addition to regular meeting notifications throughout the school year. Moreover, a parent survey was distributed to all parents in English and Spanish with the option of completing it online or on paper. Arrangements were made for parents to utilize technology when necessary at the individual school site and assistance was provided as needed. Madera County Independent Academy has access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education and progress. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings and other school related events. The school site provides trainings and/or workshops for parents/guardians, stakeholders, and advocates that are linked to student learning and/or social emotional development and growth. The Career Alternative Education Services Counseling Division provides additional informational workshops on varied topics related to students’ academic needs, graduation requirements, and post-secondary options. The counselors meet regularly with students and parents regarding individual student progress and concerns throughout the school year. These measures were selected because they accurately demonstrate the LEA input from parents/guardians, stakeholders, and advocate groups in decision-making and promote parental participation in all aspects of the school. The continual nature of the LEA’s measures to promote parent involvement is based upon the transient nature of the student population and their needs. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Met||2018
34674470120469|Aspire Alexander Twilight College Preparatory Academy|3|"We have made a concerted effort to increase family participation in the ELAC/SSC committee. Meetings are held monthly and all materials (agenda, PowerPoint, etc.) are made available in English and Spanish. We seek input into the creation of the agenda so that families can have their requests for resources, questions, and concerns addressed accordingly. Our goal is to increase the favorable response of families to 80%. ""Families receive weekly communications via ParentSquare, which highlight opportunities for volunteerism, communicate upcoming events, and provide programmatic updates. In addition, we host monthly “Courtyard Coffees” at which time the principal and families gather to discuss current topics of interest. In addition to the two Saturday School events, we have scheduled a School Beautification Day, Fall Festival, and Family Literacy Night in order to increase community involvement. Families are highly encouraged to attend Student Led Conferences. Fall conferences  had a 96% participation rate. Our goal is to increase the favorable response of families to 90%.  For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success."||Met||2018
37681893731072|River Valley Charter|3||Seeking Input in School Decision Making RVCS’s mission and vision clearly state that we are a school built on strong family and community ties. Over the years, as the school has grown, RVCS staff and other stakeholders have taken care to stay true to the original mission and vision, while also striving to meet the needs of all learners as our community grows. All stakeholders are regularly involved in drafting and revising the school’s mission, vision, ESLR’s and action plan. These documents are created and edited based on student needs, college entrance requirements, and career readiness. All documents are consistent and supported by board policies.   Parent representatives on the RVCS board, as well as the RVCS Educational Foundation and Family Association, have a direct impact on the decision making for both short and long term goals. As the RVCS has grown, the involvement of parents/guardians has remained a focus of the school, as the mission of the school is built on such strong family and community ties.   As an independent study school, RVCS relies on communication and stakeholder engagement with the parents and families of students. Parent not only complete surveys and comprise of one third of our governing board, but also engage in both formal and informal meetings with the Principal/CEO. These meetings are often the catalyst for future goals and improvements. Being such a small school, parents often engage in conversation with teachers on campus, sharing ideas that percolate and grow into goals and actions. Stakeholder involvement has proven to be a critical component as River Valley looks to the future. As a school and LEA in the same, RVCS rests on the involvement of the school board. The board, and in turn, the parent representatives, are a direct part of the decision making for LCAP, WASC, and long-term strategic planning goals.   In light if the above information, RVCS feels that significant progress towards the mission of maintaining strong family and community ties has continually been made since the school’s inception.Parental involvement is promoted and encouraged at RVCS. Parents are involved in classroom/campus volunteer work, sports, guest lectures, social events, and the governance of the school.|Met||2018
34674396033799|Bowling Green Elementary|3||Bowling Green Charter strives to build the capacity of parents to support student achievement by providing education, tools to navigate the system, and relationship-building strategies. Parent education and training opportunities support the school’s LCAP goal for parents to become partners in their student's education, equipped to advocate for their student, and knowledgeable about academic goals and challenges their student may face. The measures described below reflect the school’s multi-pronged approach to parent engagement. Bowling Green receives support from SCUSD's Family and Community Empowerment team, staffed with bilingual Family Partnership Facilitators who provide workshops at schools and community sites. The department works in partnership with Academic Office training specialists to provide families with tools to support their child's learning in curricular areas such as Common Core Math. Other examples of alignment with district initiatives are workshops on Social Emotional Learning, Bullying Prevention, and Attendance. As a dependent charter, Bowling Green Charter has access to all district services. In 2017-18, Bowling Green Charter offered the Parent Leadership Pathway workshop series. The monthly Parent Information Exchange (PIE) workshop series features topics such as the California School Dashboard, School Safety, and Multilingual Literacy. These workshops include interpretation services, refreshments, and child care. Bowling Green Charter also partners with Parent Teacher Home Visits to build trusting relationships that lead to greater engagement of parents in their child’s education and increased student outcomes. School Site Council (SSC) is an important venue for engaging parents in decision-making. School Site Council training is provided biannually. Authorizing District staff review the Single Plan for Student Achievement (SPSA) for proper composition of the SSC, and assurance of consultation with all relevant committees. SSC minutes are also reviewed to ensure parent voice is reflected in the process. Bowling Green Charter’s English Learner Advisory Committee (ELAC) is another vehicle for valuable parent engagement. It is estimated that approximately 80% of Bowling Green Charter parents and caregivers need translation and interpretation services. Without those services, all parents do not have the same access to participate in decision-making opportunities. Bowling Green Charter has translated the SPSA and the LCAP into the languages required. Through the LCAP, funding is also provided for bilingual support staff, additional translated materials, as well as parent advisors and school community liaisons who are well-versed in effective models of parent engagement.|Met||2018
15635291530435|Kern Workforce 2000 Academy|3||Parents/guardians are valued partners to Workforce Academy. As such, the Academy administers an annual online survey to obtain feedback from them as a way to improve school programs and services. Based on the 8 State Priorities of the LCAP, the survey seeks input on four areas: Curriculum and Instruction, College and Career, School Climate, Support Services, and Parent and Family Engagement.  Key findings from the survey confirm that 90% of parents/guardians responded favorably that Workforce provides students a high quality education. The majority of respondents agree or strongly agree that their student is receiving preparation for a career path (94%) or college (92%). The survey also confirms that 85% of parents/guardians believe their student feels safe at school and 100% agree or strongly agree that the school values them as important partners in their students’ education. 92% of parents agreed or strongly agreed that the school actively seeks their input into decisions related to their child's education.  The survey is administered each January, with a three-week completion window. The survey is available in both English and Spanish.   Kern Workforce Academy 2000  2 Parent Meetings at each Workforce site.  Workforce at Arvin 82 Parents attended 1 or both of the parent meetings.  Workforce at Bakersfield 45 Parents attended 1 or both of the parent meetings.  Workforce at East 4 Parents attended 1 or both of the parent meetings.  Workforce at Foothill 41 Parents attended 1 or both of the parent meetings.  Workforce at South 142 Parents attended 1 or both of the parent meetings.  Workforce at West  29 Parents attended 1 or both of the parent meetings.  In 2017-2018, parent/guardian attendance at these meetings increased by 9% compared to the previous year’s survey parent/guardian respondents.  In addition to the survey, parents/guardians can offer input to the district’s programs and services through the 6 Parent and Family Centers.  Parent and Family Centers continue to provide meaningful information and resources to help parents/guardians support their students’ educational progress. From August 2017 to September 2018, approximately 12,869 parents/guardians visited the District’s Parent and Family Centers. 24.91% of parents received school forms/school information assistance, 14.91% were provided technology training, 11.82% were helped with student attendance needs, and 11.07% were supported with translation requests.|Met||2018
10101080119628|Big Picture Educational Academy|3|High School   According to our Parent Satisfaction survey at the high school, 100% of our parents agree or strongly agree with:  • Teachers communicate with parents about what students are expected to learn in class. • Parents feel welcome to participate at this school. • School staff treat parents with respect. • School staff take parent concerns seriously. • School staff are helpful to parents.  Our action steps moving forward will be to increase parent participation in school events, committees and surveys. We will be looking into different activities and protocols to better communicate and include parental involvement.   Elementary K-8  According to our Parent Satisfaction survey:  88% of parents at BPE are satisfied to very satisfied about how information is given to parents. 88% of parents at BPE are satisfied to very satisfied that they are informed about their child’s classroom. 96% of parents at BPE are satisfied to very satisfied that they know who to contact about school events. 96% of parents at BPE are satisfied to very satisfied that they are comfortable talking to their child’s teacher 96% of parents at BPE are satisfied to very satisfied that they are comfortable talking to the Administration.  Our action steps will be to continue to work on parent communication. We will also look into providing more athletic opportunities for our students, as mentioned in the comment section of our survey.||Met||2018
39686760121541|Aspire APEX Academy|3|APEX has been working hard with getting parents involved in decision making. We have had our first ELAC/SSC meeting to get input on our school goals. In addition we have started focus groups with families to get input on how we are doing academically and socially. We also will administer a mid-year survey to gather input from families. Our education specialist also created a survey to gather input specifically related to our school vision and we will make a  plan based on the feedback received.   Our families receive weekly communication through a family newsletter which is sent home through parentsquare weekly as identifies important items coming up at the school to keep them informed. We also had a math night in October to help parents with understanding math that is being taught in the classrooms ad how they can help their students. In addition we hold Second Cup of Coffee where the school counselor and principal meet with families to do trainings and inform them of items going on at the school as well and receive their input.   We would like to maintain 90% of a favorable response, if not go higher.  For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
56737590000000|Conejo Valley Unified|3|Each year, the CVUSD distributes a survey to parents and guardians of our district students to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requested input on several key areas, including academics, school fit, parent engagement, student engagement and support. After analyzing the results of the survey, CVUSD found that 93% of parent/guardian respondents believe that their child’s school values the diversity of student backgrounds, 86% responded that other students in the school respect each other’s differences, 95% responded that school staff effectively create a school environment that helps children learn, and 93% responded that their school is a good fit for their child given their cultural background. The parent/guardian respondents overall feel that they receive key information from the school and district, with 92% responding that they are informed about their child’s academic progress. Parents receive information a variety of ways from the school, including (but not limited to) the school website (48%), school newsletter (19%), and teacher conferences (15%). Parent engagement is encouraged at each school in the CVUSD in a variety of ways.  We conduct the annual parent survey in the spring and facilitate multiple district and school-level committees, including (but not limited to) PTA, School Site Council and multiple District Advisory Councils (DAC), such as the Special Education DAC and GATE DAC.  CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students.  The Outreach Centers offer enrichment opportunities for students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions. Of those responding: 88% of parents/guardians are comfortable sharing their thoughts and ideas at their child’s school. Further, 94% feel welcome at their child’s school, indicating an overall positive culture for parent engagement. The CVUSD is proud that parents feel welcome at our schools and engaged in student learning. As part of our parent outreach program, CVUSD offers classes and informational talks for parents on various topics. As a part of our annual parent survey, we’ve requested parents choose the areas they would like to learn more about in regards to helping their children. The top 4 most requested topics were: developing self-management skills, internet safety, responsible decision-making and developing social awareness and relationship skills.||Met||2018
39685850101956|Aspire Benjamin Holt College Preparatory Academy|3|BHA has a plan to start an ELAC committee in the near future. We now host Advisory Site Council which is open all parents participation. We have a school accreditation cycle this year, which will include parent participation in all focus groups.   BHA communicates daily with families via Parent Square. We host grade-level familiy luncheons as well as content nights where students share their recent learning experiences. We continue to invite parents to visit with their child's advisory teacher for Student Led Conferences each year.  For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
36676520000000|Chaffey Joint Union High|3||The District values partnerships with the community and believes in the collective power that schools, families, and local partners have in ensuring the lifelong success of every child. The District has worked with parents/caregivers, site teams, the LCAP Advisory Committee, County and State leaders, and community members to build relationships and provide stakeholder support to foster academic partnerships. Results from the recent 2018 School Climate Survey reveal that 90% of parents/guardians feel welcome at their respective schools. Also, over 89% of parents/guardians reported that District schools see them as partners in their child’s education. This collaborative mindset was again demonstrated during the Local Control Accountability Plan (LCAP) Stakeholder Feedback Process. District and school teams worked together to administer and monitor the LCAP survey and to make the survey accessible in multiple languages. This year parent, staff, and community member responses totaled 1,792 and student responses totaled 6,730 for a grand total of 8,522. The District continues to work collectively with all stakeholders to shape its goals, actions, and services around the California School Dashboard and Eight State Priorities. The District observes a correlation between parent leadership training and an increase in the number of parents who are serving on committees, increasing parent engagement and trainings at each of its sites.  District-wide attendance and participation among parent/family members grew with stakeholders serving on school site councils, English Language Advisory Committees, PTSA and other support councils. In 2016-17, over 6,066 parents and family members participated in over 214 training opportunities. In 2017-18, 10,459 participated in over 272 training opportunities. The District, in partnership with the Ontario-Montclair School District, also provided District-wide parent/family engagement opportunities through evening seminars to support students. The District realizes that it has only begun to tap the potential that academic partnerships create and needs the support of parents/caregivers to continue to see positive and increasing outcomes for students.  The District will continue to work collectively with all stakeholders to shape and fulfill goals, actions, and services for students. As the District begins its 2019-20 LCAP stakeholder survey cycle, in an effort to continue to raise the level of engagement with stakeholders and seek the input of families, a LCAP Parent/Family Engagement Focus Group event is scheduled for second semester. The District has chosen to highlight the selected measures discussed in this narrative because the findings relate directly to its vision to graduate all students ready for college and careers and to its 2018-19 LCAP Goals.|Met|Parent Engagement info can be found in our 2018-19 LCAP Plan by clicking the link below: http://cjuhsd-ca.schoolloop.com/file/1303566391311/1309101244690/5633925426116497103.pdf|2018
39685850133678|Aspire Benjamin Holt Middle|3|BHM is striving to find ways in which to get more parents frequent feedback and opinions.  We are continuing with SSC this year and will be adding Coffee Hour with the principal.  I'm hoping that parents will be encouraged to come to our middle school more often and provide us with their feedback.   BHM sends out weekly Parent Square notifications to inform parents of events/ideas that we are currently having at our site.  This year, we also had family lunch with 6th, 7th and 8th grade students/families.  BHM has also completed their week of SLC conferences.   For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
36750440114389|Mirus Secondary|3|Mirus has administered a local survey to parents to gain parent input into the development of the LCAP.  The survey method has been selected to ensure that parents have access to provide input.  Over 260 parents provided input through the survey method.  The key findings from the survey results are summarized below:  • Over 96% of parents report satisfaction with safety. (LCAP Goal 4) • Parents support the school’s initiatives to increase student achievement in English and Math. (LCAP Goal 1)  • Based on data and analysis provided to parents, there is a need to close the achievement gap for English Learners and Students with Disabilities. (LCAP Goal 1) The parent stakeholder group provided input aligned with State Priority 4 (Student Achievement) and State Priority 6 (School Climate).  Mirus Secondary School reported Local Indicator Priority 3 results at the October 25, 2018 Board of Directors meeting.||Met||2018
16639336010466|Island Elementary|3|Island Union Elementary School gives a parent survey to every parent for each of their children.   We strongly encourage parents to return their survey because their input is very important.  92.5% of our parents responded to our parent survey administered during the 2017-18 school year.  97% of the parents stated they felt their students were safe at school.  97% of the parents felt they know how their child is doing toward meeting grade level standards and how to get help for their child when needed.  Parents have requested more support with homework therefore within the first trimester each year each grade level provides a parent training for them.  We encourage parents to join the SSC, ELAC, and Boosters Club to give input, as well as joining their students in the many community building activities throughout the school year.   Parent input is invaluable in better understanding how the Island Elementary School District can best meet the needs of our families and ultimately, students. Information gleaned from the survey directly shape LCAP goals and the steps taken to advance the proficiency of our students.||Met||2018
19650940000000|West Covina Unified|3||Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2017-2018 school year. There was 100% representation from each school site, from elementary to secondary, on the Local Control Accountability Plan/Local Educational Agency Plan (LCAP/LEAP) District Advisory Committee as measured by membership lists and attendance sheets. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP/LEAP District Advisory Committee was also comprised of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP/LEAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to provide ongoing feedback on the progress of LCAP/LEAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC to ensure representation and solicit input on the LCAP/LEAP and programs from each school site. The district maintained a Foster Youth Committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the well-being and academic achievement of foster youth. The committee met and provided recommendations following monthly foster youth parent/guardian trainings throughout the 2017-2018 school year as measured by agendas and sign in sheets. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Additionally, to solicit more parent input, parents/guardians at all school sites were asked to complete two district surveys, the District Climate Survey and Parent Communications Survey in the spring of 2018. The surveys included questions about academic achievement, communication of student progress, site administration, counseling for students, student safety, grading practices, morale, and the ways in which school and district communications with parents and guardians could be improved.|Met||2018
37679910000000|Cajon Valley Union|3|The primary method for engaging parents for detailed feedback about programs and satisfaction is the Cajon Valley Parent Survey administered annually. This survey includes a range of questions and is offered to all parents and guardians in English, Spanish and Arabic translations. This survey was implemented to provide a feedback opportunity to include additional parents outside of our traditionally scheduled parent meetings, such as, School Site Council, ELAC, DELAC, and LCAP committees. This survey data provides information that guides district decision making and program implementation. 100% of parents were given the opportunity to participate in the survey, and all grade levels (TK-8) were represented in the survey results.   Based on the survey, parent survey respondents indicated a high level of satisfaction with the environment, expectations, choices, and quality of work across school sites. Review of annual parent survey results, indicates that 89% of respondents were satisfied with the overall learning environment of Cajon Valley Schools. 70% of respondents feel that their child’s school values parent ideas and opinions. 80% of respondents feel encouraged to participate in programs and activities at their child’s school. The percentage of respondents reporting they feel welcome at their child’s school increased from 82% to 89%.   We will continue to annually collect parent input, but will alter and adapt the survey as needed to collect authentic feedback for future planning and to inform district decision making. In the 2018-2019 school year we will be giving our parent survey through Gallup in order to triangulate data with our student and staff survey. We are continuing to increase parent involvement at school sites through additional parent university offerings, increased home visits, implementing Family Teacher Teams, and increasing the number of professional learning opportunities for community liaisons.||Met||2018
22655320125823|Sierra Foothill Charter|3|A survey of all parents/guardians at the TK-8 level is conducted annually. The survey questions were developed locally and seek to gather input regarding LCFF priorities and LCAP goals. Key results of the spring 2018 survey are as follows:  98% of parents feel welcome at SFCS 95% have visited the school 40% have visited classrooms 98% state they have received adequate information about their children's progress 100% state they understand the teachers' expectations 100% feel communication from the teacher is adequate 100% feel the SFCS communication tools provide adequate information 98% feel the teacher helps the parent to support learning at home 100% understand promotion standards||Met||2018
34673140000000|Elk Grove Unified|3|EGUSD annually administers a survey to parents/guardians of students of all grade levels to monitor “customer satisfaction” with school and district efforts to provide an educational experience that meets the needs of their children.  The parent survey captures perceptions of how effectively the district provides: high quality instruction, effective communication with parents, parent involvement opportunities, support for social emotional learning, and a positive school culture and climate.  Parent survey questions were developed and selected by a committee of EGUSD staff to inform efforts to improve the district’s various instructional programs and family and community engagement efforts to address LCFF/LCAP priorities and meet district goals for student achievement, student engagement, and school climate.  Parent survey results inform efforts to improve outcomes in these areas, as well as meet legislative requirements of LCFF/LCAP. Specific to the LCFF/LCAP requirement, the Parent Survey captures the extent to which parents agree or disagree with following statements: • This school has been effective in providing opportunities for parent input in making decisions for the school or district.  • This school has been effective in providing parent involvement or parent education opportunities. Response rates for the past two years were 18% in 2016-17 and 21% in 2017-18.   In 2017-18, 76% of parents who responded to the survey agreed that their school had been effective in providing opportunities for parent input in making decisions for the school or district, the same as in 2016-17.  The district also reviews results by parent ethnicity and variation among respondents is evident.  Parents of white students and parents of students of two or more races show the lowest agreement with this statement at 73% and 74% respectively; while Filipino and Pacific Islander parents show the highest ratings at 85% and 86% respectively. In 2017-18, 85% of parents agreed that their school had been effective in providing parent involvement or parent education opportunities, the same as in 2016-17.  This again varies by ethnicity of parents, with African American parents and parents of students with two or more ethnicities showing the lowest agreement at 83% for both; while Pacific Islander and Filipino parents show the highest at 92% and 91% respectively.||Met||2018
49710190000000|Wilmar Union Elementary|3|Wilmar Union School District / Wilson Elementary School is committed to including parent and stakeholder feedback in the decision-making process. Our active PTA has established and supports community events and programs. In addition, the District holds back-to-school nights, open house events, student performances, and student of the month recognition at monthly Board of Education meetings. All of these serve to initiate outreach and make connections with families, leading to greater parent involvement. Parents are also invited to provide input by joining or attending School Site Council meetings and English Learner Advisory Committee (ELAC) meetings.  Participation Wilmar Union School District / Wilson Elementary School’s 2017-2018 parent survey increased 75% over the previous year, from 66 families to 116 families responding. Key findings include the following:  89% feel part of the school community  78% communicate regularly with their child’s teacher  73% regularly visit their child’s classroom website  43% volunteer in their child’s classroom  41% volunteer at school-wide events  66% donate to school fundraisers  87% are satisfied with overall school-to-home communication  97% feel confident helping their child with ELA homework  86% feel confident helping their child with math homework   The 2017-2018 parent survey questions were selected to include questions about satisfaction with academic programs (priorities 1, 2, 7), social-emotional learning (priority 6), afterschool programs (priorities 3, 6, 7), parent involvement (priorities 3, 6), student perception (priority 6), and the school site physical environment (priority 1).||Met||2018
15634040000000|Delano Union Elementary|3|The Delano Union School District values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. The district promotes both academic and culture building activities at school sites to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), family math and literacy nights, Parent Project, and coffee with the principal help promote positive interactions. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. In our most recent parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child.  93% feel that the district provides training on how to support a safe learning environment. 94% of respondents indicates that the district provides activities to increase parent engagement.||Met||2018
34674390102343|Aspire Capitol Heights Academy|3|Our goal is to increase this to a 85% positive response. We are currently developing regular family engagement meetings specifically designed to encourage families to share their opinion and give feedback in decision making at the school. We are holding meetings in English and in Spanish to best encourage all of our families to attend. We also send a survey to our families mid-year to collect information on how they are feeling about our school and use that in our decision-making. We would like to increase this to 90% of families responding positively. In addition to sending communication out in paper copies, electronically (via Parent Square), and in person during our school assemblies, we will also have started a social media site specifically designed to promote positive parent participation. We are also scheduling events such as festivals and learning nights to bring families into participating in our schools. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
48705650000000|Travis Unified|3||At the October 9, 2018 Board meeting, staff reported progress on parent engagement.    Parent input into decision-making:  We seek input from parents and guardians into school and district decision-making and LCAP development through the Superintendent’s Parent Advisory Group (including military representation), the District English learner Advisory Committee (DELAC), parent and community LCAP meetings, school English Learner Advisory Committees, Foster Parents, the SELPA Community Advisory Committee, School Site Councils, School Safety Committees, and PTA/PTO Boards.  We provide the following parent training:  Foster Kinship Care Education Program (support for foster children); Parent Project/Loving Solutions (parenting); math nights; SELPA training for families of students with disabilities, and Watch D.O.G.S. (Dads of Great Kids) training to increase the presence of fathers and father figures at school.  During the 2017-18 school year, 794 volunteers contributed 19,060 hours of service to our schools.  We are grateful to our volunteers:  without them, we could not provide the rich experiences our students enjoy.  Please see the full report at https://www.travisusd.org/Page/4625 for details.|Met||2018
39686760118497|Aspire Langston Hughes Academy|3|Our goal is to increase this to a 90% positive response. We have developed monthly family engagement meetings specifically designed to encourage families to meet with administration and other key staff members and share their opinion. We are also working on increasing the activity of our ELAC and SSC meetings to give families an additional space to provide feedback on decion-making at the school. Currently, we are hold meetings in English and Spanish to encourage all of our families to attend. Our goal is to increase this to a 90% response indicating that our level of information is satisfactory. We have hired a Community Outreach Manager with the specific charge of increasing parent involvement in participation and opportunities to participate. Additionally, we announce opportunities regularly through our weekly update via ParentSquare. Currently, 90% of all families at LHA receive our posts through this communication tool. This is a sharp increase from under 60% just one year ago.   For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
39686760114876|Aspire Port City Academy|3|Our goal is to achieve a 90% positive response around seeking input from parents/guardians.  Currently we receive input through School Site Council and ELAC meetings.  Additionally, parents provide input during the SST/504/and IEP process.  We offer family learning sessions around our social emotional curriculum and the special education process/services.  We are working to increase input by inviting parents to participate in our SSC/ELAC via our communication tool Parent Square, as well as by making personal calls to invite participation.  Additionally, we hold initial meetings during multiple and varied times until we determine the meeting time that works best for our families. We currently announce involvement opportunities through our weekly school newsletter and through our communication tool, Parent Square. In addition, individual teachers communicate via Parent Square to advise families of upcomming activities as well as communicating via phone or text.  This year we are working to increase involvement for our English Learner families by translating communications and working with our ELAC group to develop ideas/actions to increase involvement for our English Learner families.  For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
43697080000000|Union Elementary|3|Annually, Union School District distributes a Perception Survey to all parents/guardians in grades TK-8. The survey is based on a 5 point scale (Disagree to Agree) from which scores are averaged. In 2017-2018, USD parents/guardians reported the following: “I feel welcome at my child’s school” - 4.3; “I have opportunities to get involved at my child’s school” - 4.3; “I am well-informed about school events” - 4.2; “I am informed about my child’s progress” - 4.0. Additionally, participation in district decisions and programs is monitored through the number of parents/guardians on our School English Language Advisory Committees, School Site Councils and District English Language Advisory Committee.  In 2017-2018, more than 100 parents participated in leadership roles in various committees. Based on these metrics, parents/guardians are included in school and district decision making and participation in programs is promoted. The Perception Survey was chosen as a data collection tool in combination with the number of parents/guardians participating in local committees to accurately gather parent opinion measured against actual participation in district decisions and programs.||Met||2018
43694840000000|Gilroy Unified|3|GUSD administered student, staff and parent surveys around the key LCAP goals and actions as one measure to evaluate the progress on the GUSD LCAP actions.The parent survey administered to GUSD parents in November 2017 indicated the following:  761 parents completed the LCAP parent survey.  Approximately ? represent the elementary level, and ? represent the secondary level.  76% of parent/community members strongly agree or agree that GUSD students are being prepared to be college and career ready 71% of parent/community members strongly agree or agree that the district values parents as important partners in their child’s education. 74% of parent/community members strongly agree or agree they are informed regularly about their student's progress by his/her teachers. 86% of parent/community members strongly agree or agree that they feel welcome and accepted at the schools. 79% of parent/community members strongly agree or agree that they know where to go and who to talk to if they wanted to volunteer at their child's school.||Met||2018
39686760108647|Aspire Rosa Parks Academy|3|The hope is for this to increase to about 80% as we experience increasing participation in such things as RPACC, School Site Council and the ELAC committee.  We also have something called Parent Cafe which has been attracting a lot of people to participate.  As well as other school sponsored family events that bring families to the school.   I would like to work to increase this to 90% in favor of our communication.  As a primary source of communication I use Parent Square for any direct communication.  The teachers either use Parent Square of Bloomz to have day to day contact with parents.  Aside from these sources we have a Wednesday weekly that goes home each week with up to date info to keep parents informed of any events at the school or info that is pertinent.   For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
19643520000000|Centinela Valley Union High|3|(1) The following are key findings from the California School Parent Survey related to seeking input from parents/guardians in school and district decision making: 86.3% of parent respondents agree or strongly agree that CVUHSD schools actively seek the input of parents before making important decisions; 88.3% of parent respondents agree or strongly agree that CVUHSD schools allow input and welcome parents’ contributions; 89.3% of parent respondents agree or strongly agree that they are encouraged to be an active partner with CVUHSD schools in educating their children; 45.7% of parent respondents attended at least one Parent-Teacher Organization (PTO) meeting, and; 28.7% of parent respondents served on a school or district committee.  Additionally, parents comprised approximately 48% of each of the District’s three LCAP Stakeholder Input sessions, and nearly 350 parents completed the LCAP Parent Input Survey.  (2) In regard to promoting parental participation in programs, the CSPS showed that 89.3% of parent respondents agree or strongly agree that they feel welcome to participate at CVUHSD schools.  When asked to indicate which services/supports would help increase parent participation, parent respondents to our locally developed LCAP Parent Input Survey indicated the following top three provisions: increased volunteer training and opportunities; increased opportunities for parents to gain knowledge about how to better help their children continue the learning process at home (correlates with CSPS data that indicates 36.3% of parents believe CVUHSD schools do very well providing information about how to help their children with homework), and; parent classes based on parents’ needs and interests (PowerSchool, ESL, computer skills, etc.).  (3) CVUHSD selected the CSPS and our locally developed LCAP Parent Input Survey to assess our performance in relation to the standard for parent engagement as they reflect a balance between a widely used state measure and a local measure reflecting the District’s particular focus areas.These findings are in direct support of the District LCAP goal of expanding family engagement efforts by increasing meaningful family engagement opportunities and providing parent education to support student success.||Met|With the goal of helping families reach their highest potential, our LCAP continued to fund one District Family Engagement Specialist and three Community Liaisons to staff site Parent Centers. As the need became increasingly apparent, the District also hired a Community Liaison for our continuation high school starting the second semester.  Our goal for 17-18 was to increase our parent engagement participation rate from 25% to 27%.  Our District greatly exceeded this goal, documenting a 46% parent participation rate based upon individual sign-ins for Back to School Night, Junior Parent Meetings, Freshman Orientations, and Sophomore/Junior/Senior Information Nights/Grade Level Meetings.  We also set the goal of increasing the parent education participation rate in such programs as PIQE, Richstone, Parent Workshops, Parent University Classes, Learning Walks, Conferences, and Parent Field Trips by by 3.5%.  Through the tireless involvement of our Parent Center Liaisons, we exceeded this goal in 2017-18 as well, increasing the parent engagement rate by 21% since the 2016-17 school year.  Additionally, each school hosted a variety of enrollment fairs, roadshows, and high school information nights to engage incoming families from our partner districts.  The District’s parent engagement efforts culminated with just over 400 parents attending the second annual CVUHSD Parent Awards Night.|2018
19647330106872|Bert Corona Charter|3||BCCS believes that parent involvement translates into increased student achievement and contributes to features of our innovative program.  The philosophy of BCCS is to encourage, honor and respect the parent voice. Parent involvement and the inclusion of the parent voice will be ensured in the following manner:   School parent meetings are held regularly while school is in session or more frequently if necessary in order to facilitate the communication process between parents and the governing board.   Parents are encouraged to serve on the School Site Advisory Council, parent committees, etc. Parents will be consulted and advised regarding the school’s educational programs and student progress through meetings and informational bulletins on an ongoing basis. A school web site facilitates the dissemination of information on areas of specific interest to parents including parent workshops.   The content of these workshops were designed to assist parents in the educational development of their children. We believe that if given the proper tools parents will become equal partners with the school in the education of their children. We also believe that these workshops will help parents feel connected to each other and the school community.   The staff and school site administrator will maintain open lines of communication at all times with all parents. Parents will meet with staff and administrators for conferences at regular intervals throughout the year. Parents will be advised that the administrators and teaching staff will be available for additional conferences as needed.  The School Advisory Council consists of parents, students, community members, teachers, and school site administrators. Bert Corona Charter School’s council will participate in developing recommendations for school policies and share in efforts to engage the support of the community. The council will make recommendations and decisions about issues related to the school and participate in reviewing parental and community concerns.  We have combined all parent advisory councils to meet the criteria for all areas of school parent involvement compliance, EL, Title 1, ESSA, LCAP, etc.  Parent survey responses reflect the following for Strongly Agree and Agree: • 1A. 91.1%The school informs me about the academic services available to help my child.  • 1B. 90% The school offers me opportunities to participate in councils/parent organizations.  • 1C.  77.2% The school offers parent training when I can attend.  • 1D. 94% An administrator is always available when I would like to speak with them or if I need to discuss a concern.  • 2A. 95%I feel welcome to participate in? this school.  • 2B.  95% My culture is respected at this school.  • 2C.  94% Translation and Interpretation services are readily available.|Met||2018
19647330128371|New Horizons Charter Academy|3|1) Key findings from the 2016-17 annual parent engagement and satisfaction survey regarding parent input and decision-making: I feel welcome to participate at this school. Agree/Strongly agree: 98% Q.2: School staff treats me with respect. Agree/Strongly agree: 98% 2) Key findings from the 2016-17 annual parent engagement and satisfaction survey regarding parental participation: Q.3: School staff takes my concerns seriously. Agree/Strongly agree: 98% Q.4: School staff welcomes my suggestions. Agree/Strongly agree: 96% 3) For the past 5 years we have used a survey designed by school. Survey Monkey helps us administer an anonymous survey, and then provides us with automated reports disaggregated by gender, ethnicity, income, SPED, and language learning status. The survey questions align to our core values of Excellence, Diversity, and Community, and provide us with an overall satisfaction rating, as well as data on the specific goals in our LCAP, including: - Climate of support for academic learning (97% favorable) - Knowledge and Fairness of Discipline, Rules, and Norms (96% favorable) - Safety (97% favorable) - Sense of Belonging and Connectedness (99% favorable)||Met|New Horizons Charter Academy has created opportunities for Parents/Guardians to attend Parent In Action Meetings once a month to receive information on school programs, school policies and instructional programs that impact student's education.  NHCA holds quarterly School Site Council Meetings and ELAC Meetings to inform parents about how NHCA is providing services and programs for students.  NHCA provides professional development opportunities at the Parent In Action meetings and ELAC Meetings.  NHCA also conducts bi-monthly Saturday School, during this additional academic time for students, the school takes that opportunity to engage with parents and provide professional development and trainings linked to student learning and socio-emotional development and growth.|2018
01612000000000|Livermore Valley Joint Unified|3|Livermore Valley Joint Unified School District values the strong partnership between parents/guardians and our schools. Annually, the K – 12 Parent Survey is offered in English and Spanish. In 2018, questions were included in the survey that invited respondents to share input into the District’s LCAP goals. The District began implementation of a new survey tool that will provide more robust analytics, to enhance our ability to acquire meaningful input. Surveys were sent digitally and garnered 2,600 responses, representing approximately 3,450 students. Survey results indicate that parents/guardians are involved in our schools, have an understanding of educational goals, and are able to ask and find answers to their questions about their students’ education. 14% of respondents sit on a school or district committee; 72% of respondents volunteer in some capacity at school, with 49% volunteering on a regular basis. 88% of respondents reported a moderate or higher level of familiarity with grade level standards and learning outcomes, and 76% reported a moderate or higher satisfaction level with their ability to find answers to questions they have related to their child’s education.   Parents and guardians feel welcomed at school and are growing in their capacity to stay informed about their students’ education. 82% of parents/guardians feel welcomed at their children’s schools. The respondents overwhelmingly use email and other digital sources to stay informed: 88% of respondents in 2018 indicated they were well informed about issues and events. Each year, the survey information is shared with the LCAP Advisory Committee as it relates to LCAP Goal 3, “Enhance parent and community engagement and communication.”||Met||2018
15634040120139|Nueva Vista Language Academy|3|Nueva Vista Language Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. Nueva Vista Language Academy promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), Parent University, Loving Solutions parenting support class, School Site Council, English Learner Advisory Committee and coffee with the principal help promote positive interactions.  In our most recent LCAP parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child.  93% feel that the district provides training on how to support a safe learning environment. 94% of respondents indicates that the district provides activities to increase parent engagement.  To kick off the 2018-2019 school year, Nueva Vista Language Academy teachers and staff welcomed students and parents to campus with an “orange” carpet, which represents the colors of the school.  Teachers and staff cheered on students and parents welcoming them to the first day of school. In addition, Nueva Vista Language Academy hosted a “Tacos With The Principal” dinner to welcome all students and families to the new year and to ensure parents and guardians know the mission and vision of Nueva Vista Language Academy and to ensure they have a great year working together to support students.   Nueva Vista Language Academy distributes monthly student event calendars and is active online through several media outlets to ensure parents have access to information.   In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff.||Met||2018
07617960133637|Summit Public School: Tamalpais|3|Summit Tam believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Tam use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Tam administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
10621580000000|Fowler Unified|3|There were 189 Fowler Unified parents who responded to the annual LCAP online survey. A majority (63%) of parents represented students from Marshall Elementary. Fourteen percent (14%) of presents represented students from Malaga, 12% of parents represented students from Fremont Elementary, and fewer than 10% of parents represented students from Sutter Middle and Fowler High.  Parent respondents represented the district’s racial and ethnic diversity. A majority (72%) of parents were Hispanic or Latino, 11% were White (Non-Hispanic), and 10% were Asian or Pacific Islander. Parent demographics closely mirrored those of the student population. Of the parent respondents, 35% qualify for free or reduced-price meals, 28% indicated their children are English Learners, and 5% reported their children receiving special education services. Ninety percent (90%) of parents had children in Kindergarten to fifth grade. Ten percent (10%) of parents had children in 6th to 12th grade.  Parents were asked to select all the school activities they participated in during the 2017-18 school year. The activities that received the most participation from parents were Open House, Parent Conferences, and Back to School Night. The least attended school activities were meetings (DAC, DELAC, ELAC). Parents were asked to rate the district’s progress toward the six LCAP goals, on a 10-point scale.  Parents were asked to rate the district’s progress toward the six LCAP goals, on a 10-point scale.  Responses indicated that parents have seen progress in all six goals, with the mean ratings ranging from 8.54 to 9.11.  The three goals in which the district has made the most progress, according to parents, are providing a positive school environment (9.11), increasing academic achievement of all students (8.90), and increasing 21st century learning (8.78). Although all goals reflected a high level of progress, parents gave the lowest mean ratings to providing strategic professional development opportunities (8.54) and increasing parent involvement (8.59).||Met||2018
50105045030234|Valley Charter High|3||VCHS enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees at each site. These include holding elections for parent/guardian, stakeholder and other members of the School Site Councils.  The SSC also serves as the LCAP advisory. VCHS has an Advisory Board comprised of site administration, SCOE administration, MJC representation and a community member.  This body makes policy recommendations and provides input to the LCAP as well. VCHS regularly notifies parent/guardian, stakeholder and others regarding participation in meetings of advisory committees. Notifications include announcements at monthly parent visitations; open house events; graduation ceremonies; and other school activities.  In addition, the LEA provides every parent notification packets with advisory committee information on an annual basis, in addition to regular meeting notifications throughout the school year. VCHS has access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of all informational and other notices and documents as needed and per IDEA, in addition to in-person interpretation services provided by classified staff at meetings. SCOE offers trainings or workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth. VCHS parents and students are welcome to attend these.  The SCOE Preventions division provides parenting classes on topics that include academic support, computer literacy, gang awareness, parenting support and more. These measures were selected because they accurately demonstrate that VCHS seeks input from parents/guardians/stakeholders in decision-making and promotes parental participation in programs in an ongoing basis. VCHS’ continuous effort to promote parent involvement is based desire for increased parent involvement in their students’ education and school matters. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Met||2018
37683383730959|Charter School of San Diego|3|The Charter School of San Diego has administered a local survey to parents to gain parent input into the development of the LCAP.  The survey method has been selected to ensure that parents have access to provide input.  Over 1000 parents provided input through the survey method.  The key findings from the survey results are summarized below:  • Over 99% of parents report satisfaction with safety. (LCAP Goal 4) • Parents support the school’s initiatives to increase student achievement in English and Math. (LCAP Goal 1)  • Based on data and analysis provided to parents, there is a need to close the achievement gap for English Learners, Students with Disabilities and African American students. (LCAP Goal 1) The parent stakeholder group provided input aligned with State Priority 4 (Student Achievement) and State Priority 6 (School Climate).  The Charter School of San Diego reported Local Indicator Priority 3 results at the November 7, 2018 Board of Directors meeting.||Met||2018
50710430112292|Aspire Summit Charter Academy|3|"As a lead team we have created a site goal of improving students feeling safe on campus.  We feel this will also help families feel positive about the school site.  We plan on sharing the student survey results with parents and eliciting their input into how to improve.  We also will be holding ""coffee with principal and deans"" once a month to hear from parents about what changes they feel are needed on campus.   We communicate with parents and families in a variety of ways to ensure they have all information.  We use Class Dojo, Parent Square, e-mail, and social media.  We are also involving parents in developing next steps from student survey data.   For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success."||Met||2018
07100740129684|Summit Public School K2|3|Summit K2 believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit K2 use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit K2 administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
50711670137265|Aspire University Charter|3|Due to moving our school location and welcoming over 200 new families to our school we feel this year's survey data will be baseline data. This year we are gathering parent input by holding monthly parent 2nd cup of coffee meetings. We also called all families of 2nd language learners to invite them to our ELAC meetings. Participation was high, and we see this as an opportunity to gather a lot of parent feedback. We also solicit feedback through school surveys, ASC meetings, and FAE meetings.   Due to our school moving locations and growing this year's survey data will provide more accurate baseline data that reflects the families at our new site. We have an open door policy and encourage families to participate in school activities via parent square, school newsletters, classroom newsletters, and phone calls.  All information goes out in Spanish and English.  Families also have the opportunity to participate in FAE, our parent fundraising group, ASC, ELAC, and as classroom volunteers.  For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
41689240127548|Summit Public School: Shasta|3|Summit Shasta believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Shasta use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Shasta administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
50711750120212|Aspire Vanguard College Preparatory Academy|3|Our goal was to achieve a positive response rate of about 83% in 2017-2018.  Since gathering family survey data last spring, we have hired a Community Outreach Manager who is tasked with amplifying and improving our parent engagement efforts, particularly among Spanish-speaking families, who represent a significant portion of our constituency.  We are also conducting more home visits, informational meetings, and campus tours.  Membership in our ELAC and Vanguard Community Council is larger than ever, and we make a concerted effort to gather input from parents at monthly meetings.   This year we have made it a priotiy to increase parent participation and overall feelings of inclusion.  In additon to our focused outreach efforts by our administration and our Community Outreach Manager, we have designated an attractive space in our facility specifically for use by our parents for such purposes as committee meetings, feedback sessions, community-building, and adult education experiences.  We have encouraged alliances between student clubs and parent groups, and we have increased opportunities for parents to get involved through new teams, clubs, and activities.   For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
39685856116594|Aspire Vincent Shalvey Academy|3|We are excited to see the current favorable response. We hope increase that response to 90%. Currently we gain family input and decision making processes at our monthly community council meetings as well as during our social and emotional learning training. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
15635860000000|Linns Valley-Poso Flat Union|3||At Linns Valley District: there are activities that invite parents to engage with staff such as Back-To-School night and potluck, stakeholder meetings, board meetings, science board presentation night, movie night, winter program, Spooktacular planning meetings, Spooktacular volunteers, oral language festival and the annual softball tournament which is ran by parent volunteers.  Linns Valley District uses these meetings to help gather parent/guardian feedback across the community.  We will continue to use a “Parent/Guardian Survey” to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 18-19 year.|Met||2018
33751926112551|Temecula Valley Charter|3|Key Indicators from Parent Survey Summary of respondents indicating “Strongly Agree” Parental Involvement School allows input and welcomes parents’ contributions 40% School encourages me to be an active partner with the school in education my child 55% School actively seeks the input of parent before making important decisions 17% Parent feel welcome to participate at this school 47% Academic Orientation and Participation School promotes academic success for all students 47% School is a safe place for my child 45% School motivates students to learn 41% School has adults that really care about students 52% School provides opportunities for meaningful student participation 29% Respect and Cultural Sensitivity School treats all students with respect 46% School promotes respect for all cultural beliefs and practices 31% Student Risk Behavior Student alcohol and drug use 0% Harassment or bullying of student 8% Discipline School clearly communicates consequences of breaking rules 36% School enforces school rules equally 30% Facilities School has clean and well-maintained facilities/properties 22%  CA Healthy Kids survey was chosen to measure parent perception and facilitate planning for improvement in these measures. Findings indicate TVCS needs to increase parental access to TVCS information, policies, and procedures. The findings are directly related to all 8 LCAP state priorities; Basic Services, Implementation of State Standards, Course Access, Pupil Achievement, Other Pupil Outcomes, Parental Involvement, Pupil Engagement and School Climate.||Met||2018
19647330129825|Clemente Charter|3|Question 1: The key findings from the survey related to seeking input from parents/guardians in school and district decision making.  On the YouthTruth Survey, Clemente scored in the 99th percentile in the area of Engagement and Empowerment. The summary measure describes the degree to which families are engaged in their school and empowered to influence decision making; Clemente families scored higher than all Ingenium Schools and most schools across the country.   Although we scored higher than average, we did find that some groups of families scored lower than others. Families who have lower level of education scored 4.39 where families who have a some level of a college education scored 4.80.  We also noticed that families who speak a language other than English at home scored lower than English speaking families;  Other Language- 4.60  English Only- 4.71  This was similar with families who have children with Special needs and families with low SES. These two family groups scored lower than families who not have students with special needs and families who do not come from low SES homes.   Question 2: The key findings from the survey related to promoting parental participation in programs  The key finding from the survey related to promoting parental participation in programs were found under Engagement and Empowerment. Three of the key questions asked to parents were;  1) They have opportunities to contribute to helping their school 2) They feel engaged with their school 3) Parent/family members are included in planning school activities  For these three questions, parent responded positively;  we scored 95% or higher on the three which means we scored higher than all Ingenium schools and most schools across the country.    The three areas where we scored the lowest (92%) were the following; 1) Parent/family groups (i.e. Parent-Teacher Association) make meaningful contributions to their school 2) They feel represented by parent/family groups (i.e. Parent-Teacher Association) at their school 3) Their school communicates a clear direction for the future  Overall we had great scores but realize we still have areas to make improvements in providing clear communication and making sure we represent all family groups.   Question 3: Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Ingenium Schools chose the YouthTruth parent survey due to its ability to gather parent responses on a range of school priorities, specifically those connected to the LCAP goal concerning stakeholder engagement (LCFF priority 3). The YouthTruth survey enables parents to give a numeric rating as well as commentary that can be used for further improvement. In addition, the data is disaggregated by student group, which enables school staff to ensure equitable services to all students and families. YouthTruth also pr||Met||2018
19647330127985|Ingenium Charter Middle|3|"Question 1: The key findings from the survey related to seeking input from parents/guardians in school and district decision making. Using YouthTruth as evidence, ICMS scored over 80% in all domains under Family perception in the subcategories of communication and feedback, school safety, relationships with administrators and teachers, resources, and school culture. The highest rating domain of these subcategories was relationships with staff and administrator ranking at 98% as opposed to comparable LEAs whom ranked at 78%. Families at ICMS feel as though they experience positive relationships based on respect, care and approachability. Families also expressed their satisfaction with the culture of the school which ranked at 91%.   Question 2: The key findings from the survey related to promoting parental participation in programs  The administrator has communicated and implemented clear systems for parents to feel heard during ""Coffee with the Principal"", a space used for casual conversation and culture building. During this time, parents are encouraged to talk about the positive things that are happening at ICMS and encouraged to participate in school events. In addition, the administrator has also systematized occurring meetings for the School Site Council, ELAC/DELAC, and parent meetings. All of these meetings are platforms used to include parents in the decision making of the school goals, especially to gain their insight and feedback for the LCAP.  The implementation of these recurring meetings comes from the 76% score given in the YouthTruth Survey which was a good insight into how parents actually felt in relation to being engaged at the school.    Question 3: Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.  Ingenium Schools chose the YouthTruth parent survey due to its ability to gather parent responses on a range of school priorities, specifically those connected to the LCAP goal concerning stakeholder engagement (LCFF priority 3). The YouthTruth survey enables parents to give a numeric rating as well as commentary that can be used for further improvement. In addition, the data is disaggregated by student group, which enables school staff to ensure equitable services to all students and families. YouthTruth also provides comparison data across local schools, similar demographic schools, and the state, which is helpful to further understanding parent responses."||Met||2018
19765470118760|Barack Obama Charter|3|Question 1: The key findings from the survey related to seeking input from parents/guardians in school and district decision making(please include percentiles/metrics)  On the YouthTruth Survey, BOCS families rated the following statements regarding their input in school and district decision making: I feel informed about important decisions regarding my school. I have opportunities to contribute to helping my school. I feel empowered to play a meaningful role in decision-making at my school.   Of these 3 statements, families rated #2 “I have opportunities to contribute to helping my school” the highest at 4.16 out 5 and 34th percentile. For #3 “I feel empowered to play a meaningful role in decision-making at my school”, families rated this statement 3.74 out 5 and 44th percentile. Lastly, parents rated #1 “I feel informed about important decisions regarding my school” slightly lower at 3.58 out of 5 and 20th percentile. Overall, parents feel that they were informed about the school and had opportunities to contribute to the school but do not always have the opportunity to affect decision making.   Question 2: The key findings from the survey related to promoting parental participation in programs   On the YouthTruth Survey, BOCS families answered a variety of questions related to the degree they felt they were engaged in the school. Based on these questions: 86% of families feel they have opportunities to contribute to helping the school. 74% of families feel engaged in the school. 72% of families feel included in planning school events.    According to these results, families feel that they can contribute and support BOCS, however, there are opportunities to include parents more in the planning process when developing school events and programs.   Question 3: Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Ingenium Schools chose the YouthTruth parent survey due to its ability to gather parent responses on a range of school priorities, specifically those connected to the LCAP goal concerning stakeholder engagement (LCFF priority 3). The YouthTruth survey enables parents to give a numeric rating as well as commentary that can be used for further improvement. In addition, the data is disaggregated by student group, which enables school staff to ensure equitable services to all students and families. YouthTruth also provides comparison data across local schools, similar demographic schools, and the state, which is helpful to further understanding parent responses.||Met||2018
19647330135921|WISH Community|3||The WISH model is built upon 6 key tenets, one of which is parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.  At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, tests scores and grades, behavior, attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, KICKBOARD, ILLUMINATE, plus our own newly re-published website (www.wishcharter.org), currently also being translated to Spanish.   For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing off-line communications as needed.  Parent-Teacher conferences are held twice each year, and we complete the year with a student-led parent conference, allowing our students to directly share they learning trajectory for the year.  WISH educators also hold ‘data-chats’ with parents to review progress and goals for each student.  Parents are encouraged to volunteer in a variety of areas at school, both in and out of the classroom, with our students or behind the scenes.  We support the individual passions of our parents and invite them to share their skills or expertise in those areas that they are most enthusiastic to support.   Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, School Site Council, WISH Community Association (WCA) and a variety of school committees.    The WISH School Site Council consists of 12 members, one-third of whom are parents elected into leadership positions.  These open meetings allow parents to share information about WISH educational and social-emotional programming and the goals, progress and achievements of our Single Plan for Student Achievement, as well as discussions about and voting on how we will use our categorical funds.   All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Community Education Nights,  including performances, fundraisers, site beautification projects and other volunteer opportunities.    WISH has taken strides to ensure parents have full access to the various outreach methods we regularly use including hiring interpreters to assure our platforms are fully understood and used effectively by our parent community.  This year we are also implementing our Diversity and Inclusion committee to ensure the interests of all parents are represented in our WISH culture.|Met||2018
19734370137257|Ingenium Wings Independent Study - Compton|3|Ingenium Wings Independent Study - Compton will give its first parent survey in spring of 2019.||Met||2018
13101320000000|Imperial County Office of Education|3|Parents from our Special Education and Alternative Education Schools completed the surveys.  Alternative Education: 100% of the parents surveyed agree or strongly agree that Alternative Education schools value parents/guardians as important partners in their child's education. 98% of the parents surveyed agree or strongly agree that students feel safe and welcome in their classrooms. 98% of the parents surveyed agree or strongly agree that Alternative Education schools effectively addresses attendance, dropout, and absenteeism issues. 100% of the parents surveyed agree or strongly agree that the school shares information verbally and in writing about their child’s performance on a regular basis.  Special Education: 95% of the parents surveyed agree that teachers share information (verbally and in writing) about their child's performance on a regular basis. 97% of the parents surveyed agree that teachers listen and respond to their concerns, questions, and ideas. 99% of the parents surveyed agree that the staff in their child's classroom provides a safe place for their child to learn. 94% of the parents surveyed agree that they are encouraged to attend IEP meetings and that the meetings are scheduled at a mutually convenient time.  Rationale for Selecting the surveys: The surveys selected were created by ICOE staff after investigating several parent surveys.   It was essential that our surveys met the following criteria:        •  The surveys would be a manageable length        •  The surveys would be easy to complete        •  The surveys would be understandable to all our parents        •  The surveys would translate well into Spanish The team will continue to review these surveys and make modifications each year, as needed.||Met||2018
19734370137240|Ingenium Clarion Charter Middle|3|Ingenium Clarion Charter Middle School will give its first parent survey in the spring of 2019.||Met||2018
19647330121137|Ingenium Charter|3|The key findings from the survey related to seeking input from parents/guardians in school and district decision making.  In general Ingenium Charter School scored all above average except School Safety, which is typical across all the schools surveyed. Parents commented that their  “My child is getting a high quality education at this school.” Fourth grade parents scored particularly low on this section. We think this was due to the large class size and teachers lack of experience in this grade level.  All school culture questions were typical or above average. Some parents said, “My school’s policies are administered fairly and consistently.” Spanish speaking families ranked higher than other groups and felt the school culture was positive.   All engagement and empowerment questions were scored at typical or above average. There was a  big split between Hispanic, Latino or Spanish vs White and by language spoken at home. Hispanic families feel more supported and engaged than white families. I have commented on one possible reason for this below.  Parents felt that “My school is a safe place to learn” and “My child is safe from bullying at school” was below average. There was a big split by race and language spoken at home. Ingenium scored above average on questions related to relationships. White families rate higher on every question. All questions all pretty close, but still very interesting Parents rated questions related to resources typical or above average. There were some splits by race.  Lastly, there was widespread data on how parents felt about communication and feedback with the school.  Two questions were answered above average, one was typical and one is below average.  The biggest success we had in getting parents to take the survey was having them give their responses after drop-off in the morning. We created a parent survey computer table where we set up computers for parents. Another strategy we used to get parents involved was to have computer stations set up before School Site Council Meetings and ELAC/DELAC meetings.   We concluded that the reason Hispanic, Latino or Spanish felt more supported and engaged with the school vs White families (also by language spoken at home) was because our parent liaison held many parent workshops that were conducted in Spanish. Our parent liaison felt more comfortable relating to and catering to Hispanic/Latino or Spanish families and therefore would reach out to them and invite them to our school workshops and events more often than other families. I believe the topics for parent workshops and events were more relevant due to the 68% of Hispanic/Latino or Spanish-speaking families we serve.||Met|Response continued: Ingenium Schools chose the YouthTruth parent survey due to its ability to gather parent responses on a range of school priorities, specifically those connected to the LCAP goal concerning stakeholder engagement (LCFF priority 3). The YouthTruth survey enables parents to give a numeric rating as well as commentary that can be used for further improvement. In addition, the data is disaggregated by student group, which enables school staff to ensure equitable services to all students and families. YouthTruth also provides comparison data across local schools, similar demographic schools, and the state, which is helpful to further understanding parent responses.|2018
41688660000000|Belmont-Redwood Shores Elementary|3|"Annually, we send out a survey to our parents to determine how we are doing in regards to seeking input and promoting parental participation.  We had 177 respondents in the 2017-2018 school year, and key findings include:  - 65% of parent prefer to respond via anonymous survey, 29% prefer email correspondence, and 6% prefer to share input via Site Council or PTA meetings - parents would like to continue to receive online surveys to elicit feedback - parents would like more frequent communication through use of technology (texts, emails, online polls and surveys)  We opted to create a local survey using Google Forms so that we could ask targeted questions related to the LCAP goals.  Additionally, we wanted to provide families with a quick method of responding; the results indicated that ""more surveys like this one"" would be appreciated, so long as the survey was short. We collected feedback related to how parents wanted to provide feedback, as well as how to improve parental engagement to meet the requirements of this local indicator; additionally, we asked parents for feedback on our other LCAP goals (learning conditions and culture/climate at the schools)."||Met||2018
54722490133793|Accelerated Charter High|3|Our district annually measures its progress in seeking input from parents in decision making and promoting parental participation in school programs. This includes annually administering a survey to parents and reviewing the survey results in order to better meet the needs of our students and parents. Additionally, our schools meet with parents individually during incoming freshmen registration and sophomore registration. During these meetings, information is shared with parents regarding the importance of their involvement in their child’s education, as well as ways to be involved. In 2018, 116 parents completed the LCAP survey.  The key findings in regards to seeking input from parents/guardians in school and district decisions, included a majority of the parents/guardians' that completed the survey indicating that they are very satisfied or completed satisfied with the parental involvement opportunities and information about school activities.  Parents/guardians also indicated that they would benefit from the following: more communication between the school and parents (55%); more information on involvement opportunities (55%); more information on how to support students at home (36%); more participation opportunities at the district level (20%); and more participation opportunities at the site level (31%).  The key findings in regards to promoting parental/guardian participation in school programs include parents indicating that they participated in the following: Back to School Night (68%); sports events, concerts, and plays (57%); met with guidance counselor (51%); and communicate with teachers through email or phone (30%).   Additionally, 30% of the respondents did not participate in school activities because of schedule conflicts.  Our district chose this survey because it relates to the items in our Local Control and Accountability Plan, especially Goal 3, which focuses on creating a positive and nurturing school climate. The survey asks specific questions regarding programs that are funded through the LCAP, such as the number of counselors and psychologists at each site, as well as other programs geared at supporting the social and emotional well-being of our students.|Each spring Tulare Joint Union High School District administers a climate survey to its students. Accelerated Charter High School is a dependent charter of TJUHSD.  This student survey is administered to sophomores and seniors in our district, including Accelerated Charter. The total number of the responses for the survey in the spring of 2018 at Accelerated Charter was 80 students, with the majority of the students being seniors. The survey includes specific questions geared at school safety and student connections to school.  The survey does include a few questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (68%) in our district indicated that they feel close to people at school, with only 15% of the students disagreeing or strongly disagreeing. Fifty-seven percent of the students indicated that they were happy to be at school, while 14% disagreed or strongly disagreed. Nearly half of the students agreed or strongly agreed that they feel like they are part of the school (48%), while only 18% disagreed or strongly disagreed.  Additionally, 55% of the students indicated that they feel safe at school, while only 13% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (74%), the necessary instructional materials (75%), activities that meet their interests and talents (76%) and information on how to plan for college or a vocational school (76%).  Students also indicated that they would like access to take more than six classes and more electives.   Based on the survey results, the majority of our students feel safe and welcomed at our schools.  Even though this is a definite strength, our district continues to explore way to engage all of our students, especially the 30% that still do not feel connected to our school.  One of our challenges includes continuing to create a climate in which all students feel welcomed and connected to our sites.  This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district has also made it a priority to provide training to our staff on improving connections to students.  This includes providing all of our teachers with mental health training.  Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers.  We are also continuing to explore different ways to provide students with more opportunities at Accelerated Charter High School.|Met||2018
10623800000000|Raisin City Elementary|3||Per the LCAP, Raisin City Elementary School District continues to improve parent involvement, by having an open door policy, at all times, welcoming parents throughout the day, including during breakfast and lunch time. The superintendent/principal has  an open door policy for parents, and has monthly informal meetings, scheduled on the first Wednesday of the month and provides coffee and pan dulce, giving parents the opportunity to speak freely on any issues or concerns, basically opening channels of communication. The highlight of our parent component however, is our adult classes program. Computer literacy classes are offered to parents, three hours during the school day and three hours during the evening with child care provided, three times per week. Additionally, three-hour GED and ELD classes are also provided three days a week in the evening. By providing our parents educational opportunities, and decision making opportunities has increased their participation at our board meetings, committee meetings, LCAP, meetings and parent conferences, Parents' increased participation has had a positive impact on student learning.|Met||2018
31668520121608|Harvest Ridge Cooperative Charter|3|Harvest Ridge Cooperative Charter has made great efforts to seek input from multiple stakeholder groups, including parents. Parent involvement in school programs is important to the fluid operation of the school, but to participate in the local governing board and advisory committees is key for proving critical feedback to the school and programs. Parents are welcomed and encouraged to be members of as well as attend board meetings, PTO meetings, Town Hall meetings, and to also be a part of advisory committees for the school. Parents/guardians have also had opportunities to attend workshops that are linked to both student learning and development and growth. Parent education nights took place addressing areas such as the Positive Prevention Plus curriculum, Word Busters, Reading Night, and Upper Academy Workshop, which were well attended and provided positive feedback for connection to the school. The organizational assessment was the result of parent, staff and student surveys, individual interviews including focus groups, committee work and a town hall meeting. The information gained led to the development of new LCAP goals to focus our resources to carry forward a “one school with many programs” approach. Administration presented progress toward our LCAP goals and actions at multiple board meetings. Staff reviewed student achievement data on local assessments and CAASPP assessments in grades K-8. The percent of student attendance and enrollment was reported to the Board each month. Throughout the school year, parents were provided weekly updates on school events, educational programs, parent meetings, student activities, school policies and procedures, and important announcements. Parents served in different capacities including volunteering in the classroom, Board of Directors, Finance Committee, Parent Teacher Organization, and also a variety of school committees.||Met||2018
39685770000000|Linden Unified|3|The district administered Healthy Kids Parent Survey in October 2018. The survey data are not yet available as of the time of this update. Once the data are released by WestEd, the test administrator, updated information will be provided to all relevant stakeholders.||Met||2018
52105206119606|Lincoln Street|3|Parents participated in a survey regarding curriculum and the academic program at school.  The survey represents was offered to 100% of the families with 50% submitting. 100% reported they feel the academic program and curriculum meet the learning needs of their student and help them learn in all academic areas.  The survey also indicated that 100% of parents feel they have good communication with the school and the teacher.  100% of parents who completed the survey report they feel welcomed, supported, and safe at the school. 100% report that they feel the school has a good or excellent learning environment.  100% of the parents reported that the LCAP goals are appropriate and followed by the school.  Parent surveys are given periodically throughout the year to guide decisions at the school.  Parents are encouraged to participate in our Governance Board, LCAP, and Safety Committees.||Met|In our home school model, parents are actively involved in the day to day learning of their student.  Surveys provide the school with much needed input in how well they are supported and how well they are able to understand the curriculum.  The school uses this information to adjust our program if needed to meet the needs of the families.|2018
42691120124255|Trivium Charter|3|The survey we use has a high response rate and a high narrative comment rate.  We have created a custom survey that is aligned to our school structure (students on campus part-time) and covers overall satisfaction, school culture, student issues such as bullying, acceptance, connectedness and class rigor, feedback on staff, feedback on the best uses of discretionary funds, feedback on class offerings and 21st century skills.  Our survey is extremely useful in guiding the LCAP development.|Seeking parental input in expenditures: Promotion of parent survey - increased promotion yields more responses Thorough review and tracking of parent responses, sharing response data with parents for transparency - shared responses creates a community of people who are working towards common goals. Creating a strong school community is an essential element for a healthy and vibrant school|Met||2018
06100660000000|Colusa County Office of Education|3||Through an examination of the results of the 2018 Post-Survey on Parental Involvement, administration identified a distinct need for frequent opportunities for parents and guardians to both participate in meaningful ways in the governance of the school and have the opportunity to learn and discuss strategies for working with their children to support academic and personal growth. Survey results indicated that a quarter of families surveyed did not agree that they had been asked about what they valued in education and had been provided with information to advance their children’s learning. A significant percentage also indicated that they did not feel that they had been invited to meetings to both learn about events at school and participate in decision-making. As a result of these findings, a number of changes have been implemented to make parents and guardians more involved in the Community School. The family of each child is invited to meetings every six weeks to discuss the progress of their individual child and provide input in the creation and monitoring of an independent learning plan. Quarterly meetings have been implemented to formally discuss the LCAP and monitor its implementation over the course of the year and solicit specific feedback. Finally, monthly parent events are scheduled to begin in the winter to highlight strategies that could help families to become more active in their children’s education and participate in fun and creative events on campus. Participation in these events will be tracked to provide guidance on the school’s effectiveness of improving parental involvement.|Met||2018
42691120137877|Trivium Charter School Adventure|3|We are a new charter school and do not have specific data collected yet.|We are a new charter school and do not have specific data collected yet.|Met||2018
54722560135863|Global Learning Charter|3|In the Spring of 2018, the school administered an anonymous parent/guardian survey to gather feedback on nine topics related to teaching and learning. The survey was administered electronically and was available in both English and Spanish. There were 49 responses representing all grade levels from Kindergarten to 6th grade.   1) Key findings related to seeking input from parents/guardians in school decision making: Results of the survey provide important information regarding parent/guardians’ experiences and perspectives, and were reviewed by administration, staff, and the School Site Council (SSC) for consideration in school decision making. The following data represent average responses for each topic on a scale from 1 (strongly disagree) to 5 (strongly agree).  • Attitude toward school and learning – 4.5  • Adequate resources and support – 4.3 • 21st century learning – 4.5 • Culturally relevant experiences – 4.5  • Family involvement and communication – 4.5  • Facilities and school conditions – 4.5  • Quality learning opportunities – 4.5  • School culture – 4. 5 • Administration – 4.4 Results show that overall parent satisfaction is high, ranking between “agree” and “strongly agree” for all topic areas. Seven of the nine topic areas received an average score of 4.5. The topic with the lowest rating by parents was Adequate Resources and Support, though the overall rating was still high (4.3).  2) Key findings related to promoting parental participation in programs: In the areas of Family Involvement and Communication, parents/guardians rated the following statements highest: “At GLC, parents’ ideas and input are valued”, and “At GLC, parent engagement is encouraged.” Respondents rated “At GLC, parents are involved in their child’s education” the lowest, with a rating of 4.4.  3) Why the survey was selected and how findings relate to established LCFF goals: The Spring 2018 Parent Survey was a modified version of the larger District’s LCAP survey administered in Fall 2017. Items were selected in order to pare down the length of the survey (in an effort to increase the completion rate), while still maintaining breadth of topics for feedback. While items addressed the topics identified above, items were also cross-referenced to align with one of the school’s four LCFF goals, which include:  • Goal 1: We will engage students in a challenging curriculum and provide them support to become successful 21st century learners in our global community. • Goal 2: We will support a district-wide collaborative culture for students and adults focused on learning and results achieved through collaboration and community partnerships. • Goal 3: We will maintain a caring and encouraging learning environment for students and adults that encourages risk-taking and perseverance. • Goal 4: We will recruit, hire, and retain highly qualified, talented and productive staff through establishing and supporting a culture of high-expectations and continuous improvement.||Met||2018
07616480115063|Antioch Charter Academy II|3|1.  Our governing board, the Charter Council, is composed of parents from both our site and our sister site, Antioch Charter Academy, as well as local community members.    We chose to include parents on our governing board as a way to encourage stakeholder participation in our program. We annually survey all families to gather their opinions about what is working well and what needs to improve in our program.  The results of the survey help guide our conversations for making adjustments to our program.  We chose to survey parents as one way to gather their input as part of our ongoing WASC self-improvement process.|".  At our small school of 204 students, the parent volunteer log shows over 5,000 parent volunteer hours every year.   Every month, there is a ""2nd cup of coffee"" meeting hosted by our Family Network, providing opportunity for parents to learn about upcoming events on campus from the Family Network and from a staff member representative.  These meetings also are a forum for sharing information about LCAP, WASC, and school philosophies.  We chose to offer monthly meetings for parents as a way to build connections between families and staff."|Met||2018
37683383731395|Audeo Charter|3|Audeo has administered a local survey to parents to gain parent input into the development of the LCAP.  The survey method has been selected to ensure that parents have access to provide input.  Over 400 stakeholders provided input through the survey method.  The key findings from the survey results are summarized below:  • Over 96% of parents report satisfaction with safety. (LCAP Goal 4) • Parents support the school’s initiatives to increase student achievement in English and Math. (LCAP Goal 1)  • Based on data and analysis provided to parents, there is a need to close the achievement gap for English Learners and Students with Disabilities. (LCAP Goal 1) The parent stakeholder group provided input aligned with State Priority 4 (Student Achievement) and State Priority 6 (School Climate).||Met|The school reported Local Indicator Priority 3 results at the November 7, 2018 Board of Directors meeting.|2018
42691120137885|Trivium Charter School Voyage|3|As a new charter, we don't have this data yet.|As a new charter, we don't have this data yet.|Met||2018
10622650126292|Reedley Middle College High|3|Parent participation in the annual parent school performance survey in 2017-2018 decreased from the previous year.  In 17-18, RMCHS had a 52% return rate in comparison to 82% the previous year.   Responses from the survey provide RMCHS with direction as to areas that are successful and areas that need to improve. The parent responses suggest that teachers and staff contact is positive and helps to further support the success of students. Based on the parent survey, 96% of parents reported that RMCHS meets student needs as they take on high school and college coursework. Additionally, 98% of parents share that they are greeted and treated with respect when the interact with teachers and staff at RMCHS.  In regards to reaching parents of all languages, 81% of parents agree that the school communicates with parents who do not speak or read English well.   Moving forward, a growth area uncovered that RMCHS would like to focus on improving revolves around parent education opportunities.  Based on their input, only 14% of parents reported that the school offers parent education opportunities.  Currently, RMCHS does offer some parent education opportunities but the messaging is not consistent to inform parents of these opportunities.   Nevertheless, a goal will be to increase parent education opportunities and have a consistent intentional message about the these options as well as providing supporting documents in Spanish for parents.   Finally, survey responses suggest that the school offers great educational opportunities for students and makes them aware of a variety of career options.  Parents also provide input in the areas of school to home communication, bullying, dress code, vacation schedule, post high school expectations, climate and culture and parent education opportunities which is used to guide district initiatives moving forward.  Based on responses regarding parent education opportunities, RMCHS and KCUSD will continue expand opportunities for parent engagement and strategies on how to increase the participation and return rate of the parent survey.   This parent survey was selected as parents are familiar with the format and can provide an abundance of data from all grade spans.  The survey also provides parents with “write in” opportunities to provide suggestions for improvement that are compiled together with other LCFF input meetings to guide and direct changes made by RMCHS and the Kings Canyon Unified School District.||Met||2018
43694270123745|Summit Public School: Rainier|3|Summit Rainier believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Rainier use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Rainier administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
37770320134577|Audeo Charter II|3|Audeo II has administered a local survey to parents to gain parent input into the development of the LCAP.  The survey method has been selected to ensure that parents have access to provide input.  Over 200 stakeholders provided input through the survey method.  The key findings from the survey results are summarized below:  • 96% of parents report satisfaction with safety. (LCAP Goal 4) • Parents support the school’s initiatives to increase student achievement in English and Math. (LCAP Goal 1)  • Based on data and analysis provided to parents, there is a need to close the achievement gap for English Learners and Students with Disabilities. (LCAP Goal 1) The parent stakeholder group provided input aligned with State Priority 4 (Student Achievement) and State Priority 6 (School Climate).||Met|The school reported Local Indicator Priority 3 results at the October 18, 2018 Board of Directors meeting.|2018
43104390128090|Summit Public School: Denali|3|Summit Denali believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Denali use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Denali administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
41690620119503|Everest Public High|3|Everest believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Everest use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Everest administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
39685930000000|Manteca Unified|3||Manteca Unified School District (MUSD) is committed to engaging parents and other stakeholders and incorporating their feedback into the decision-making process.  In addition to site level activities which encourage home-school connections, committees exist which offer input and opinions.  Title I schools operate a School Site Council, and all other schools have functioning advisory groups which give opportunities for meaningful input into site and district level decisions. Supplemental to the sites, the LEA holds advisory council meetings (DELAC, DACSFP) which solicit participation and feedback in the Local Control Accountability Plan (LCAP) process, approval of the Consolidated Application for State and Federal Funding, and the LCAP Federal Addendum.  Having balanced representation of sites at these advisory council meetings enables differing ideas and opinions to come to light, and supports the LCAP goal of increasing engagement of both parents and students. Parental participation was counted and efforts were made to include sites which may not have been represented in the past.  Accompanying the councils, MUSD offers workshops for parents/guardians which are linked to student learning.  These workshops are facilitated by the Parent Institute for Quality Education.  Attendance and graduation numbers were collected. Parent participation was increased from previous years, and response to the workshops was overwhelmingly positive.  Parents requested the PIQE program again. These activities coincide with our LCAP goal of increasing parent involvement, making parents partners in their students’ education, and gathering input for district level decisions (MUSD LCAP goal 2.17 & 2.18).|Met||2018
37683380118083|Innovations Academy|3|Innovations Academy administers at a minimum one parent survey annually to all parents in grades K-8. During the 2017-18 school year, our parents were surveyed twice. The survey questions aligned with our LCAP goals and plan.  The first survey administered in December 2017, received 227 responses which demonstrates high parent participation. 96% of responses expressed that their children felt safe at school and challenged academically. The second survey, administered in May 2018 and received 126 responses. 100% of the questions aligned with our LCAP plan. 87% of respondents felt informed about their child's behavior, 93% felt the classroom climates are favorable to learning. In addition to the survey, 100% of parents participated in a student conference held on campus and 80% of parents attended an exhibition night during the school year.||Met|Parents are always welcome to participate at Innovations Academy and do so by volunteering to read with students during the school day, voluntarily planning and implementing fundraisers and parent events, responding to surveys, attending student led conferences and exhibition nights, carpooling with other parents, driving on school field trips, chaperoning school field trips, donating supplies and foods for student events and by attending parent education events.|2018
37680980000000|Escondido Union|3||EUSD has worked to increase parent participation in the LCAP process. During the 2017-2018 school year the number of parents and community members who attended LCAP Community Input meetings increased by 87%. EUSD continues to use multiple means of communication to inform parents/guardians about leadership, advisory and learning opportunities. Parent Involvement is a priority for the district. Each school has a family liaison who works under the Coordinator of Community Supports to provide opportunities to support parents/guardians in becoming involved in their students' school through learning or volunteer opportunities as well as leadership and advisory opportunities. The duplicated number of parents/guardians attending family events, workshops or meetings increased by 62%|Met||2018
07616630000000|Byron Union Elementary|3||Seeking Input in School/District Decision Making Student needs and goals, and actions to meet those needs were discussed at meetings of Familia Latina Adelante, Governing Board meetings, and the District English Language Advisory Committee. Public LCAP meetings were held with invitations to parents and employees.  Sites seek input from the parents of the English Learners at regular English Language Advisory Committee meetings. Each site holds monthly School Site Council meetings.  Information gleaned from these meetings is used to set priorities and adjust goals and services in the LCAP.   Promoting Participation in Programs Parents are urged to become involved with their child’s education at all levels of the school system.  Each site holds Coffee with the Principal at regular intervals.  Coffee with the Superintendent is held quarterly.  Evening workshops for the parents of students with exceptional needs were held several times during the year. A meeting for the parents of students qualifying for Title I services is held at the beginning of the year.  The Parent-School Compact is reviewed and parents are encouraged to participate in their child’s school program.|Met||2018
15637500000000|Rosedale Union Elementary|3|The Rosedale Union School District values the input from all stakeholders as we plan, develop, and implement all action steps towards our District FOCUS (LCAP). To achieve the greatest input from our stakeholders, surveys were distributed to all parents, students, and staff. All questions allowed for stakeholders to reflect on current and proposed action steps as they are aligned with our local FOCUS plan (LCAP). In addition to these surveys, meetings with our school site councils, district advisory councils, parent-teacher clubs, unduplicated student groups (DELAC), staff collaboration with district administration, stakeholder input collaboration evenings, and bargaining groups were conducted throughout the year where student outcomes, conditions of learning, and engagement are discussed as it relates to our overall district goals.   The outcomes of the surveys and meetings provided support for the action steps implemented in the District FOCUS (LCAP) and provided the opportunity for stakeholders to provide input that was relevant, real, and reliable as it aligned with local needs.     Surveys included questions that were rated on a “agree/disagree” scale with the opportunity for open-ended statements.  Overall, parents/guardians indicated:     91% believe the District is continuously seeking input from parents/guardians in school and district decision making                          through school site council meetings, parent-teacher clubs, DELAC, district advisory committee, and collaboration                          events.          75% participation by parents/guardians in trainings that also involve school/district staff to build capacity in working                           collaboratively.  These include Parent Universities in the areas of recently adopted Math and ELA materials, STEM,                           etc. ?   80% indicate they agree or strongly agree that their schools adequately promotes participation in programs. ?                 97% believe the state content standards are being implemented with fidelity.           94% believe schools are safe for all students, parents, and staff.          87% believe communication is effective in ensuring stakeholders are engaged.||Met||2018
54720250000000|Outside Creek Elementary|3||All parents received a survey to participate in identifying the needs of the school using LCAP  funds. Currently 20% of the school board is composed of current parents, while 100% is composed on parents of student who have attended Outside Creek School. Approximately 98% of parent participated in conferences involving student progress. Approximately 80% of parents participated in Back-to-School meetings, and 70% of parents attended school events.  27% of staff are current parents of the school.|Met||2018
38684780118141|Five Keys Independence HS (SF Sheriff's)|3||FKIH is a school working under California Education Code 47612.1, an exemption that allows  us to serve incarcerated and non-incarcerated students who have dropped out of traditional high schools through our partnerships with the workforce development community. Less than 5% of our students are under the age of 18; for this reason, measures to achieve/maintain parental involvement only apply at our Transitional Age Youth (TAY) sites, which enroll minors in special cases. At these sites, we seek parental input in decision making by distributing annual satisfaction surveys and conducting meetings to develop individualized instructional plans that parents need to approve. Recent survey results from parents of our southern California TAY sites revealed a desire for increased parent conference time; for this reason, a Parent Conference Night has been added to the annual calendar (in addition to conferences scheduled throughout the year on an as-needed basis). At our northern California TAY sites, parents have indicated that they’ve struggled to participate in orientation meetings and IEP meetings; plans are in place to develop parent advisories or parent feedback structures in order to identify and remove the barriers that may be preventing parent involvement.   Where parental involvement is not applicable, Five Keys conducts meetings with students’ stakeholders and collaborators via our community partnerships. These meetings occur regularly at individual sites, and all partners are brought together at an annual luncheon; our programming decisions are largely influenced by the feedback expressed at these meetings.   Five Keys also values parental participation in programs; a number of measures have been taken to encourage increased involvement. At our TAY sites, bilingual staff are available for parent meetings and materials for parents are written and delivered in a language they speak. We also hold Orientation meetings, Back to School Nights, and Open House events. Monthly calendars are sent to all and progress reports are sent out monthly to parents of minors. San Francisco TAY sites will be receiving on-site support from a community partner who who will be training staff on how to teach families to better support TAY. For our in-custody students where parental involvement is restricted, we offer an in-custody parent unification model through our graduation ceremonies.    The measures described above were chosen based on the needs of our student population and the communities and partners we serve. These findings are related to LCAP Goal 3.|Met||2018
38684780118133|Five Keys Adult School (SF Sheriff's)|3||FKAS is a school working under California Education Code 47612.1, an exemption that allows  us to serve incarcerated students who have dropped out of traditional high schools through our partnerships with the workforce development community. 0% of our students are under the age of 18; for this reason, measures to achieve/maintain parent involvement don’t typically apply, only in special cases. At these rare instances, parental input is based on individual circumstance. While parental involvement is not applicable, Five Keys conducts meetings with students’ stakeholders and collaborators via our community partnerships such as probation department, workforce development boards and sheriff offices.   Our principals hold regularly scheduled meetings with these partners and all are brought together at an annual luncheon; our programming decisions are largely influenced by the feedback expressed at these meetings. In addition to providing platforms for shared decision making, the leadership team has taken special care to ensure staff understand how and why it’s important to work collaboratively with partners, which is evident in our New Hire Training and Teacher Training Guide, with some sites holding trainings specific to this subject.   Five Keys also values partner participation in programs; partners are encouraged to attend and recognized at special events such as graduations and our annual art shows, receive quarterly updates on our progress toward expected student outcomes, and are in regular communication with our leadership team throughout the school year. For our in-custody students where parental involvement is restricted, we offer an in-custody parent unification model through our graduation ceremonies. Depending on the facility, parents can take photos with their children, hug them, even share a meal with them as they celebrate this significant milestone.   The measures described above were chosen based on the needs of our student population and the communities and partners we serve. These findings are related to Goal 3 of our Local Control Accountability Plan: Maintain an organization-wide culture that integrates restorative justice, social-emotional learning, and other principles that encourage the holistic development of the student, with the intention of increase social integration into their families.|Met||2018
19651360117234|Santa Clarita Valley International|3|Santa Clarita Valley, Int'l believes that creating and maintaining a high quality school that prepares learners for responsible citizenship as well as college and careers in the 21st Century requires involvement and commitment from all stakeholders – parents, educators, school and district leaders, learners, community members, legislators, and governing authorities. Engaging communities and families in our educational institutions is essential to their effectiveness. This is why “stakeholder engagement” is a key driver in the acceleration of learner success.  Santa Clarita Valley, Int'l created a survey to collect actionable data to measure school climate and culture, teaching and learning, family and community engagement, and students' social-emotional learning.  Crafting carefully designed surveys, aligned with the iLEAD Learner Outcomes, provides a comprehensive picture of the school’s strengths and opportunities for growth, identifies trends, and targets resources to drive school improvement.The survey was sent to all parents of students in grades K-12, and 223 responses were received.   The Parent LCAP Survey, which is administered once a year,  also provides families an opportunity to rate and comment on their ability to be part of the learning process for their child, as well as any barriers to their engagement. In addition, the measures in the survey provide information to support the creation and revision of the school’s LCAP goals and actions. Santa Clarita Valley, Int'l ensures that there are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning, Annual Multicultural Thanksgiving Feast, Student-led conference, End-of-Year Showcase of Learning, field study events, and volunteer opportunities. In addition, the School provides opportunities for families to participate in trainings, ask questions, and provide input at the annual Student Support Symposium, informational Parent Universities, Coffee Chats, Ed Talks, and the LCAP Advisory Committee.  Results: % of Parents who agree or strongly agree: 85.2% agree their child enjoys going to school each day 92% agree that Santa Clarita Valley, Int'l is a friendly and welcoming environment 85.6% agree the lessons and projects in the classroom are engaging  84.3% agree their child's facilitator meets his/her individual learning needs 84.8% agree the staff creates a school environment that helps children learn 82.9% agree the school values the culture and diversity of their child's background 90.2% agree their child feels physically safe at school 84.2% agree their child has a close relationship with at least one adult at school 67.7% are rarely concerned their child will be bullied at school 87.5% agree there are many different ways parents can be involved at school||Met||2018
49707060000000|Geyserville Unified|3|"1. Key findings for seeking input from parents: We provided a survey during the 2017-2018 year to parents. We had 52 parents return the survey. We use parent, student and staff survey results to inform district decisions and adjust the LCAP actions each year. The top three priorities that parents stated were important were: basic services, access to core subjects and student engagement. 83% of parents feel school is safe and in good condition. Parent survey demonstrates that we continue to encourage the following LCAP actions: motivation strategies, more support (EL and students who are struggling), college and career readiness, more experiences, increase communication. Other Events used to Seek Input: DELAC, Back to School Night, Community Town Hall Meeting, Financial Aid Night.   2. Key findings for parental participation 70% of parents surveyed ""strongly agree"" or ""agree"" that the schools encouraged parental involvement and participation. We increased parent involvement  by providing welcoming family events (Parent Information Night before school starts, Information on New Tech Academy, Information on TK program, Back to School Night, Open House, Parent Site Visits, Cash for College Night, Parenting Workshop on Teens and Marijuana, Toolbox Parent Night), communicating to families (all call system to remind them of upcoming events and Facebook and district website to communicate with families, newsletters), providing community outreach (continuing to host town hall meetings, continuing the Geyserville Education Foundation, and  hiring Public Relations/Volunteer coordinator to maintain volunteer database and develop outreach materials). An example of ways to help parents become more involved (from survey) was to increase parent communication. 40% of families attended family events.  3. Selected Survey: The selected survey was chosen because it had a blend between quantitative data and qualitative data and each question related to our LCAP goals which helped to inform any adjustments to LCAP actions. Findings relate to the goals Our LCAP Goal #4 “Increase Parent Involvement” and relates to State Priority #3: “Parent Engagement”. Based on survey results and LCAP analysis, the 2018-2019 LCAP includes the following actions to support parent engagement: Family Events: Provide welcoming family events such as Parent Information Night before school starts, Information on New Tech Academy, Information on TK program, Back to School Night, Open House, Parent Site Visit. Communication to Families: Ensure effective communication to families by utilizing all call system to remind them of upcoming events and Facebook and district website to communicate with families . Community Outreach: Build strong relationships with the community and volunteers by: continuing to host town hall meetings, continuing the Geyserville Education Foundation, and hiring Public Relations/Volunteer coordinator to maintain volunteer database and develop outreach materials."||Met||2018
19646670125559|iLEAD Lancaster Charter|3|iLEAD Lancaster believes that creating and maintaining a high quality school that prepares learners for responsible citizenship as well as college and careers in the 21st Century requires involvement and commitment from all stakeholders – parents, educators, school and district leaders, learners, community members, legislators, and governing authorities. Engaging communities and families in our educational institutions is essential to their effectiveness. This is why “stakeholder engagement” is a key driver in the acceleration of learner success.  iLEAD Lancaster created a survey to collect actionable data to measure school climate and culture, teaching and learning, family and community engagement, and students' social-emotional learning.  Crafting carefully designed surveys, aligned with the iLEAD Learner Outcomes, provides a comprehensive picture of the school’s strengths and opportunities for growth, identifies trends, and targets resources to drive school improvement.The survey was sent to all parents of students in grades K-8, and 124 responses were received.   The Parent LCAP Survey, which is administered once a year,  also provides families an opportunity to rate and comment on their ability to be part of the learning process for their child, as well as any barriers to their engagement. In addition, the measures in the survey provide information to support the creation and revision of the school’s LCAP goals and actions. iLEAD Lancaster ensures that there are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning, Annual Multicultural Thanksgiving Feast, Student-led conference, End-of-Year Showcase of Learning, field study events, and volunteer opportunities. In addition, the School provides opportunities for families to participate in trainings, ask questions, and provide input at the annual Student Support Symposium, informational Parent Universities, Coffee Chats, Ed Talks, and the LCAP Advisory Committee.  Results: % of Parents who agree or strongly agree: 87.7% agree their child enjoys going to school each day 89.3% agree that iLEAD Lancaster is a friendly and welcoming environment 84.5% agree the lessons and projects in the classroom are engaging  81.2% agree their child's facilitator meets his/her individual learning needs 77.1% agree the staff creates a school environment that helps children learn 77.0% agree the school values the culture and diversity of their child's background 78.7% agree their child feels physically safe at school 84.4% agree their child has a close relationship with at least one adult at school 51.7% are rarely concerned their child will be bullied at school 88.5% agree there are many different ways parents can be involved at school||Met||2018
37683386117279|Holly Drive Leadership Academy|3|Key findings were more instruction on how to better assist their child and how to understand the common core standards to better promote learning and mastery for their children. Less information at the parent meetings regarding state information and more on grade level academics, and site specific challenges and concerns. We are currently writing academic programs to demonstrate how to read and utilize the state objectives, goals and common core standards to assist their child in mastery of the standards, our goal is to have a course we are calling parent university. This course will meet twice a year or as often as there is desire and need.|A parent Survey was sent home and we received over 90 percent of them back. The input was helpful to use in increasing the desires of the people we serve.  The biggest area was how to keep school morale high, bullying low and activities to promote school culture like team sports, off campus learning opportunities, agriculture, family nights like boxcar movie nights, trunk a treat, math and science exhibitions etc. We chose this measure because happy children learn better. If they love coming to school, feel safe then learning excels. All teachers and administrators are required to come out to the night events. The parent university is ran by the teachers and the programs are taught by the teachers. Translators are always available and materials are sent home in the home language upon request. Our staff has not gone to professional development training on parental involvement but have collectively sat down, developed and ran parent university. There is always a parent on our Executive Board of Directors, and our school director attends all Executive Board meetings.|Met|Strong Parental support at Holly Drive Leadership Academy. Parents support our academic endeavors and participate and come out to our parent nights, shows, meetings, open house etc. Strong school climate and strict school policies have led to a reduction of fights, bullying and led to increased positive behavior, attitudes and increased learning.|2018
01611500000000|Castro Valley Unified|3|"CVUSD conducts an annual survey to get parent input for the Local Control and Accountability Plan (LCAP). The survey is made available in English, Spanish, and simplified Chinese. The last survey had 500 respondents. The survey included a set of questions entitled ""Sharing Power: Having a Voice in all Decisions."" The prompts and responses included: ""My child's school has an active PTA/Parent Organization."" 77% Agree; 3% Disagree; 20% Don't Know/No Opinion. ""My child's school includes parents on School Site Council and other committees."" 57% Agree; 4% Disagree; 40% Don't Know/No Opinion."" ""My child's school includes parents in decision-making groups."" 43% Agree; 7% Disagree; 50% Don't Know/No Opinion.""  Parent education offerings happen within the following groups: African American Parent Advisory Council, English Learner Advisory Committee, Mariachi Parent Ed Workshops, Padre Unidos, Parent Institute for Quality Education (PIQE), Parent Leadership Council, Parent University, School Smarts, Special Education Parent Group, and Community Alliance. The LCAP survey and findings are directly related to the goals of the LCAP."||Met|"CVUSD is committed to ensuring that all parents know about the opportunities to participate in decisions that impact the education of our students. We have hired one full-time and part-time parent liaison to support parent engagement, information, and overall involvement. We will also continue to work with our sites to ""get the word out"" to our communities so that we can decrease the number of stakeholders who said they ""don't know/no opinion."""|2018
35674620000000|Cienega Union Elementary|3||Parents were asked to respond to a locally created school climate survey in April of 2018.  This was the second climate survey used by the school to gather input from the community.  The survey asked for input from parents concerning ways to improve their children’s educational experience.  It was distributed via email and sent home with students.  The survey was distributed in both Spanish and English.  Due to the small size of the district, a small amount of responses of responses were collected.  The results showed that the parents were satisfied with the school environment.  The parents also expressed positive feelings about their interactions with the staff and the relationships between staff and students.  Parents at the school’s site council meetings were also asked to share ideas and suggestions for school improvement.  Again, because of the small size of the school/district, 18% of families in the district are represented on the site council, making this a good venue for information sharing.  Input from the site council was positive, as well.  Site council members felt that the school was doing a good job of educating students.  They felt comfortable approaching staff members with concerns.|Met||2018
43696664330585|Downtown College Preparatory|3|GOAL: Downtown College Prep (DCP El Primero) is committed to ensuring parent engagement. Toward that end, it holds the goal that parents, as well as students, will be engaged in a culture of college success.  ACTIONS: DCP El Primero engages in the following actions to support this goal: 1) Continue implementation of a College Success program, 2) Provide sports and club offerings, 3) Utilize technology to support home-school communication and connection, 4) Provide family education to support college knowledge and readiness, and 5) Support students and families in knowing their rights as AB 540 students and/or foster youth.  ASSESSMENT: DCP El Primero assesses its progress in this goal area through 1) Family rating of voice on the annual survey, 2) Attendance rate. 3) Chronic absenteeism rate, and 4) Drop out rate.  ANALYSIS: DCP El Primero had a relatively high attendance rate of 94%, indicating a level of parent buy-in and satisfaction with the program. However, the average score of families reporting they are meaningfully engaged in the life of the school was 3.37 on a scale of 1 - 4. The school will continue efforts, as detailed below, to provide meaningful opportunities for family engagement.  2017-18 PROGRESS: DCP El Primero achieved progress in this goal area as follows:  FAMILY ENGAGEMENT - Art Night was a huge community builder, with students exceeding expectations, taking risks, and feeling empowered. Multi-pronged forms of family communication have provided families with information that enables them to be fully engaged in their child's education and the school community.  STUDENT ENGAGEMENT - Sports included cross country, basketball, soccer, flag football, track and field, and softball. Multiple clubs were in operation that met during lunch, based on student interest.||Met||2018
15636280138131|Heartland Charter|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
51714560133934|Inspire Charter School - North|3||An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.|Met||2018
37680490136416|Pacific Coast Academy|3|An annual parent survey was created by staff and used to collect data from parents regarding their input into the school's decision making policies and parent participation. The school is an independent study charter school in which teachers and parents meet monthly or more to provide academic, social and emotional support to students. The survey found that over 95% agreed or strongly agreed they were receiving a good education, 89% agreed or strongly agreed their children felt safe and connected to the school, 95% agreed or strongly agreed with the amount of academic support they were given by the school, and 93% agreed or strongly agreed communication and interactions with the teacher were effective, safe, and provided opportunities that were able to make connections with the real-world based on information learned in their classes. The survey demonstrated that students and families felt the school clearly explained expectations for learning in an independent environment (online or textbook based.) Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP.||Met||2018
37770990136077|Grossmont Secondary|3|GSS has administered a local survey to parents to gain parent input into the development of the LCAP.  The survey method has been selected to ensure that parents have access to provide input.  Over 100 stakeholders provided input through the survey method.  The key findings from the survey results are summarized below:  • 100% of parents report satisfaction with safety. (LCAP Goal 4) • Parents support the school’s initiatives to increase student achievement in English and Math. (LCAP Goal 1)  • Based on data and analysis provided to parents, there is a need to close the achievement gap for English Learners and Students with Disabilities. (LCAP Goal 1) The parent stakeholder group provided input aligned with State Priority 4 (Student Achievement) and State Priority 6 (School Climate).||Met|The school reported Local Indicator Priority 3 results at the October 18, 2018 Board of Directors meeting.|2018
01612590126748|LPS Oakland R & D Campus|3|LPS Oakland utilizes the Panorama stakeholder survey system and platform to provide an aligned, integrated view of parent, student, and staff perspectives and experience. We chose Panorama because of its thorough research base and the access it provides to national benchmarks.  An anonymous survey is mailed home to every parent each year, provided in both Spanish and English. Parents can return the paper survey or choose to take the survey on-line.  Survey results directly connect to parent engagement and school climate goals as established and held in our Local Control and Accountability Plan.  Parent respondents give LPS high marks for seeking input from parents/guardians in school and district decision making, with 91% responding Strongly Agree or Agree to the question:  My input and opinions are valued at my child’s school.  93% of parents feel very strongly or strongly welcomed and encouraged to participate in school events and programs; and the rate of participation as evidenced by sign-in sheets is 75%. Twice-yearly Student-Led Conferences are by far the most popular parent engagement activities. With an eye toward further strengthening engagement, the parent survey asks for input about barriers to participation.  The biggest barrier is time.  LPS continues to diversify parent engagement opportunities to accommodate parents’ schedules and interests.  LPS Oakland met its LCAP goals of increasing the percentage of parents participating in the survey to 30% (35% actual participation) and the percentage of parents participating in school events to 70% (75% actual participation).||Met||2018
01611920108670|Leadership Public Schools - Hayward|3|LPS Hayward utilizes the Panorama stakeholder survey system and platform to provide an aligned, integrated view of parent, student, and staff perspectives and experience. We chose Panorama because of its thorough research base and the access it provides to national benchmarks.  An anonymous survey is mailed home to every parent each year, provided in both Spanish and English. Parents can return the paper survey or choose to take the survey on-line.  Survey results directly connect to parent engagement and school climate goals as established and held in our Local Control and Accountability Plan.  Parent respondents give LPS high marks for seeking input from parents/guardians in school and district decision making, with 92% responding Strongly Agree or Agree to the question:  My input and opinions are valued at my child’s school.  95% of parents feel strongly or very strongly welcomed and encouraged to participate in school events and programs; and the rate of participation as evidenced by sign-in sheets is 92%. Student-Led Conferences and Family College Knowledge workshops are among the most popular parent engagement activities. With an eye toward further strengthening engagement, the parent survey asks for input about barriers to participation.  The biggest barrier is time.  LPS continues to diversify parent engagement opportunities to accommodate parents’ schedules and interests.||Met||2018
37771070136473|Sweetwater Secondary|3|SSS has administered a local survey to parents to gain parent input into the development of the LCAP.  The survey method has been selected to ensure that parents have access to provide input.  Over 100 stakeholders provided input through the survey method.  The key findings from the survey results are summarized below:  • 99% of parents report satisfaction with safety. (LCAP Goal 4) • Parents support the school’s initiatives to increase student achievement in English and Math. (LCAP Goal 1)  • Based on data and analysis provided to parents, there is a need to close the achievement gap for English Learners and Students with Disabilities. (LCAP Goal 1) The parent stakeholder group provided input aligned with State Priority 4 (Student Achievement) and State Priority 6 (School Climate).||Met|The school reported Local Indicator Priority 3 results at the October 18, 2018 Board of Directors meeting.|2018
36676110000000|Barstow Unified|3||The Title I Parent survey was administered during the 2017-18 school year. 1,543 parents/guardians participated. This survey was chosen because BUSD has relied on this valuable survey for many years to serve as a barometer for our Title I program and the parent participation that is required. 86% of respondents said that Barstow Unified Schools kept them informed of events and that parent contacts (newsletters, open houses,workshops, meetings, teacher conferences are scheduled throughout the year. 88% of respondents said they are kept informed of their student's progress in school. 83% of respondents said that teachers are available to talk with parents giving them information to understand report cards and other types of student evaluations. Finally, 70.5% of respondents said that they are satisfied with the Title I plan and services being offered.|Met|With an emphasis placed on significantly increasing the amount of authentic stakeholder voice in the 2018-19 LCAP, extensive analysis of the feedback by site and district leadership resulted in a modification of the existing goal. While expanding community-wide awareness and support of student achievement remains important based on the data, increasing effective communication to all stakeholder groups (including students), engaging all stakeholders more authentically, and responding to the collective thoughts of the Barstow learning community are essential to ensure the success of all students and the realization of district and community outcomes.|2018
33672490000000|San Jacinto Unified|3|San Jacinto Unified School District gathers information through multiple methods each year as part of developing the Local Control Accountability Plan (LCAP). Input meetings were held from September 2017 through May 2018, focused on reviewing data and collecting feedback and suggestions from attendees. These meetings occurred during DELAC, SJAAC, Student with Disabilities and Foster Youth Parent Advisory Committees, open community meetings, and other input session formats. In addition, the district issued a Parent survey, receiving 3,723 surveys from “Parent/Family Members” via the Spring of 2018 Parent Survey administration. These surveys allowed stakeholders to rate the effectiveness of current practices and provide input regarding next steps or new programs needed for the school district.  LCAP action effectiveness was rated by participants. The survey is specifically designed to generate results directly connected to LCAP goals which reflect the Local Control Funding Formula priority areas. Results from parent ratings were quite similar, with most actions and programs rating as either “Strongly Agree” or “Agree.” Parents/Family Members placed high effectiveness ratings on parent involvement (93%), highly qualified teachers (92%), students access to technology (90%), a focus on College and Career Readiness (86%) and school communication (90%). Cleanliness of facilities (80%), and maximizing resources (82%) were areas with lesser effectiveness ratings.  However, the overall rating of the Parent Survey was marked with a favorable rating over (91%). Various new actions were suggested through the survey including continuing a focus towards accessing college, additional counselor supports, bullying prevention, student safety initiatives, and programs to support struggling students.  The SJUSD Parent Center continues to develop programs to address these areas, providing additional supports and adding programs at school sites. SJUSD encourages parent participation in support programs connected to the District Parent Center, District and School committees, and future LCAP input sessions.||Met||2018
37735693731221|Pacific View Charter|3|PVCS issued a survey to parents in grades K - 12 at the end of the school year 2018. The survey indicated interest by the majority of parents in finding more opportunities to be involved at PVCS, specifically in parent events and workshops (30.3%). Parents also demonstrated interest in serving as volunteers for school events. This year, while 66% of parents stated that they were comfortable accessing their students’ information digitally, 20% stated that they had never accessed their student’s information digitally. This is a significant increase over the previous year when only 40% of parents said they accessed their student’s information digitally. In response to the data from the survey, PVCS has added a parent organization, the Parents of Pacific View Committee that will support the school through fundraising, and parent volunteering in classrooms and at events. PVCS chose to use this survey because it provided usable data to assess progress towards LCAP goals. For example, survey results indicated that parents of PVCS students continue to be satisfied with the education that their child is receiving. 88% of parents rated themselves as satisfied and very satisfied with the school in general and 85% rated their child’s experience with their Supervisory Teacher as Good or Great, which is consistent with previous years’ results.  However, 75% of parents feel that PVCS is preparing their student for life beyond high school, which is a slight decrease from the previous two years. In response to this, PVCS plans to increase the number of financial aid workshops being offered to families, diversify the curriculum to offer more career exploration courses and increase the number of opportunities for students to visit a variety of post-secondary institutions on both campuses.  The school counselor will continue to meet with each student in grades 9 - 12 to create plans for graduation and beyond and to track progress towards these plans. In addition, PVCS will work to increase the exposure of the middle school students to college and career options through classroom lessons, guest speakers and field trips.||Met||2018
41689810000000|Portola Valley Elementary|3||Parents are engaged in many aspects of school and district involvement.  Parents participate in leadership roles and volunteer roles through the Parent Teacher Organization (PTO), the Portola Valley Schools Foundation, the PVSD Blueprint Advisory Group (Strategic Plan), District Leadership Team as well as many volunteer opportunities at both schools including classroom volunteers, lunchtime and recess volunteers and field trip drivers.  All of our current School Board members are parents of PVSD students.  An annual parent survey is administered each spring.  Results of this survey indicate: 54% of parents agree or strongly agree that district is transparent in decision-making 54% of parents agree or strongly agree that the district uses available information, data, and input from parents to make informed decisions whereas only 17% of parents disagree or strongly disagree. 72% agree or strongly agree that they are aware of opportunities to offer feedback for significant decision-making.  80% stating they agree or strongly agree they feel comfortable providing general feedback about the school(s) and their children’s experiences. 92% of parents agree or strongly agree they are aware of volunteer opportunities and 66% of parents agree or strongly agree they feel they make a difference during their volunteer time|Met||2018
30103060133959|Unity Middle College High|3||Measure: Measure of whether school sites provide trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth.  Unity Middle College holds parent meetings each month and formatively seeks input on parent requested training, learning, and specific needs.  In addition, Unity Middle College facilitates parent training and application meetings on intervention methods to support their individual student. The training is provided the second month of each semester, and then put into practice during the next round of student/parent/family teacher intervention meetings. After the meetings take place, Unity administration debriefs with parents in small groups and at the next parent meeting for next steps and reflection.|Met||2018
30768930130765|Magnolia Science Academy Santa Ana|3||MSA-SA pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-SA  has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-SA achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings.Parent and Community Engagement (PACE) Coordinator  was hired to increase parents’ involvement. MSA-SA has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-SA has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 25% of our students.  MSA-SA is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, SEL frameworks,and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-SA has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
37683380126730|Kavod Charter|3|Kavod recognizes the correlation between parental involvement and student success and therefore aspires to build partnerships or “teams” with parents/guardians to best serve students.  Charter schools are schools of choice. We therefore want to continuously validate the ongoing decision for parents to entrust their student’s education to Kavod. Parent satisfaction will contribute to the aforementioned goal of developing partnerships for student success and will additionally contribute to the goal of increasing enrollment through word-of-mouth marketing.   Kavod receives parents feedback yearly via anonymous surveys, as well as through regular meetings with parents.  The survey results are used to drive changes in the LCAP and the results are reported out to the Board of Directors and discussed with the faculty.  The LCAP is also discussed and adjusted, as necessary, collaboratively in a public forum at both Parent Committee Meetings and at Board Meetings. The Parent Committee meets regularly with opportunities to discuss issues and/or express ideas with the administration.  The parent surveys express a high rate of parent satisfaction in academics and school culture. Parents have the opportunity to provide feedback on a multitude of school aspects that contribute to the school program and to suggest new programs/events they feel would be beneficial in future years. Of parents who completed the parent survey in February 2018: ?      98% of parents stated that they were satisfied with the Kavod program.  ?   100% of parents stated Kavod creates a culture that values and encourages diversity and global awareness. ?      96% of parents stated that they believe parent involvement and input is welcome at the school. ?      96% of parents stated that they believe Kavod ensures a safe program focused on respect. ?      100% of parents stated that their students enjoy learning. ?      98% of parents stated that at Kavod parents can be involved if they want to be. ?      100% of parents stated that Kavod provides adequate support for student academic growth. ?      100% of parents stated that Kavod provides exposure to various electives. ?      100% of parents stated that Kavod provides exposure to digital literacy. ?      100% of parents stated that Kavod has a collaborative, highly qualified team of instructors that works to ensure differentiated instruction.||Met|Kavod has an active parent community that is consistently willing to volunteer and participate in committees as needed. Through monthly Kavod Parent Committee (KPC) meetings parents have a forum to be informed of ongoing projects and express their suggestions and concern. To maintain a community of informed and engaged families, room parents help connect and mentor new families. Parents participate in marketing events and set up after school events outside of school to continue fostering a close community.|2018
09619030000000|Lake Tahoe Unified|3|Annually, LTUSD holds Site and District parent meetings throughout the year seeking parental input on LTUSD programs as well as promoting parent participation. The parent groups include Parent Advisory Committees (PTA), Parent Trainings, Family Events, Cafecitos, EL Advisory Committees, School Site Councils, District EL Advisory Committee, and PTA Presidents Roundtable. During 2017-2018, LTUSD held 183 of these parent meetings, which resulted in a 2.00% increase from the previous year. For a summary of stakeholder meetings held, please see www.ltusd.org as reported to the LTUSD Governing Board on May 8, 2018 through the LCAP 2017-2018 annual update.  Alternating years, LTUSD surveys, in English and Spanish, are given to parents/guardians of students in grades K-12 regarding students’ educational experience, program effectiveness, valuable student opportunities, parental opportunities for communication, and effective methods of communication. Results from the LCAP survey administered during the 2017-2018 school year are reported below.  We received 926 parent/guardian responses and the key findings were:  50% communicating often with teachers about their student’s performance 56% volunteering during the year 83% attending Back to School Night or Fall/Spring Term Welcome 52% indicating parents are involved in planning and evaluating school programs at their student’s school 58% agreeing their student’s school actively seeks ideas from parents on school-related issues 47% having given their ideas or advice on school related issues 73% Agree and Strongly Agree the school staff considers the parent’s opinion when it comes to decisions concerning their student 60% Agree and Strongly Agree parents of all cultural and ethnic backgrounds are involved in decision making at their student’s school 90% Agree and Strongly Agree their student is getting a good education at their school 97% indicating a good education is very important and 3% indicating a good education is important  Parents were also asked the best way to communicate with them and what barriers they faced to volunteering at their students’ school. The primary form of communication with parents was through the Parent Portal on the district website, for which there is also a cell phone application.   The 2017-2018 LCAP Parent survey was selected as it focused on parent engagement and involvement and the findings relate directly to the LCAP Goal 2 Enhance Communication and Collaboration with Stakeholders.||Met||2018
21733610000000|Shoreline Unified|3|The District administered the Youth Truth Survey to all families in grades 3 through 12.  The key findings were to increase our work in building relationships, and to improve our communication with all families We chose this survey as it also has components for student voice and staff and teacher input. The results can be triangulated between the groups.  The results supported goals in our LCAP, and were used in the development of our revised LCAP.||Met||2018
19644850000000|East Whittier City Elementary|3|"Throughout the 2017-18 school year, EWCSD continuously sought input from parents and guardians in the school and District decision making process.  Through the LCAP process, parent advisory committees (DELAC and PAC) met two-three times throughout the year to discuss the District’s LCAP goals, strategies, and expenditures. Each parent group gave input on the plan and expenditures. In the 2017-18 school year, 462 parents completed the annual LCAP survey. 91.5% of parent agreed or strongly agreed that their school encourages parent involvement. 88.5% of parents agreed or strongly agreed that they felt comfortable participating in school activities. Lastly, 81.6% of parents felt that their school provides parents with the resources and training needed to strengthen student learning at home. Parents were also asked, ""What does the school does to encourage parent involvement?"" Their responses were:  parent workshops, PTA meetings/events, parent liaisons, parent centers, volunteer opportunities, ELAC, SSC, other school events (i.e. Back to School Night, Open House, etc.). The survey also asked, ""What can school/District do to improve and help motivate students to succeed?""  Comments included: more interventions, better facilities-classrooms, playgrounds, restrooms, and water fountains; more training for staff to address bullying and motivating students; more incentives for students; better communication & timely feedback from teachers; smaller class sizes.  Promoting Participation in Programs East Whittier City School District promoted parent participation in the following ways: 8 Parent Academies- Parents from across the District were invited to attend workshops to support parents with their child’s academic, safety, and social and emotional needs. In order to address identified barriers for parents, the District provided the workshops in the morning and in the evening, in English and Spanish, provided a light dinner, and provided childcare at both sessions. In 2016-17, 299 parents participated in our parent academies. In 2017-18, over 400 parents participated in our parent participated. After each workshop, parents are given an opportunity to provide feedback on the workshop.    In the area of parent engagement, the District is intentional with its offerings and opportunities to seek input. EWCSD strives to provide parents with workshops that are relevant, inspiring, and engaging. EWCSD encourages parents to provide input and work collaboratively because it is making an impact on the programs, policies, and procedures."||Met||2018
18641700000000|Richmond Elementary|3|Through the work of our entire staff, Richmond Site Council, Richmond Board of Trustees, and our LCAP committee, a survey was designed to be administered to our parents.  This survey was created with the intent of building and maintaining effective family-school partnerships to support student achievement and school improvement.  Our policy and program goals are to built to enhance the capacity of staff/families in the “4 C” areas which include Capabilities (skills and knowledge), Connections (networks), Cognition (beliefs, values), and Confidence (self-efficacy).   We administered the survey in the spring of 2018.  Forty-six percent of our families responded:  99 parents out of 212 students.  The survey was designed to engage parents and align the findings with our LCAP.  Below is a sample of the questions and the percentage of parents that responded with a ‘yes’ answer. Richmond School:  • Promotes academic success for ALL students:  90% • Treats all students with respect:  96% • Keeps me well-informed about school activities:  97% • Allows input and welcomes parents’ contributions:  97% • Is a safe place for my child:  94% • Keeps me well-informed about my child’s progress in school:  90% • Encourages me to be an active partner with the school in educating my child:  93% • Has a supportive learning environment for my child:  94% Parents were also asked their opinions through an open-answer format to the following questions: • Did you feel that the electives offered this year were beneficial to your child?  Any changes? • If you could change anything at Richmond School, what would that be and why? • What kind of communication from teachers do parents prefer? • We are focusing on College and Career readiness.  Any recommendations for speakers or presentations?||Met|Richmond School is constantly trying to engage parents.  Parents are an active partner in educating our children.|2018
51105120138040|AeroSTEM Academy|3|"AeroSTEM Academy has developed a parent survey for distribution at the end of the first and second semester of our first year of operation in order to establish a baseline of parent input including items to evaluate curriculum, instructional delivery, interaction with staff, perceived school climate, parent availability to participate in school based activities, and student success and satisfaction in meeting academic, social, and career and college readiness goals.  Additionally, parents serve on the school’s governing board and are invited to serve on the advisory charter council and attending Local Control Annual Plan (LCAP) public meetings as it is developed. These parents both represent and reflect the expectations of AeroSTEM Academy’s body of parents and guardians.  Our staff and parents work closely in collaboration with one another offering support in areas of expertise for student success. We take pride in our ""Open Door"" philosophy, which encourages ideas and involvement. Parents participate in parent-teacher conferences, event planning such as Dinner With an Aviator and the Science Fair, chaperone field trips, and generally drop in to interact with staff and students regularly."||Met||2018
07617960000000|West Contra Costa Unified|3|Cal-SCHLS is the most comprehensive assessment tool measuring school climate, engagement, risk behaviors, and social emotional health. Findings are directly related to LCAP Goal 3: Create powerful school and district cultures predicated on positivity, trust, inclusion, safety and communication. Key findings include: - School allows input and welcomes parents’ contributions (88% Elementary, 84% Middle, and 81% High Strongly Agree/Agree) - School actively seeks the input of parents before making important decisions (75% Elementary, 73% Middle, and 68% High Strongly Agree/Agree) - Parents feel welcome to participate at this school (91% Elementary, 88% Middle, and 81% High Strongly Agree/Agree) - School encourages me to be an active partner with the school in educating my child (89% Elementary, 86% Middle, and 81% High Strongly Agree/Agree).||Met||2018
43696410000000|Palo Alto Unified|3||A. Input in Decision-Making. We engaged multiple and diverse stakeholders to ensure participation in the LCAP decision-making process. We administered parent and student Strategic Plan Survey, held community forums, and solicited feedback from: Community Advisory Committee for Special Education, Parent Advocates for Student Success, Parent Teacher Association, Tinsley Parent Group, Chinese Parent Advocacy Group, Palo Alto Management Association (PAMA), district leadership, staff unions (PAEA, CSEA), District English Language Advisory Committee (DELAC), and Equity Committee. We also held five meetings with student groups. We also established the Responsive Inclusive Safe Environments (RISE) Task Force to coordinate the district’s sexual misconduct prevention and response efforts.  This diverse group represents all LCFF subgroups and staff and community stakeholders. In addition, the Strategic Plan Survey yielded the highest level of participation last year than in any prior year. 2,648 parents responded to questions related to district priorities and 1387 provided feedback on the Family Engagement Specialist Program. The outcomes of the stakeholder meetings and surveys indicate that students, staff, and the community are engaged in the district decision-making process.  B. Promoting Parent Participation. 1) Translation services are offered at every school site routinely and upon request for IEP meeting, conferences, and events. Childcare and interpretation is provided for events; 2) The Family Engagement Specialist Program is designed to ensure parents are aware of and have support for participation in school-related programs and activities; 3) Three Equity Lecture Series workshops; 4) a Family Leadership Conference; 5) sexual misconduct prevention workshops; and 6) SEL workshops for staff and parents. PAUSD parents have been heavily involved in the selection of content and district officials planned accordingly, based on the community feedback received.  We approach parent participation with an equity lens and solicit feedback to continue to expand parent input in decision-making and increase participation in programs.|Met||2018
19647336020036|Woodlake Elementary Community Charter|3|- I am a partner with this school in decisions made about my child’s education.  94%  - I feel welcome to participate in this school.  98% - This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.).  97% - This school provides me with information (verbal and written) I can understand. 97% - This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 99% - This school informs parents about school activities in a timely fashion.  95% - This school provides opportunities to help me support my child’s learning. 95%||Met||2018
47704090000000|McCloud Union Elementary|3|McCloud Elementary conducts a survey of parents every year in the Spring. Due to an incentive program for students, parents are inspired to submit the surveys and we typically have a 100% return on surveys.  Because much of our parent community lives in poverty, we have difficulty getting parents to attend formal meetings like School Site Council meetings and board meetings; however, parents are very responsive to the written survey.  The survey measure satisfaction in the following areas:  1) Parent Involvement, 2) Progress Reports & Report Cards, 3) School Safety, 4) Classroom Behavior & Management, 5) Facilities, 6) Music Program, 7) Athletic Program, 8) Intervention & GATE, 9) SAFE Program, 10) Comments and Ideas for Funding Expenditures.  The overwhelming majority of the parents surveyed are highly satisfied with the programs at the school.  In particular, parents feel that the school is welcoming to parent volunteers and that staff members are kind and handle issues effectively.   Parents expressed that there are many opportunities to volunteer even if they are not always able to volunteer.   Parents appreciate the cleanliness of the school and the small class sizes for their children.  Parents are thankful for the SAFE program which enables them to work without worry about their children after school hours. They are also grateful for the food program which offers breakfast and lunch to their children.  Many parents acknowledged the enrichment programs of music, art and sports that benefit their children.  Parents noticed the improved cleanliness throughout the school and the addition of the community garden project.  Some requests that parents made were : 1) use of the library, 2) more security around campus, 3) roof repairs, 4) purchase of Ipads and laptops, 5) more field trips, 6) parking lot safety, 7) more money for staff, 8) more art and music instruction, 9) addition of morning recess time prior to school.  The above mentioned 9 requests and concerns were the most prevalent.  There were additional comments and requests but they were solitary or restrictive due to funding.   MES has been able to address many of the listed items in the following ways:  1) a volunteer has come to work in the library and add days to student use of the library, 2) security locks were added to each wing and cameras were added to the perimeter of the school, 3) roof repairs were evaluated and made this summer and fall, 4) computers were purchased via donations from the community, 5) the PTO has actively raised money for more field trips, 6) parking lot safety has been addressed via emails and mail home notices about safety, 7) the school board approved raises for staff last spring, 8) music and art continue to be a priority in class and after school in SAFE, and 9) parents were informed of the liability and funding restrictions that prevent MES from instituting a morning recess prior to school.   Each of these goals and actions will appear in the MES LCAP||Met||2018
19101990109660|Aspire Antonio Maria Lugo Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
37735690136267|Coastal Academy Charter|3|Coastal Academy measures our goals for parent engagement by seeking input from parents through an annual survey.  The survey results are reported to its community and local governing board.  In the 2017-2018 school year, our parent survey indicated that these were areas of concern:  Streamlining use of Learning Management System and Parking Our parents gave us an overall satisfaction rating of 95%.||Met||2018
19647330126797|Aspire Centennial College Preparatory Academy|3|"""This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success."||Met||2018
27661590000000|Salinas Union High|3|The district presented the key findings of the spring 2018 LCAP parent survey on the June 12, 2018 board meeting.|The district presented the key findings of the spring 2018 LCAP parent survey on the June 12, 2018 board meeting.  Those findings included the following points: • 621 parent responses and 292 meeting participants. • The consultations with stakeholders provided the District with an opportunity to enhance or create the following new actions and services:  o  Enhance services through the Department of Rehabilitation for our students with Individualized Educational Plans. (Goal 1, Action 6)  o  Purchase of new equipment for our NGS 1 course. (Goal 1, Action 7)  o Hire an additional accountant to support school sites with Supplemental/Concentration budgets. (Goal 1, Action 11) o Increase Teachers Innovation Grant and will continue with hiring bonuses for core content area teachers to address teacher shortage. (Goal 2, Action 1)  o Add of itinerant campus supervisors and continue partnership with Monterey County Probation Department. (Goal 2, Action 2) o Provide coaching support for administrators. (Goal 2, Action 3)  o Add professional development for our health and social studies teacher to ensure we are meeting the new framework requirements, California Youth Act, and the FAIR Education Act. (Goal 2, Action 3) o Wellness Centers that will provide socio-emotional, academic, and restorative justice services. (Goal 3, Action 2)  o  Increase mental health services to address the needs of all students and particularly our newcomers, LGBTQ youth, and other marginalized groups. (Goal 3, Action 3)  o Continue to provide additional A.L.I.C.E. training to all staff and partnering agencies. Begin student and parent awareness. (Goal 3, Action 2)  o The hiring of a Public Information Officers to communicate district news and events to our community in a timely manner through a variety of modalities. (Goal 3, Action 4) o Increase family mental health awareness, especially addressing suicide prevention among LGTBQ youth. (Goal 3, Action 4)  In addition to the LCAP parent survey, the district collected through the California Healthy Kids Survey (CHKS) on perceptions of parental involvement and presented them at the October 23, 2018 Board meeting.   Some highlights from the survey were: • The number of parents responding was significantly higher in 2018 compared to 2017.  Over 60% of parents agreed or strongly agreed that their student’s school allows input and welcome parents’ contributions. • Over 70% of parents agreed or strongly agreed that their student’s school encourages them to be an active partner with the school in educating their child. • Just under 50% of parents agreed or strongly agreed that the school actively seeks input of parents before making important decisions. The district has chosen the LCAP parent survey as a vehicle to inform its LCAP actions. The CHKS provides a valid measure of parent perceptions with regards to parental involvement.|Met||2018
49708210000000|Montgomery Elementary|3||The District offers staff development opportunities for all staff members to assist in parent engagement opportunities.  Teachers, administrators and support staff participate in annual training addressing parent/guardian engagement and access to all information related to their child's education.  Due to the District's small size, student learning and/or social-emotional development and growth concerns are addressed on a case by case basis with parents/guardians and a team of professionals.  These Student Study Team meetings are scheduled twice a month, with additional sessions as needed.|Met||2018
43104390123257|Downtown College Prep - Alum Rock|3|GOAL: Downtown College Prep Alum Rock (DCP Alum Rock) is committed to ensuring parent engagement. Toward that end, it holds the goal that parents, as well as students, will be engaged in a culture of college success.  ACTIONS: DCP Alum Rock engages in the following actions to support this goal: 1) Continue implementation of a College Success program, 2) Provide sports and club offerings, 3) Utilize technology to support home-school communication and connection, 4) Provide family education to support college knowledge and readiness, and 5) Support students and families in knowing their rights as AB 540 students and/or foster youth.  ASSESSMENT: DCP Alum Rock assesses its progress in this goal area through 1) Family rating of voice on the annual survey, 2) Attendance rate. 3) Chronic absenteeism rate, and 4) Drop out rate.  ANALYSIS: DCP Alum Rock had a relatively high attendance rate of 94.2%, indicating a level of parent buy-in and satisfaction with the program. In addition, the average score of families reporting they are meaningfully engaged in the life of the school was 3.98 for the Middle School and 4.11 for the High School.   2017-18 PROGRESS: DCP Alum Rock Middle School achieved progress in this goal area:  FAMILY ENGAGEMENT - Cafecitos have been successful in supporting families, helping them to understand the program and be partners in their child’s education. Parent expertise was leveraged, with parents presenting on topics in addition to community partners and a parent leadership academy was offered. Parents feel that their children are attending a strong school, as seen in the survey data (in 80th percentile or higher across categories). STUDENT ENGAGEMENT - Sports include flag football, basketball, soccer, volleyball, and softball. About a dozen clubs are offered, which are student-generated and have included MESA, Chess, Gaming, Gardening, and Yearbook.  2017-18 PROGRESS: DCP Alum Rock High School achieved progress in this goal area:  COLLEGE AND CAREER - The school continues to add club and enrichment offerings that expand college and career knowledge, including the addition of a Summer High School Academic Program for Engineers (SHAPE) chapter connecting kids with others who look like them. A DREAMers club and social justice club operated, to support students and families with DACA.  FAMILY ENGAGEMENT - Cafecitos have been successful in supporting families, helping them to understand the program and be partners in their child’s education. Parent expertise was leveraged, with parents presenting on topics in addition to community partners and a parent leadership academy was offered. Multiple events were held for families, including an Orientation and Back to School night. STUDENT ENGAGEMENT - Sports include volleyball, flag football, softball, and basketball. Clubs include dance, mock trial, recycling, environmental, Italian, social justice (immigration and documentation events), and a student athlete club.|GOAL: Downtown College Prep Alum Rock (DCP Alum Rock) is committed to ensuring a positive school culture. Toward that end, it holds the goal that  the school environment will be safe and welcoming for all students.  ACTIONS: DCP Alum Rock engages in the following actions to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices, 3) Utilize support staff to ensure a safe and welcoming environment, 4) Provide professional development to teachers to implement Restorative Practices, 5) Provide socio-emotional counseling, and 6)Support families in being actively involved in their child’s education and the school.  ASSESSMENT: DCP Alum Rock assesses its progress in this goal area through 1) Student and family ratings of school climate on the annual survey, 2) Suspension rate, 3) Expulsion rate, and 4) Facility rating.  ANALYSIS: On the annual survey, parents rated school climate at 4.32 in the Middle School and  4.23 in the High School, while students rated it at 3.89 at the Middle School and 3.69 at the High School on a scale of 1 - 5. The school will continue efforts, as detailed below, to cultivate a strong school culture for students.  2017-18 PROGRESS: DCP Alum Rock Middle School achieved progress in this goal area as follows:  RESTORATIVE PRACTICES - Engaged on training by the SEEDS Community Resolution Center in the summer, with follow up training on site throughout the year to support implementation of restorative practices. SOCIO-EMOTIONAL WELLNESS - On site individual and small group counseling was provided by a part time counselor. SUMMERBRIDGE - 6th grade students start on a college campus and learn what the ARMS culture is for them  2017-18 PROGRESS: DCP Alum Rock High School achieved progress in this goal area as follows:  RESTORATIVE PRACTICES - Engaged in training by the SEEDS Community Resolution Center in the summer, with follow up training on site throughout the year to support implementation of restorative practices. SOCIO-EMOTIONAL WELLNESS - On site individual and small group counseling was provided by a part time counselor.|Met||2018
12630080000000|Rio Dell Elementary|3||The Rio Dell School District Sought input from parents/guardians in a number of ways.  The district has welcomed public input at board meetings and PTO meetings.  Parents were also given the opportunity to complete an LCAP parent/guardian survey.  Parent participation and input was also welcomed at many school functions.  The RDSD promotes parent participation in programs.  We encourage parent volunteers, and parent participation in school events.  Also encouraged, is parent participation in student conferences, IEP’s, 504’s, and RTI meetings.    Though the Rio Dell School District has a relatively small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  RDSD is also in the process of establishing an ELAC for our EL families.  The Rio Dell School District LCAP includes the goal “Positive and meaningful parent and student engagement and positive and meaningful improvement in school climate will increase”.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, and translation services, we will create an environment that allows for full participation in the school community.|Met||2018
56725530000000|Pleasant Valley|3|Pleasant Valley School District enjoys the support of an involved parent and stakeholder community. In the 2017-2018 school year a survey was administered to all parents/guardians to gain a better understanding of needs and to more purposefully target student supports.  Additionally, the survey measured parent perception on the level of impact of actions and services provided in the LCAP.  Over 1200 parents/ guardians accessed the survey.   The following were the top three priorities for parents/guardians as measured by the survey in relation to LCAP goals.    Goal 1:  Ensure increased student achievement through high expectations for all. 1. Recruit and retain highly qualified teachers (stipends to support core instruction, new teacher training). 2. Provide access to adequate technology devices for students and teachers. 3. Provide tutoring in English and Math, summer school opportunities, and additional reading specialist support for at risk, Low Income (LI), English Learner (EL), and Homeless/Foster Youth (FY) students.  Goal 2: Provide a healthful environment where students feel welcomed, safe, and connected. 1. Develop student support systems through which high-quality instruction and interventions are matched to student need. 2. Increase social/emotional support by providing additional counselors and resources to support students and families at all schools. 3. Increase school connectedness by providing funding to sites to address positive behavior support and to improve attendance.  Goal 4:  Continuously engage in open and meaningful communication with all stakeholders. 1. Create opportunities for two-way communication for all stakeholder groups 2. Improve internal and external communication. 3. Create a centralized Pleasant Valley School District Master Calendar online that is updated regularly.  An open-ended survey item asked how schools can help parents/guardians become more involved and participate in more after school activities. Parents/Guardians felt that increasing opportunities for regular feedback and input were valuable.  They also felt that updated websites were a priority in addition to receiving regularly updated information through various means.||Met|Local measure progress was presented at a regularly scheduled meeting on 10/18/18.|2018
19647330102434|Animo South Los Angeles Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities is included below: 5-week health and wellness series, PIQE, Know Your Right Forums and an on-site civic engagement associate focused on supporting families in registering to vote, Nutrition and Heart Health Multi-Class Series as well as Monthly Coffee with the Principal Meetings.||Met||2018
19647330111625|Animo Watts College Preparatory Academy|3|The school is committed to ensuring a robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. Their efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, providing free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities is included below: PIQE, Business Classes and Coaching in collaboration with the MCS Business Source Center, Literacy Workshop led by the Curriculum Specialists, On-Site Civic Engagement Associate focused on supporting families in registering to vote and addressing external barriers to learning.||Met||2018
19647330124016|Animo Western Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (SAC). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training:The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings;how to conduct an accountability session;and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities is included below:Monthly coffee with the principal, weekly training with PIQE, participation in community organizing through Civic Engagement Associates, back to school night and parent conferences, parent workshops focused on stigma reduction anxiety and community organizing action plans.||Met||2018
19647330101675|Oscar De La Hoya Animo Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The school offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities is included below: Coffee with the Principal, Know Your Rights Forum, Charter School 101 workshop series, and On-Site Civic Engagement Associate focused on supporting families in registering to vote and addressing external barriers to learning.||Met||2018
19647330122622|Aspire Firestone Academy Charter|3|"This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. ""This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate invovlement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success."||Met||2018
19647330128132|Extera Public School No. 2|3|1. Out of the 197 responses to our survey, our key findings for 2017-2018 related to parent/guardian input are: 1) 93% of parents/guardians are not worried about raising concerns they have with the school. 2) 93% of parents/guardians reported favorably that they feel a sense of belonging to the school community, which increased 4% from the previous year. 3) 95% of parents/guardians reported having no problem at all in communicating with the school. Our School Site Council is compromised of 50% Extera Public School #2 parents/guardians who provided input about our LCAP and voted for its approval. During the LCAP approval process, our parents/guardians did initiate the process of getting the LCAP translated so that all parents/guardians have access to understanding the goals and measurements. The LCAP has been orally translated at SSC meetings and it will continue to be a goal for us to translate a summary of the LCAP document into Spanish. After a short period of absence, we now have an active parent representative on our governing board can contribute the vital parent perspective in school and district decision making.  2. Out of the 197 responses, our key findings for 2017-2018 in the area of promoting parental participating are: 1) 94% of parents/guardians reported favorably that the school provides sufficient information about involvement opportunities, which was the same from the previous year. 2) 28% of parents/guardians reported that they are involved at the school, which is down 5% from the previous year. In looking at another category of survey data, Barriers to Engagement, we have learned that the largest barrier to parent/guardian engagement are busy schedules, 35% of parents cited being too busy as a barrier for getting involved at the school. Since we have not reached our goal of 35% of parents reporting being involved in school, we will continue our efforts outlined in our LCAP Goal 2. Our LCAP Goal 2 outlines the following actions: Ongoing parent outreach led by part-time parent liaisons, all parent engagement is provided in both English and Spanish, and ongoing community engagement led by a full-time community liaison.  3. Extera Public School #2 contracts our survey administrations through Panorama Education which provides tools to collect valid and reliable feedback about a wide range of the topics that matter most—from engagement and communication, to school climate and culture. We have have selected the Family-School Relationships Survey as one of the surveys we administer because it was developed at the Harvard Graduate School of Education to provide schools with a clear picture of family attitudes about several key topics. This survey was selected intentionally to measure our LCFF priority to improve parent involvement at Extera Public School #2 and the measurements for success have been outlined in our LCAP for Goal 2. The survey results also serve as a measurement for our LCAP Goal 3, which is to improve the School Climate.||Met||2018
21653910000000|Mill Valley Elementary|3|Our district gathers feedback from parents/guardians about the LCAP through an annual online survey. The survey includes questions that are specific to the LCAP's goals and actions. It provides extensive qualitative feedback that is analyzed considered for integration into the next LCAP. These are key findings from the survey:  • Continue to target total staff compensation in the top quartile of comparable districts to attract and retain the best teachers  • Continue to offer high quality professional development for staff, which should include training on differentiating instruction  • There were multiple responses about Common Core, indicating a possible need for parental education on these standards  • Continue to integrate project-based learning and differentiated instruction in classrooms to meet the needs of high achieving students  • Continue to integrate technology in the classroom, but do so judiciously and thoughtfully  • Ensure implementing Common Core maintains high quality instruction in our district  • Focus on differentiation in classrooms for students’ academic and social-emotional needs • Embed global studies into instruction, and spread the practices across the district  • Balance the use of technology with other instructional methods  • Provide regular communication with pertinent information from teachers in a common format Goal 3  • Support students’ social-emotional needs and maintain/increase counseling staffing at schools  • Provide academic programs that support students working below grade level  • Explore different ways to close the achievement gap; ensure students working above grade level are challenged appropriately  • Offer intervention and homework programs before/after school across the district  • Build the ELD program so EL students progress every year   These are the key findings related to promoting parental participation in programs: • Communicate to parents about programs provided at school so they can offer additional support at home  • Provide additional assistance to those students and their families from disadvantaged and diverse backgrounds  • Ensure counseling staff is available to support families in need  • Ensure parents are active participants in SST and 504 meetings, along with other meetings about their child’s programs  • Make sure parents are aware of the steps needed for services to be provided to their child  • Communicate to parents that the district has intervention and homework programs at each school  • Involve parents of EL students in meetings so they are well informed about the ELD program   Along with a multitude of other means to gather input from stakeholders, our district has found this survey to be an effective way to receive feedback on our programs and LCAP. The survey questions are directly linked to each of the LCAP's goals and actions. All of the eight State priorities are addressed in the goals and actions, and therefore are related to the questions posed in the survey.||Met|We enjoy strong parental involvement at all of our schools and on district committees. We seek parent input for decision-making at the district and site level through a variety of in-person meetings and written feedback. Some of the in-person meetings include District English Language Advisory Committee meetings, monthly PTA/PTA Council meetings, Site Council meetings at each school, Community Financial Advisory Committee meetings, and It Takes A Village meetings.   For the Strategic Plan/LCAP stakeholder engagement process during the 2018-2019 school year, the district held 24 focus groups sessions, four LCAP Parent Advisory Committee meetings, a LCAP Parent Forum, LCAP discussions at monthly Board meetings, and the district sent out two parent surveys.|2018
19647330122614|Aspire Gateway Academy Charter|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01771800000000|SBE - Latitude 37.8 High|3|Involved parents anchor Latitude in the community. Recognizing that parents are a child’s first teachers, the Latitude team envisions a true partnership among parents, teachers, and students in order to create a thriving school. Toward this end, we hold the following goals:  -Create empowered families that actively participate in school decisions -Build strong family and school relationships -Maintain clear, consistent, and inclusive communication  To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and 45-minute individualized Fall Student-Led Conferences for every family. We have also held and will continue to hold monthly parent education events and monthly Family Leadership Council meetings. An SSC and ELAC are each in place, to ensure formal input into governance by families.  At mid-year, we will hold Presentations of Learning, followed by spring Student-Led Conferences, end-of-year Transitional Presentations of Learning, and end-of-year exit interviews with all families in June. Latitude’s school Principal sends out monthly newsletters with photos and updates, and our Site Operations Manager sends out weekly updates via ParentSquare. Our staff also updates our school website and social media sites regularly to stay connected with families.  To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.||Met||2018
19647330123992|Animo Ellen Ochoa Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included Know Your Rights immigration Forum hosted by the Hollenbeck Police Department, Coffee with the Principal, parent ambassador program and an on-site Civic Engagement Associate focused on supporting families in registering to vote and addressing external barriers to learning.||Met||2018
19647330122499|Animo Westside Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training:The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the school offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included parent summits comprised of a variety of workshops and leadership development opportunities, Coffee with the Principal and an onsite civic engagement associate focused on supporting families in registering to vote and addressing external barriers to learning.||Met||2018
37681060111195|Classical Academy High|3|Classical Academy High School measures our goals for parent engagement by seeking input from parents through an annual survey.  The survey results are reported to its community and local governing board.  In the 2017-2018 school year, our parent survey indicated that these were areas of concern: Consistency of communication with parents through the school’s Learning Management System regarding grades and assignment due dates., Student parking and Off site athletic facility location.  Our parents gave us an overall satisfaction rating of 95%.||Met||2018
33670580000000|Desert Sands Unified|3||A: DSUSD implemented a new set of Panorama surveys to illicit feedback from students, teachers & staff, families, and the community. A response of Feedback from 1,666 families provided valuable feedback on the following topics: • Climate of Support for Academic Learning – 90% of participants responded favorably stating their child is provided with high quality instruction and the school has high expectations for all students.  • Safety – 89% of participants responded favorably stating that their child is safe in the neighborhood around school as well as on school grounds. • Knowledge and Fairness of Discipline, Rules and Norms – 86% of participants responded favorably stating the school clearly informs students what would happen if they break school rules and that school discipline is fair. • Sense of Belonging/School Connectedness – 85% of Respondents responded favorably stating that they feel welcome to participate in the district, are treated with respect, concerns are taken seriously, suggestions are welcomed, and staff are helpful and respond to needs in a timely manner. • LCAP – 58% of participants responded favorably stating that our LCAP initiatives have supported student growth and development of responsible citizenship.  The data collected from the Panorama Surveys is used to inform us on our practices and make adjustments in our practices and LCAP to best meet the needs of our students. The survey results have been shared with each school to inform their staff and parent groups. The information was also shared with the District English Language Advisory Committee (DELAC)/District Advisory Committee (DAC) parent members which includes parents of ELs and low-income students.   B: The 2016-2017 school year was used to set a baseline for parent participation in programs directly related the academic progress of students and those focused on college/career readiness (LCAP goals 1-2). The 2017-2018 school year expanded offerings for parent participation. Parents expresses appreciation for being able to volunteer at school, participate in career days, college information sessions, FAFSA nights, family literacy and math nights, school fundraisers, and community partnerships. Parents appreciate the opportunity to participate in school organizations such as the Parent Teacher Organization, English Learner Advisory Meeting, and School Site Council. Communication through phone calls, flyers, and email support families to be more involved in their child’s school. The parents of ELs at 4 school sites were provided with the Parent Institute for Quality Education (PIQE) program. The 9-week engagement sessions graduated 240 parents who were trained to take a more active  informed role in fostering a positive education environment for their TK-12th grade student and prepare them to navigate the college pathway for their children. Feedback from the 16-17 PIQE sessions help the district to expand the opportunities for parents to further engage.|Met||2018
19647330115139|Center for Advanced Learning|3||In an effort to engage and enlist participation and feedback from parent stakeholders, Center for Advanced Learning administrative team employed a variety of methods of communication. By utilizing various formal and informal methods, CAL's administration maintained ongoing communication with and solicited input from parent stakeholders over the course of the 2017-2018 academic year. Parent feedback in the form of oral surveys and direct written communication was obtained as a result of sustained parent involvement. Parents were invited to our school campus for a variety of meetings, activities, and events throughout the school year.  CAL hosted monthly Coffee with the Principal meetings during which the principal delivered information and status updates to parents and community members.  Issues covered during these meetings included standardized test results, general student performance, school events, and parent concerns.  Parents were able to give feedback and provide input on various issues regarding the school.  Translation and interpretation were provided at all school events and board meetings, which our parents regularly attend.  CAL is proud to say that it exceeded its goals of 85% of parents attending at least one school event each year and hope to only improve in the 2018-19 school year.|Met||2018
23655576116669|Pacific Community Charter|3|The Pacific Community Charter School is committed to, and was founded on, the active participation of families in the educational life of their children. Whole family involvement, including parent and/or extended family participation, is strongly encouraged for all students at Pacific School. The charter states that, “It is understood at the Pacific School that teachers, administrators and parents/guardians are partners with students in the learning process.” Governance  Parents are informed about agendas, places and times for the Governance Council meetings. As per the Pacific School’s by-laws, parents and staff elect members to the Governance Council, positions of which are filled by a majority of parents.  Parent Meetings  Held regularly throughout the school year, topics at these meetings include, but are not limited to:  • LCAP updates and opportunities for input • Volunteer opportunities • Student achievement  • Homework support • Student exhibitions • Volunteer appreciation Parent Surveys Pacific School surveys 100% of families twice per year to engage parents and families in decision making and promote parent participation. Parents are surveyed each fall (or upon enrollment during the school year) to support school personnel in contacting families for help when needs arise in specific areas. 95% of parents typically complete this survey. In the spring of each year, the School Success Survey Committee provides all parents with the opportunity to complete a survey directed at overall school satisfaction. Data from this survey is shared with the staff, Governance Council (GC) at a regularly scheduled meeting, and parents through a newsletter. The Management Team and the GC consider the information and take action as determined.  One area of concern that was presented last year was regarding security for our K-8 facility’s entrance. After discussion, we are considering a camera security system for that area. In the past, one topic that was brought up repeatedly was the difficulty for parents to complete the 60 (1 student) or 120 hours (2 or more students) of volunteer time. The GC decided to cut those hours to 40 or 80 hours. Survey results are also considered when the Management Team and GC (at a regularly scheduled meeting) review the previous year’s LCAP and prepare the next. Volunteering Upon enrollment, families must sign a Family Participation Agreement, which affirms the school’s commitment to family participation. Parents are asked to complete a survey of their interests, skills, and availability. A list of specific examples for participation accompanies the survey. In the 2017-18 school year, 60 families contributed over 2300 volunteer hours. 100% of families participated at some level, with 40% of families contributing the full 40 to 60 hours as designated by the Pacific School’s Family Participation Policy. Many far exceeded that expectation.||Met||2018
19647330124800|Aspire Inskeep Academy Charter|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
43696660129718|Downtown College Preparatory Middle|3|GOAL: Downtown College Prep Middle School (DCP El Camino) is committed to ensuring parent engagement. Toward that end, it holds the goal that parents, as well as students, will be engaged in a culture of college success.  ACTIONS: DCP El Camino engages in the following actions to support this goal: 1) Continue implementation of a College Success program, 2) Provide sports and club offerings, 3) Utilize technology to support home-school communication and connection, 4) Provide family education to support college knowledge and readiness, and 5) Support students and families in knowing their rights as AB 540 students and/or foster youth.  ASSESSMENT: DCP El Camino assesses its progress in this goal area through 1) Family rating of voice on the annual survey, 2) Attendance rate. 3) Chronic absenteeism rate, and 4) Drop out rate.  ANALYSIS: DCP El Camino had a relatively high attendance rate of 95%, indicating a level of parent buy-in and satisfaction with the program. However, the average score of families reporting they are meaningfully engaged in the life of the school was 3.4 on a scale of 1 - 4. The school will continue efforts, as detailed below, to provide meaningful opportunities for family engagement.  2017-18 PROGRESS: DCP El Camino achieved progress in this goal area as follows:  FAMILY ENGAGEMENT - Cafecitos have been successful in supporting families, helping them to understand the program and be partners in their child’s education. Multi-pronged forms of family communication have provided families with information that enables them to be fully engaged in their child's education and the school community. STUDENT ENGAGEMENT - Sports programming included volleyball, basketball, soccer, flag football, indoor soccer, and cross country with the soccer and football teams having great seasons. Clubs were offered in alignment with student interest.||Met||2018
19647330114884|Aspire Junior Collegiate Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
19647330122481|Animo Jefferson Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The school offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included Coffee with the Principal, Bullying Prevention workshops, Parent Literacy Workshops and a high school fair.||Met||2018
34752830120113|Natomas Pacific Pathways Prep Middle|3|Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began six years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Last year’s survey showed that 100% of parents felt like their child had a good relationship with at least one adult on campus, over 90% felt like their child was safe on campus and that the Advisory Program was a benefit to their child. Over 95% of parents reported the school communicates effectively and regularly. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to LCAP goals, which directly impact the school and grade level goals.||Met||2018
19647330106831|Animo Venice Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The school’s efforts begin in the fall when the Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the school offers multiple avenues for parent participation and training. The school offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the school offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement which have included parent and student led public safety meetings with public officials, an On-Site Civic Engagement Associate focused on supporting families in registering to vote and addressing external barriers to learning and parent-led voter registration guides.||Met||2018
01612590111476|Achieve Academy|3|To better understand the needs of students, parents, and staff, Achieve administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Achieve has been using it for multiple years. On a 5-point scale, Achieve families rated 4.0 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve families rated 4.2 on Community Relations, which includes evaluating communication with community and community members being invited to class.  Based on results from the survey, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy.||Met||2018
19101990128025|Lashon Academy|3||Lashon Academy provides several professional development opportunities to all staff as evident through our professional development calendar and staff attendance sheets. These staff professional development workshops focus on the areas of engaging parents and guardians such as, facilitating a successful parent-teacher conference, effective parent communication through our school-wide social media page LivingTree, how to encourage and promote parent volunteers, and understanding our parent portal through PowerSchool .  Lashon allows for more effective family engagement through parent workshops. Our lead teachers, school counselor, and school administration attend workshops on social-emotional topics, discipline topics, parenting, and preventative measures in order to raise awareness for parents. We also offer project based learning showcases each trimester where we invite the parents to take part in what students have learned. We had a consistent participation rate of 80% for our showcase days. We also offer parental engagement opportunities through both our Open House and Back to School nights. Sample engagement opportunities include:  SBAC Workshop  Standards Based Grading for Parents Hebrew Workshops Mindfulness for Parents and Students Monthly Parent Teacher Organization meetings ELAC Meetings SSC Meetings These various parent meetings and workshops are held both in-person and also via live-streaming to allow for those parents who are unable to physically attend access to the meeting content.  According to our Parent Survey, nearly three quarters of parents feel that Lashon Academy does include their opinions when it comes to school policy decisions. According to the survey a large majority of parents also feel that their opinion is taken into consideration when it comes to decisions concerning their child.  Through different communication systems, Lashon also fosters two way communication. Livingtree is a social media platform that allows all stakeholders to interact and communicate regarding happenings and events for the school. Through this system the Lashon community can communicate with each other in the home language of their choice to ensure all stakeholders have access to all school and community information.  Administrators have access to all stakeholders while teachers have access to their room parents. Parents can see any post by an administrator, PTO member, or their classroom teacher and can comment, like, or reshare any posting. Lashon Academy has improved parent engagement and communication through use of this technology and plans on continuing to implement it as a parent communication tool. Lashon also has Powerteacher which allows parents access to their students’ grades as well as One Call which is a robocall system for any schoolwide emergency that makes calls to each parent. Lashon academy also utilizes parent surveys to ensure parent feedback is taken into consideration whenever reevaluating systems|Met||2018
19647330128025|Lashon Academy|3||Lashon Academy provides several professional development opportunities to all staff as evident through our professional development calendar and staff attendance sheets. These staff professional development workshops focus on the areas of engaging parents and guardians such as, facilitating a successful parent-teacher conference, effective parent communication through our school-wide social media page LivingTree, how to encourage and promote parent volunteers, and understanding our parent portal through PowerSchool .  Lashon allows for more effective family engagement through parent workshops. Our lead teachers, school counselor, and school administration attend workshops on social-emotional topics, discipline topics, parenting, and preventative measures in order to raise awareness for parents. We also offer project based learning showcases each trimester where we invite the parents to take part in what students have learned. We had a consistent participation rate of 80% for our showcase days. We also offer parental engagement opportunities through both our Open House and Back to School nights. Sample engagement opportunities include:  SBAC Workshop  Standards Based Grading for Parents Hebrew Workshops Mindfulness for Parents and Students Monthly Parent Teacher Organization meetings ELAC Meetings SSC Meetings These various parent meetings and workshops are held both in-person and also via live-streaming to allow for those parents who are unable to physically attend access to the meeting content.  According to our Parent Survey, nearly three quarters of parents feel that Lashon Academy does include their opinions when it comes to school policy decisions. According to the survey a large majority of parents also feel that their opinion is taken into consideration when it comes to decisions concerning their child.  Through different communication systems, Lashon also fosters two way communication. Livingtree is a social media platform that allows all stakeholders to interact and communicate regarding happenings and events for the school. Through this system the Lashon community can communicate with each other in the home language of their choice to ensure all stakeholders have access to all school and community information.  Administrators have access to all stakeholders while teachers have access to their room parents. Parents can see any post by an administrator, PTO member, or their classroom teacher and can comment, like, or reshare any posting. Lashon Academy has improved parent engagement and communication through use of this technology and plans on continuing to implement it as a parent communication tool. Lashon also has Powerteacher which allows parents access to their students’ grades as well as One Call which is a robocall system for any schoolwide emergency that makes calls to each parent. Lashon academy also utilizes parent surveys to ensure parent feedback is taken into consideration whenever reevaluating systems|Met||2018
19647330129270|Animo Mae Jemison Charter Middle|3|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the school Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included ""supporting your student's academic success"" workshops, 9 parent institute for quality education, and fall and spring family festival. the school also has an on-site civic engagement associate that is focused on supporting families in registering to vote and and addressing external barriers to student learning."||Met||2018
37754160000000|Warner Unified|3|We try to tie all parent/public functions to LCAP and use that time to collect input and feedback on how we are doing.  We will be sending out a parent survey this year.  We haven't use a survey in recent years.||Met||2018
19101990112128|Aspire Ollin University Preparatory Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
34673146112254|Elk Grove Charter|3|EGCS administers both EGUSD- and EGCS-developed surveys to seek input from parents/guardians. All surveys capture perceptions of how well the school provides high quality instruction, effective home communication, parent involvement opportunities, support for social emotional learning, and a positive school culture and climate. Survey questions inform efforts to improve various instructional programs and family and community engagement efforts, as well as to address LCFF/LCAP priorities and meet school goals for student achievement, student engagement, and school climate.  The EGUSD survey captures the extent to which parents agree or disagree with following statements: • This school has been effective in providing opportunities for parent input in making decisions for the school or district.  • This school has been effective in providing parent involvement or parent education opportunities. Response rates for EGCS parents for the past two years were 14% and 4%. In 2017-18, 89% of respondents agreed that the school had been effective in providing opportunities for parent input in making decisions for the school or district, an increase from 78% in 2016-17. In 2017-18, 100% of parents agreed that their school had been effective in providing parent involvement opportunities, an increase from 76% in 2016-17.  EGCS also administers a survey soliciting input about the school’s advisory council, CTE programs, activities, and modes of communication and another about the school’s academic offerings and opportunities, interventions, and goals. In 2017, 26 parents responded to the first survey and 19 to the second. These surveys provide information about EGCS’s LCAP goals for high quality curriculum and instruction and parent and community engagement. Because the response rate to all parent surveys is low, data cannot be used to draw meaningful conclusions by subgroup about perceptions of parent engagement. A final indicator about parent/guardian input into school decision making is poor participation in the school’s Advisory Council. In 2017-18, an average of six parents, staff and community members attended meetings.  In 2018-19, in order to gain deeper feedback about how to involve parents and guardians in decision making and program participation, EGCS will administer EGUSD surveys on-site rather than send them home through electronic or hard copy means and will organize survey campaigns for each locally designed survey. Lack of teacher training on the usefulness and importance of surveys and consistency of survey administration were identified as areas of growth by the school’s leadership team. EGCS is developing a survey annual matrix that includes both EGCS and EGUSD-developed surveys. This matrix will enhance in the consistency of administration and analysis of the information as the school develops continuous improvement plans.||Met||2018
01612590130617|Oakland Military Institute, College Preparatory Academy|3|OMI uses the School Climate Assessment Instrument to gather input from our Teacher/Staff, Student and Parents on 8 dimensions, which are listed below. The SCAI assessment provides concrete knowledge and data about the conscious and unconscious values, strengths and challenges of the OMI school community. OMI is using the SCAI to thoughtfully and carefully build a culture that embodies our deepest values and highest goals for our students.  1. Appearance and Physical Plant 2. Faculty Relations 3. Student Interactions 4. Leadership/Decision Making 5. Discipline Environment 6. Learning Environment 7. Social-Emotional Culture 8. School-Community Relations  OMI surveys its staff, parents, and students yearly.  In our most current parent survey, some key findings which impact the leadership team's decision making are the following:  OMI parents feel strongly that their child is receiving a quality education at the same time their child's leadership and personal sense of belonging is emphasized and supported, as measured by several questions in the SCAI survey related to instructional practices and community. OMI's overall parent rating is 3.30 66% of parents rated OMI's classroom rules as clear and involving cadet voices and choice.  OMI is continuing to enhance it's restorative justice program and classroom management support so all classrooms represent OMI citizenship vision.   85% of OMI parents feel that the instruction in their child's classes are interesting and relevant, with 39% of parents within that group feeling that this success is related to the teacher.  Our work with our teachers has been successful as we see more and more satisfaction from parents.  In 2018, OMI made major shifts to its movement of cadets around campus.  Adding a separate middle school entrance and middle school office and moving the high school entrance from 39th street to Apgar Ave. With this change, some OMI parents indicated some confusion, to respond OMI is updating the signage on campus to ensure parents are aware of where each office and entrance is located.  55% of OMI parents rate OMI has a high sense of vision and mission that is shared by all staff.  In order to ensure that the 45% who somewhat feel OMI is aligned, we are increasing the communication with parents about our school initiatives and increase opportunities for staff and parents to interact and provide input to each other regarding our vision and mission.  Our Parent Cadet Alliance and SSC have been instrumental in pushing these initiatives forward.  This is our major push that we are seeing progress on, parent involvement.  The hiring of a Parent Liason in 2018 has been instrumental in improving the input OMI receives from its parent stakeholders.||Met||2018
19647330122721|Aspire Pacific Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
43696740000000|Santa Clara Unified|3||In the third year of utilizing an online LCAP survey, response levels increased for the third year in a row from 302 in 2015 to 1624 respondents in 2018. The survey respondents were 53% parents/family/community members, 41% staff and 6% students. 39% of the respondents indicated that they had at-risk youth (Low income, Foster, EL, Homeless, Special Needs/504 plan) in our schools.  Family participation in stakeholder meetings continues to increase - family members are included at the district level on our Budget Advisory, Facilities Task Force, Bond Oversight, District Advisory, District English Learner Advisory, PTA Council, Step Up and Stop Harrassment, Boundary Advisory, Weighted Grades, Migrant Parent Advisory and Community Advisory for Special Education.  There is a minimum of 2 identified representatives for each of these district committees.  In addition, sites have at minimum, an English Learner Advisory, School Site Council and a parent group such as PTA where families are involved.  All of these committees serve as formal and informal parent participation in decision making.  The district funds and supports a Family Involvement Specialist and has opened a Family Resource Center as part of the LCAP goals to serve the needs of families by way of food distribution, clothes distribution, parenting classes, immigration assistance, and many other ways to connect families to the education of their children. These measures were chosen as a part of our Family Engagement Plan for increasing involvement.|Met||2018
19647330129874|Community Preparatory Academy|3|We administered a local survey to parents of third and seventh grade students in 2017-18 around seeking parent input and promoting parent participation because we value parent involvement.  We chose to use this tool because we thought it would provide the most accurate evidence. We received 100% participation from parents in those specific grades.  Since we are a span school, we chose grades in the middle of the span. We identified that 85% of our parents  believe this school encourages them to participate in organized parent groups (councils/committees/parent organizations, etc.). 90% believe this school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 100% believe they are a partner with this school in decisions made about their child's education. The findings directly correlate to our LCAP goals for parent engagement. We will be administering another survey to all families because we'd like further information and more information on how well we are seeking input from parents in decision making.  We will look to add more questions around that specifically.||Met||2018
19647330124008|Animo James B. Taylor Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included Good Cooking Workshops, GRYD: gang prevention workshops, Know Your Rights Workshops led by CHIRLA and cyber-bullying prevention workshops.||Met||2018
19734370137984|Ã�nimo Compton Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included multi-session parenting workshops and an immigrant rights forum.||Met||2018
16639586113120|Mid Valley Alternative Charter|3|Key findings include: 81% of parents believe that teachers set clear expectations for students. 32% of parents believe that the content being taught is too difficult for students 84% of parents believe that the teacher has explained content standards to parents 91% of parents report that they remind their child of the importance of getting a good education 81% of parents believe that teachers try to understand parents problems and concerns regarding their child's education 88% of parents report that their child feels safe at school 88% of parents report that teachers communicate well with parents 91% of parents report that their student is learning skills that will help them be successful in high school 100% of parents report that the school holds events at convenient times for parents to attend 95% of parents report that their child feels safe traveling to and from school  The LEA chose the parent survey to align with the LCAP goals and the mission and vision of the LEA.  The findings relate to the goals of the LCAP; specifically, Implementing the California Standards, Maintaining a Positive School Climate, Maintaining a High Level of Stakeholder Engagement, and Providing Access to a Broad Course of Study.||Met||2018
19647330111575|Animo Ralph Bunche Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included PIQE workshops, Coffee with the Principal, Parent Literacy Nights, IEP Parent Professional Development and Green Dot Votes voter registration campaign.||Met||2018
19647330124784|Aspire Slauson Academy Charter|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
19646341996586|Animo Inglewood Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included mental health workshops, financial literacy workshops, Coffee with the Principal, and ESL classes led by LACC.||Met||2018
19647330124024|Animo Phillis Wheatley Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (SAC). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training:The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings;how to conduct an accountability session;and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities is included below:Monthly coffee with the principal, weekly training with PIQE, participation in community organizing through Civic Engagement Associates, back to school night and parent conferences, parent workshops focused on stigma reduction anxiety and community organizing action plans.||Met||2018
39685850000000|Lodi Unified|3|Lodi Unified surveyed students, staff and teachers regarding their knowledge and involvement with our LCAP components and its level of effectiveness. The Parent Survey was comprised of 13 substantive questions on a four-point agreement scale (Strongly Agree to Strongly Disagree). Over 2000 parents representing 48 schools responded to our local LCAP Parent Survey.  1. The results support the understanding that parents feel a part of the LCAP process and the associated decisions implemented in the support of reaching the LCAP goals. They were provided multiple opportunities at district and site forums to review the plan and provide input.  2. As evidenced by 90% of parent responses being in the Agree/Strongly Agree answer choices, for the item stating “My child’s school encourages parental involvement”, they feel school sites promote their participation. Many schools offer ongoing participation opportunities such as “Parenting Partners” and “Jump Into English” with the number of participants and schools offering these programs, increasing each year.  3. The survey items were selected as they specifically aligned to our LCAP goals. This alignment allowed for a more relevant, tangible reflection of the LCAP implementation as perceived by parents. Based on their responses, 90% and above Agree/Strongly agree that: • My child has adequate materials at school to support learning. • My child is provided access to technology in classes when needed. • My child's school provides a quality education for my child. • My child is safe at school. • My child's school values parents/guardians as important partners in their child’s education. • My child’s school is clean. • My child’s school is well maintained. • My child’s school encourages parental involvement. • I feel welcomed at my child's school.  Based on their responses, 77% - 79% Agree/Strongly agree that: • LUSD staff explained what the Local Control Accountability Plan (LCAP) is and how it affects students. • I feel like I have a say in the decision making process at my child’s school.  • My child is being prepared for college OR career paths.  Based on their responses, 53% Agree/Strongly agree that: • The English Learners program is helping English Learners to learn English as quickly as possible. 24% selected “Don’t Know” which was by far the greatest number of any of the 14 items.||Met||2018
19647330124792|Aspire Juanita Tate Academy Charter|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
33670820000000|Hemet Unified|3|In 2017-18, the Hemet USD Parent Center made 2,339 parent contacts in the inaugural year of the facility.  2017- 2018 LCAP Survey: 1210 Parent/Family Responses of 7,049 total responses. The 1210 Parent/Family survey responses (2018) exceeds the total 1157 student, staff, and parent responses in the same survey in the 2016-17 school year. In addition, venues such as site-based School Site Councils, English Language Advisory Committees, and a district level District Advisory Committee, District English Language Advisory Committee and LCAP Advisory Committee meetings provide opportunities to gather input for use in decision making.  More than 90% of parent survey respondents indicated that Hemet Unified School District schools provide high-quality instruction and have high expectations for all students. In the 2016-17 school year, 71% of parents indicated they felt welcome to participate at their student’s school. In 2017-18, 90% of parents felt welcome to participate at their student’s school (19% increase).  This survey was specifically designed, administered and responses considered in the development of the Hemet USD Local Control Accountability Plan.||Met||2018
19101990136119|Animo City of Champions Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC reviews the LCAP before it is annually finalized to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement which have including workshops led by Reality Check regarding student reproductive health, technology for parents, and support groups guardians and mentors.||Met||2018
19647330120477|Aspire Titan Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare.  The Parent Coordinator will work with the school's administration to announce and communicate involvement opportunities for parents and families. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01612596118608|ASCEND|3|To better understand the needs of students, parents, and staff, ASCEND administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and ASCEND has been using it for multiple years. On a 5-point scale, ASCEND families rated 3.9 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. ASCEND families rated 4.1 on Community Relations, which includes evaluating communication with community and community members being invited to class.  Based on results from the survey, ASCEND will continue efforts to engage parents in students learning, such as developing skills to support literacy.||Met||2018
19647330118588|Alain Leroy Locke College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC reviews the LCAP before it is annually finalized to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement which have included the following: on-site ESL and Computer Literacy Classes led by LACC, Coffee with LAPD, Know Your Rights Immigration Forum and various workshops including topics such as Dating Violence Prevention workshops and drug prevention.||Met||2018
19647091996313|Animo Leadership High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. Classes are tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included Know Your Rights immigration Forum hosted by the Hollenbeck Police Department, Coffee with the Principal, parent ambassador program and an on-site Civic Engagement Associate focused on supporting families in registering to vote and addressing external barriers to learning.||Met||2018
19647330134023|Animo Florence-Firestone Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included Coffee with the Principal, Immigrant Rights Forum and bullying prevention workshops.||Met||2018
19647330106849|Animo Pat Brown|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included below PIQE, Coffee with the Principal, immigrant rights forums and bullying prevention workshops.||Met||2018
16639906110233|Pioneer Middle|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2017-2018 survey  317 responses were received. This is an increase in participation of 155% from the previous year.  The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. The district has conducted other means of collecting input other than the survey, such as holding community meetings. However, despite extensive promotion and advertising, attendance at these meetings was low. Thus it is was determined that the survey was the most effective and widely used means of seeking parent input and promoting participation in programs.   Survey results show that 58% of parents are aware of the District Parent Advisory Council, 38% are aware of the English Language Advisory Committee, 74% are aware of the School Site Councils, 42% are aware of the Title I meetings, 85% are aware of the Parent/Teacher Clubs, and 21% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.  Pioneer Union Elementary School District’s Local Control and Accountability Plan (LCAP) Goal 3 is related directly to California State Priority 3. Goal 3 states, “The District and each school will provide systems and venues for communication and input from parents and stakeholders.”  The Actions under Goal 3 directly relate to parent and stakeholder communication and education. Results from all stakeholder input was considered in the Annual Review and update of all LCAP goals.||Met||2018
19647330111583|Animo Jackie Robinson High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. The School’s efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included campus beautification day, Coffee with the Principal, engaging public officials including City Controller Ron Galperin and Know Your Rights Forum.||Met||2018
16639410000000|Kings River-Hardwick Union Elementary|3||Kings River-Hardwick ensures 100% of parents participate in Parent/Teacher conferences in an effort to keep parents informed of their child's progress towards mastery of grade level standards.   Parents also have input in programs and services through attendance at a minimum of 4- School Site Council meetings, 4- District English Learner Advisory Committee meetings, 5- Parent Booster Club meetings, and 10- District Board Meetings.  Parents are also provided with opportunities to learn more about ways they may support their child's learning through participation in in parent workshops in the areas of reading and math.  In addition, Kings River-Hardwick provides access to Spanish interpretation and translations services to allow parents/guardians to fully participate in educational programs and individual meetings.  These services are provided by KRHSD employees such as site secretaries, bilingual instructional aides, and administrators.|Met||2018
39685856118921|Aspire River Oaks Charter|3|We hope to increase that response to 85%. Currently we gain family input and decision making processes at our monthly community council meetings as well as during our monthly parent meetings called 2nd Cup of Coffee. We also have sent surveys out through parent square to get feedback on specific decisions around school policies like homework. We also receive feedback from our ELAC-SSC council.  We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
15636850000000|Muroc Joint Unified|3|District Survey sent out April 23, 2018, via Survey Monkey to parents, staff, and students in each of the grade spans K-5, 6-8, and 9-12.  Parents indicated that student safety and access to instructional materials were most important to them.  Parents were supportive of the district attending public forum meetings and having school-based opportunities to discuss their needs and concerns.  The survey was available online, online at a school computer, and via paper copy. Stakeholders were notified about the availability of the survey through School Messenger, the district website, and district email.  Additionally, two District-Wide meetings were held during the 2017/2018 school year that discussed the LCAP. During the 2017/2018 school year multiple meetings were held with very low community attendance. The LCAP was also discussed at the site level to engage parents. At Desert Jr/Sr/ High School the LCAP was discussed with the PTO/SSC on 9/1/17, 1/12/18 and in collaboration meetings on 8/12/17 and 1/18/18. West Boron Elementary School Discussed the LCAP with the SSC on 9/13/17 and 1/17/18. It was discussed in collaboration on 2/8/18 as well. Branch Elementary School discussed the LCAP in collaboration meetings on 9/14/17, 9/21/17, 11/02/17, 11/08/17, 12/06/17, 1/25/18, 2/07/18, 3/29/18, 5/01/18. Boron Jr/Sr High School discussed the LCAP with the SSC on 9/21/17 and 2/22/18 and in collaboration meetings on 9/1/17, 11/30/17, and 3/1/18. The LCAP was discussed at the board meeting on October 11th, 2017 in open session; CAASPP data and LCAP goals and planned actions were discussed. LCAP goals and actions were also discussed during the 2/23 and 3/30 DAC Meetings .  The district sent representatives to five different public-sponsored meetings to discuss LCAP goals and seek feedback on programs, goals, and planned actions between August 2017 and May 2018. Administrators reviewed LCAP goals and and planned actions in September 2017 during the district leadership meeting. LCAP was a follow up discussion topic at all admin meetings throughout the school year.  Based on feedback and observations from the 17-18 LCAP, LCAP goals were not adjusted, but actions to meet those goals were. To solicit community input the district attended public meetings held in the community and felt that a survey sent out to parents, guardinas, students, and staff was most appropriate.  By way of example, based on comments received during the first of these public meetings, the district explored and added an additional music teacher to provide music instruction at the elementary school level.||Met||2018
12626950000000|Big Lagoon Union Elementary|3|The majority of families strongly agree that the school values their input for decision making. No families disagree or strongly disagree. The majority of families strongly agree that the school encourages parents to participate. No families disagree or strongly disagree. The LEA developed a survey that could be administered in person at Back To School Night. The school receives the most input when we are able to ask at school events, because we have high participation.  One of the actions/services in the Goal 3 of our LCAP is to promote effective ways of communication. We found that the parents strongly agree that there is good communication.||Met||2018
58105870000000|Yuba County Office of Education|3|NA|Thomas E. Mathews and Harry P. B. Carden School parents are given the opportunity to be members of the School Site Council (SSC) and the Parent Advisory Committee (PAC). The SSC and PAC meetings are held once a month at each of the two school sites and develop the Single Plan for Student Achievement (SPSA) and the Local Control Accountability Plan (LCAP). Durimg the 2017-18 school year, parents were invited to attend Back to School BBQ to meet staff, learn about school programs, and support services available both at school and in the community. During the enrollment process, all students and parents take part in an orientation meeting with school administration and school staff. The intake meeting is critical in developing an Individual Learning Plan to understand student role expectations and set academic, behavior and social emotional learning goals.  Parent surveys are administered to parents/guardians annually.  1)Key findings from the 2017-18 survey  Most parents are disengaged with the school community and report that they are not interested in classes or trainings. However, many report that they want the school to focus on supporting their children in the following ways: 1) Graduating with a high school diploma, 2) Preventing substance abuse and gang involvement and 3) Career readiness skills. 2) Key findings related to promoting parent participation  Most parents report that they are not interested in attending parent trainings. However, most report that they appreciate the supportive interactions with the school administration and instructional staff. 3)The survey was developed locally to meet the needs of the students and families that we serve.|Met|NA|2018
20652430000000|Madera Unified|3||Parent Meeting Attendance On average, 260 parents attended the School Site Council (SSC) meetings On average, 350 parents attended the ELAC meetings 178 parents participated in DELAC 158 parents participated in the Parent Advisory Committee (PAC) 480 parents participated in LCAP meetings Parent Education/Leadership Program Participation 1,031 parents completed a parent education/leadership program Parent Portal Login 5,161 unique  parents logged into their parent portal three or more times|Met|The Department of Community Services and Parent Resource Centers (CSPRC) has made great strides in expanding Parent Engagement opportunities for all MUSD parents during FY 2017-18.   In 2016-2017, MUSD enrolled a total 6,722 parents and in 2017-2018 enrolled 10,731 parents for an increase of 37.5%. MUSD supports nine school-based Parent Resource Centers to create a “one-stop” for families during and after the school day to meet an ever-changing list of needs. Program services are designed to provide valuable information about MUSD’s school programs and policies, enhance adult computer skills, better understand our system of services, increase math and English language fluency, post-secondary (college and career) placement and much more. The network of passionate volunteer parents and dedicated staff serves to make our school community a vibrant and conducive to learning and succeeding. MUSD developed a pool of 54 community volunteers to support and sustain our parent education program into the future.   This level of increase in parent engagement includes a variety of impactful, robust programs such as the Parent Institute for Quality Education, (PIQE)  parents and in Parents as Leaders, Project to Inspire, and The Parent Project.  The courses are specifically designed to prepare parents to play an active role in their children's education with a focus on supporting them to understand the importance of core academics and to gain the skills to assist with homework assignments.|2018
17640140000000|Kelseyville Unified|3||"A.  Seeking Input in School/District Decision Making  In the KVUSD 2018-19 Local Control Accountability Plan, Goal 2 states ""Improve school culture and climate for all students, staff, parents, and foster parents.""  Expected Annual Measurable Objectives for Goal 2 include the following:  2.d ­ Parent Engagement (All students): In 2017-18, more than 100 parents/guardians will participate in school site councils, LCAP input meetings, or Migrant Education Parent Advisory Council meetings, or other school/district decision making input meetings.  2.e ­ Parent Engagement, Unduplicated Count Students: In 2017-18, more than 75 parents/guardians of unduplicated count students will participate in school site councils, LCAP input meetings, or Migrant Education Parent Advisory Council meetings, or other school/district decision making input meetings.  2.f ­ Parent Engagement, Students with Exceptional Needs: In 2017-18, more than 15 parents/guardians will participate in school site councils, LCAP input meetings, or Migrant Education Parent Advisory Council meetings, or other school/district decision making input meetings.  In 2017-18. Improved data collection processes that more than 2,400 parents/guardians participated in school site councils, LCAP input meetings, or Migrant Education Parent Advisory Council meetings, or other school/district decision making input meetings.  With this as a new baseline, Expected Annual Measurable Objectives for Parent Engagement have been modified for 2018-19 and 2019-20 to reflect an annual growth of 4% each year.  B.  Promoting Participation in Programs  To measure the growth in parent/guardian participation in their student’s education program, Expected Annual Measurable Objective 2.g ­ Parent Engagement, PowerSchool Online Portal measures the number of parent logins to our PowerSchool Online Portal.  Improved analytics from the portal show that many parents utilize their student’s login credentials to access PowerSchool information.  As such, beginning in 2018-19, our new Expected Annual Measurable Objective 2.g will measure both parent only logins and a combination of parent and student logins, with an annual growth target of 4% each year."|Met||2018
37683380101345|KIPP Adelante Preparatory Academy|3|GOAL: KIPP Adelante seeks to build “Team and Family” as well as “Voice” across stakeholders, through three distinct goal areas: 1) Cultivate a culture of community and scholarship, 2) Foster an adult culture of collaboration, and 3) Support informed, mobilized families.  ACTIONS: KIPP Adelante advances this work through: 1) Fostering a sense of community through structures that support families in being know well, such as Home Visits and Student Led Conferences, 2) Utilizing restorative practices to address challenges in culture when they arise, 3) Fostering adult collaboration through family learning events, 4) Utilizing student-led conferences to develop student and family ownership and agency over learning, 5) Employing a variety of communication tools to provide information to families in a timely manner and engage them in the school community, including the school website, social media, newsletters, and Coffee Mondays, and 6) Providing parent education trainings to support college knowledge and college going, via the KIPP Through College program.   ASSESSMENTS: As part of the KIPP National Network, KIPP Adelante administers the KIPP National Survey annually to gather key data on stakeholder satisfaction including students, families, and teachers. This data is evaluated at both the school and national level to identify strengths and develop action plans to address needs. Results indicate that 75% of families feel teachers have built strong relationships with their child; 89% of families feel the school has a positive impact on their child's academic performance; and 74% of families attended at least one student led conference. A large number of students are from the same family.  As such, the majority of parents have had a relationship with the school for years before their current child began attending.  KIPP Adelante prides itself on creating a welcoming environment.  2017-18 UPDATE:  FAMILY SUPPORT AND COMMUNICATION - A variety of communication tools were leveraged to provide information to families in a timely manner and engage them in the school community, including the school website, social media, Family Journal, phone calls, text messages, and monthly Coffees with the Principal. Families are sharing their opinions and feel that they are both heard and responded to, which is building family engagement. When there are families in crisis, the KIPP Adelante community rallies to support them.   KIPP Adelante will continue its work to support family engagement and involvement in 2018-19, working to enlist more families and ensure families know how to use the tools and structures available to them and provide supports as needed.||Met||2018
01100176001788|Cox Academy|3|To better understand the needs of students, parents, and staff, Cox administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Cox has been using it for multiple years. On a 5-point scale, Cox families rated 4.2 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Cox families rated 4.3 on Community Relations, which includes evaluating communication with community and community members being invited to class.  Based on results from the survey, Cox will continue efforts to engage parents in students learning, such as developing skills to support literacy.||Met||2018
36678760126706|Taft T. Newman Leadership Academy|3|Parent participation has been an ongoing goal for Taft T. Newman.  Newman created our own parent survey to meet the specific needs of our site.   The survey was completed by parents late last spring.   Parents were asked how they would like to be in communication with the school and their child’s teacher.     Parents responded that they wanted to be in contact with the classroom teacher through Class Dojo.   They are able to receive notice on their cellphones.  Parents said that would text their child’s teacher, stop in before or after school, or talk with the after-school coordinator.   Several parents volunteered to help in the classroom.  One parent applied and was accepted to sit on the Newman Leadership school board.   The parent survey indicated parents interest in the safety of the school and access to communicate with the classroom teachers.    When asked what parents would like to see at Newman, most parents responded that they wanted their children to go on a field trip.  Some parents wanted to see more communication with other parents when their children have playground issues.   Parents did not raise issues regarding the qualifications of teachers, curriculum or standards.||Met||2018
01612590109819|Aspire Berkley Maynard Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
37680986116776|Classical Academy|3|The Classical Academy measures our goals for parent engagement by seeking input from parents through an annual survey.  The survey results are reported to its community and local governing board.  In the 2017-2018 school year, our parent survey indicated the main area of concern was parent/school communication.  Our parents gave us an overall satisfaction rating of 95%.||Met||2018
27660922730240|Learning for Life Charter|3|Two surveys were conducted during 2017-18 related to seeking parent input on decision making.    The 2018 LCAP Survey was administered in conjunction with a series of newsletters describing our plans for updating our LCAP.   The key findings from the survey were that the Board's proposed changes were supported.  Results form the 2018 Satisfaction Survey indicated that students and parents perceive that, overall, the school is operated well. Highest satisfaction was with preparation of students for life after high school; lowest satisfaction was with truancy and chronic absenteeism efforts.  Support of on-line learning and access to tutors were graded highest; on-site classes were graded lowest.  Respondents most frequently wanted to see expansion in our summer session, student activities and personal/social guidance.  These surveys were developed by staff to gather information regarding progress towards goals set in the LCAP.||Met||2018
01612590129403|Epic Charter|3|To better understand the needs of students, parents, and staff, Epic administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Epic has been using it for multiple years. On a 5-point scale, Epic families rated 4.1 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Epic families rated 4.1 on Community Relations, which includes evaluating communication with community and community members being invited to class.  Based on results from the survey, Epic will continue efforts to engage parents in students learning, such as developing skills to support literacy.||Met||2018
51714640000000|Yuba City Unified|3|Parents, guardians, and community members have multiple opportunities throughout the year to provide input regarding the programs at their child’s school and the Local Control Accountability Plan (LCAP), including but not limited to, parent and teacher clubs, District English Learner Advisory Committee (DELAC), School Site Councils, site-based English Language Advisory Committees, strategic planning meetings, and Parent and Community LCAP planning events.   Additionally, Yuba City Unified administered the Panorama Family-School Relationships Survey this fall for the first time to parents/guardians to measure parent involvement and engagement. Over 630 families responded to this initial administration, compared to just 50 families on the former survey, the California Healthy Kids Survey. Below are topics families responded to in relation to school safety, climate, and engagement. The results are reported as the percent of families that responded to the topics below. This data serves as a baseline. The survey will be provided again in the winter of 2019 for comparison and used to inform the development of the LCAP.  School Climate: Almost 90% of parents responded that their child enjoyed attending his/her school. Fairness on campus was reported as an important element with 55% of parents feeling that the school is fair to their child.  Due to the disparity in the responses in this area, the district will increase the number and specifics of questions to clarify the concerns parents have with regard to fairness and climate on campus.  School Safety: With safety on school campuses of highest priority across the nation, 52% of our parents reported that they do not worry about violence at their child’s school. Overall 84% of parents believe that their child feels safe at school.  School Engagement: Over 70% of our parents indicated that they did not worry that their child would be treated differently if they raised a concern at the school. Fifty-one percent of parents indicated that they visited their child’s school once a month or more. A follow-up activity will be used to investigate ways to increase opportunities for parents to participate in parent groups on campus.  Parent Involvement: Parents reported that the primary reason for lack of involvement at their child’s current school is their personal schedule. Moving forward we will explore providing more flexible opportunities that work with the scheduling constraints of our families to increase involvement.||Met||2018
01612590128413|Aspire College Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
05615720000000|Mark Twain Union Elementary|3|Each year the District administers the California School Parent Survey and encourages all parents/guardians to submit their feedback. The Survey is aligned with the goals of the Local Control Funding Formula and the Local Control and Accountability Plan. Complete results of the 2017-18 survey may be accessed at https://calschls.org/reports-data/search-lea-reports/ . Key indicator results of the survey are as follows: 33% of respondents strongly agree that the schools allow input and welcome parents' contributions, 38 % of respondents strongly agree that the schools are a safe place for their children to learn, 24% of respondents strongly agree that the schools promote respect of all cultural beliefs and practices, 24% of respondents believe that harassment or bullying of students is a large problem, 29% of respondents strongly agree that the schools clearly communicates consequences of breaking rules and 14% of respondents strongly agree that the schools are clean and well-maintained.||Met|The relatively low response rate for the 2017-18 California School Parent Survey negatively impacted its validity and representativeness of the results. Plans for improving survey participation are being implemented for the 2018-19 administration.|2018
41104130000000|San Mateo County Office of Education|3||SMCOE Court and Community Program used the PTA's National Standards for Family-School Partnerships Assessment Guide to measure parent engagement. Increased parental engagement is articulated in the 2018-2019 LCAP Goals: All Court and Community students and families are actively engaged in the educational process and feel included in the school community. Included in this work is increasing communication, convening a parent night (first done in the spring of 2018), and increasing PTA access and involvement in all programs.|Met|SMCOE will continue to work towards more parental engagement in both our Court and Community schools and in our preK - 12 Special Education schools in order to better partner with our families for the benefit of all of our students.|2018
17640300000000|Lakeport Unified|3|Lakeport Unified chose to use the school survey as the metric for seeking parental input for schools and district decision making. The Parent Survey from 2017-2018 included 213 responses from all schools. This is approximately the same number of parent survey responses from the previous year.   In addition, during the LCAP stakeholder input process, the superintendent held meetings with the following groups: DELAC, LUTA, LUCEA, Special Education Parents, Big Valley Rancheria Native American parents, Clear Lake High teachers, Terrace School teachers, Lakeport Elementary School Site Council, and Clear Lake High Leadership Students.|Lakeport Unified chose to use Back-to-School Night and the Parent Conference attendance as the indicator for parent participation in programs.  Back-to-School Night Lakeport Elementary 70% Terrace 60% Clear Lake High 33% Community Day 36% *Terrace was missing data from two classrooms due to teachers being out on extended medical leave.  Parent Conferences Lakeport Elementary 83% Terrace 74% Community Day 60% Natural High 60% *Terrace was missing data from two classrooms due to teachers being out on extended medical leave.|Met|The parent input measure using school survey was chosen because it allows a wide array of parents to participate. By using technology, online surveys capture more parents at a time when it is convenient to do the survey and allows as much time as needed to complete the survey.  The Back-to-School and Parent Conference measures were chosen because they create a face-to-fact contact with parents that can be fostered into ongoing positive relationship.|2018
41689990134197|Aspire East Palo Alto Charter|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01612590120188|Aspire ERES Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01771800138289|Latitude 37.8 High|3|Involved parents anchor Latitude in the community. Recognizing that parents are a child’s first teachers, the Latitude team envisions a true partnership among parents, teachers, and students in order to create a thriving school. Toward this end, we hold the following goals: ? Create empowered families that actively participate in school decisions ? Build strong family and school relationships ? Maintain clear, consistent, and inclusive communication To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and 45-minute individualized Fall Student-Led Conferences for every family. We have also held and will continue to hold monthly parent education events and monthly Family Leadership Council meetings. An SSC and ELAC are each in place, to ensure formal input into governance by families. At mid-year, we will hold Presentations of Learning, followed by spring Student-Led Conferences, end-of-year Transitional Presentations of Learning, and end-of-year exit interviews with all families in June. Latitude’s school Principal sends out monthly newsletters with photos and updates, and our Site Operations Manager sends out weekly updates via ParentSquare. Our staff also updates our school website and social media sites regularly to stay connected with families. To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student  Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.||Met||2018
36677360000000|Helendale Elementary|3|Over the past six school years, the District has administered the same survey questions to parents regarding school academics, safety, lunches, transportation, discipline, and climate. These surveys are implemented in order to be able to draw comparisons from year to year. They are in the areas that are important to the community and match the seven goals that the Board of Trustees have adopted. These same seven goals evaluate the superintendent and are the focus of Board goals and the LCAP. Each year the approval ratings have grown to where they are now at or above 90 percent in all areas with the exception of school lunches. We continue to attempt to improve lunches despite size limitations and nutritional and cost restrictions that are set before schools. Stakeholders use the information gathered from these annual surveys to make recommendations and decisions on the future direction of the district during strategic planning.||Met||2018
01612590118224|Aspire Golden State College Preparatory Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
16639900116699|Frontier Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2017-2018 survey  317 responses were received. This is an increase in participation of 155% from the previous year.  The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. The district has conducted other means of collecting input other than the survey, such as holding community meetings. However, despite extensive promotion and advertising, attendance at these meetings was low. Thus it is was determined that the survey was the most effective and widely used means of seeking parent input and promoting participation in programs.   Survey results show that 58% of parents are aware of the District Parent Advisory Council, 38% are aware of the English Language Advisory Committee, 74% are aware of the School Site Councils, 42% are aware of the Title I meetings, 85% are aware of the Parent/Teacher Clubs, and 21% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.  Pioneer Union Elementary School District’s Local Control and Accountability Plan (LCAP) Goal 3 is related directly to California State Priority 3. Goal 3 states, “The District and each school will provide systems and venues for communication and input from parents and stakeholders.”  The Actions under Goal 3 directly relate to parent and stakeholder communication and education. Results from all stakeholder input was considered in the Annual Review and update of all LCAP goals.||Met||2018
01612590130666|Aspire Lionel Wilson College Preparatory Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01612596117568|Aspire Monarch Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
19647331995836|Palisades Charter High|3||A. Seeking Parental Input in School Decision Making:  PCHS seeks parental input in school decisions by electing parents to decision making seats on the school board, governance committees, and administrative committees. Currently, PCHS has three parent trustee seats on the Board of Directors, parent seats on the PCHS Board Subcommittee on Budget, and parent seats on the PCHS Board Subcommittee on Academic Accountability. PCHS has unlimited parent seats on the Long-term Strategic Planning Committee (LTSP). Parents serve on this Committee in the Family and Community, Budget, Academics, and Facilities subgroups. Additionally, PCHS Administrators and administrative staff serve on parent coalition groups: The Village Nation, Fuerza Unida, Parent Institute on Quality Education and the Bilingual Advisory Council. Parents are also involved in decision-making through the English Learner Advisory Committee (ELAC), the Pali Parent Special Education Council (PPSEC), LTSP and the PCHS Booster Club. All of these committees meet monthly, except for PPSEC which meets quarterly. The Village Nation and Fuerza Unida gather parental resources and feedback to support students of color. This feedback is used when setting priorities on the Local Control Accountability Plan (LCAP). The Parent Institute on Quality Education meets with the Executive Director and Principal annually to dialogue and provide feedback to inform the leaders of the school when setting school goals. The Learner Advisory Committee is comprised of a parent board and parent membership. This committee contributes to the annual evaluation of programs and services for English Learners. Additionally, this parent committee reviews the LCAP report and prioritizes budgetary needs that will support the academic achievement of English Language Learners.  B. Promoting Participation in Programs:  The PCHS administration and staff regularly attend the aforementioned PCHS parent organizations to promote participation in school initiatives. Promotion of participation in parental programs is promulgated through Parent Orientation Night, Parent Orientation, PTSA meetings, and Information Meetings, Parent Tours, Back-to-School Night, and Showcase Night. Information and agenda items are regularly promoted through the school’s website, learning management system, information system, robocalls, parent newsletters, and parent email updates. These communications are translated into different languages.  C. Explanation of why selected measures were chosen:  Since the Teachers College Columbia Survey on Staff, Parent, and Student Satisfaction that PCHS uses to collect Stakeholder input does not ask parents explicitly about their engagement, we have not collected this parent-perception data. Therefore, PCHS used Option 2 as our measure of parent engagement. Parent Engagement is a PCHS Priority on our LCAP (Goal 5 and Goal 14).|Met||2018
19647330124883|Animo College Preparatory Academy|3|The school is committed to ensuring a robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The School uses several outreach strategies to engage with stakeholders on the LCAP. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents and students. Their efforts begin in the fall when the School Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on additional actions and activities to improve school outcomes. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, providing free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. Parent Academy is the first rung on a structured leadership ladder towards consistent and effective participation in the public life of the community. Training: The School equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities is included below: Mother's Day recognition event, Dia De Los Muertos event, family BBQ, reproductive health workshop, Coffee with the Principal, conferences, SAC and DELAC.||Met||2018
07617960132100|Aspire Richmond Ca. College Preparatory Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01100176002000|Lazear Charter Academy|3|To better understand the needs of students, parents, and staff, Lazear administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Lazear has been using it for multiple years. On a 5-point scale, Lazear families rated 4.2 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Lazear families rated 4.3 on Community Relations, which includes evaluating communication with community and community members being invited to class.  Based on results from the survey, Lazear will continue efforts to engage parents in students learning, such as developing skills to support literacy.||Met||2018
07617540000000|Mt. Diablo Unified|3|Mt. Diablo Unified (MDUSD) holds monthly School Site Council, Community Advisory Committee, Parent Advisory Committee, District English Advisory Committee, and Equity Advisory Committee meetings.  Parents have been actively recruited to participate in site and district level decision-making advisory groups and input is continually being collected on how to improve MDUSD schools and parental engagement.  MDUSD also chose to use the California School Parent Survey (2018) to seek input from all schools in the district.  Key findings from this survey on school decision-making included high percentages of parents reporting that their school allows input and welcomes their contributions.  High percentages of parents (88%) also reported that their school encourages them to be an active partner in their child’s education and feel welcome to participate.  In contrast, a significantly lower percentage (62%) of parents agreed with the statement that their school actively seeks input from parents before making important decisions about school programs. This data has been shared with school site leaders and district personnel who have scheduled a variety of school-site community meetings across the district with parents/guardians where input is being actively sought on a range of school and district initiatives. Data form the California School Parent Survey (2018) indicates that a high percentage of parents feel welcome to participate at their child’s school and have attended school meetings at some point during the year.  High percentages of parents also reported that their school kept them well informed about school activities.  In contrast, a significantly lower percentage (44%) of parents said they attended a parent-teacher association meeting and 74% reported that they had served on a school committee.  This data has been shared with school site leaders who will continue to encourage and explore ways to expand parental participation in programs and on advisory groups.  Activities already put into place to increase participation include a Speaker Series on high interest community topics, Project 2inspire, and the Parent Institute for Quality Education (PIQE) both which have been expanded to provide parents information on how to support their student’s learning. MDUSD chose to utilize the California School Parent Survey (2018) which provided a means to confidentially obtain parent perceptions about teaching and learning, school climate, and parent-school involvement, including whether the school environment is academically challenging, caring, safe, and fair.  The findings from the survey connect directly to all of MDUSD’s LCAP goals and help to guide district academic achievement, school climate, engagement, and parent involvement.  For more information on Mt. Diablo Unified’s Local Control Accountability Plan or how it engages parents/guardians and the school community, please refer to www.mdusd.org.||Met||2018
07617960132118|Aspire Richmond Technology Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
01612590115592|Learning Without Limits|3|To better understand the needs of students, parents, and staff, LWL administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and LWL has been using it for multiple years. On a 5-point scale, LWL families rated 4.4 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. LWL families rated 4.4 on Community Relations, which includes evaluating communication with community and community members being invited to class.  Based on results from the survey, LWL will continue efforts to engage parents in students learning, such as developing skills to support literacy.||Met||2018
01612590130732|Aspire Triumph Technology Academy|3|This question provides baseline data from the 2017-2018 school-year.  We are excited to see the current favorable response rate, and aim to increase this indicator to 90% in the 2018-2019 school-year.  The school will engage families through monthly Coffee with the Principal, School Site Council Meetings, English Language Committee Meetings, and will continue to disseminate information via ParentSquare. We have been focusing on ways to increase parent participation for the past two years. We have solicited parent responses in ways they would like to become more a part of the community and types of parent information sessions they would see as valuable. We would like this response to increase to 90%. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
07616480000000|Antioch Unified|3||The local education agency employs (LEA) a multiple measures approach, including surveys (California Healthy Parent Survey, Power of Partnership Family Survey and LCAP Stakeholder committee feedback cards) and focus groups (staff and parents) to measure opportunities to engage in collaborative decision making and providing opportunities for participation in programs. The local education agency offered a variety of opportunities to promote collaborative decision making and participation in programs in the LEA. Major activities are outline below. A full account of engagement activities is detailed in the appendix of the 2018-2019 AUSD LCAP plan. 1. The local educational agency's progress on at least one measure related to seeking input from parents/guardians in school and district decision making; A. Seeking Input in School/Decision Making   LCAP Advisory Committee Meeting Dates: 12-14-17; 01-18-18; 04-19-18; 05-02-18; 05-04-18 Staff and Community Collaboration Meeting 05-12-18 LCAP Technical Assistance Meeting Dates: 02-28-18; 01-23-18; 03-01-18; 03-27-18 LCAP Goal #1 Subcommittee Meeting Dates: 04-30-18; 05-21-18; 05-22-18; 06-01-18 LCAP Goal #2 Subcommittee Meeting Dates: 04-12-18; 05-03-18; 05-17-18; 05-24-18 LCAP Goal #3 Subcommittee Meeting Dates: 02-15-18; 03-15-18; 04-30-18 LCAP Goal #5 Subcommittee Meeting Dates: 04-29-18; 05-03-18; 05-15-18; 05-29-18 Community Engagement Summit (Formerly School Site Council Summit): 10-03-18 LCAP Faith Based Stakeholder Meetings: 01-26-18; 03-01-18; 03-21-18  Why the local educational agency chose the selected measures and whether the findings relate to the goals established for other Local Control Funding Formula (LCFF) priorities in the Local Control and Accountability Plan. The local agency selected the following measures in accordance with LCFF regulations. The findings affirms that the LEA sought feedback from stakeholder groups including students, parents, staff and community based organizations. The measures affirm that training opportunities were provided to stakeholder groups. Finally, the findings affirm that the LEA engaged in a collaborative decision making process with stakeholders on the development of the 18-19 AUSD LCAP plan.|Met|The local education agency employs (LEA) a multiple measures approach, including surveys (California Healthy Kids, Parents and Staff Surveys, PTA Power of Partnership Survey, Minority Male College Collaborative (M2C3) Survey and Core Districts Social Emotional (SE-CC) Survey and focus groups (student, staff and parents) to measure perceptions of school safety and connectedness. Summary of 2015-2016 Healthy Kids Survey Findings (Grade 5 - 614, Grade 7 - 625, Grade 9 - 1046) - School connectedness (high/moderate): Grade 5 - 96%, Grade 7 - 86%, Grade 9 - 82%) - Caring Adults in School (high/moderate): Grade 5 - 97%, Grade 7 - 86%, Grade 9 - 80%) - High expectations (high/moderate): Grade 5 - 99%, Grade 7 - 93%, Grade 9 - 88%) - Meaningful participation (high/moderate): Grade 5 - 96%, Grade 7 -62% , Grade 9 - 51%) - Feel safe at school (Grade 5 - Yes, all of the time/Yes, most of the time; Grade 7/9 - Very safe/Safe): Grade 5 - 76%, Grade 7 - 47%, Grade 9 - 44%) Summary of 2016-2017 Focus Group Findings (9 focus groups, 102 participants) - Students in focus groups expressed a positive sense of connecteness with school. - Students in focus groups expressed a feeling that their schools wide array of options engagement. - Students in focus groups expressed a feeling that their teachers in schools prepared them for post secondary experiences.|2018
31668520120105|Creekside Charter|3||"Creekside Charter's core value is parental involvement and communication.  We seek parental input in formal and informal ways.  Formal:  We have 3 LCAP parent meetings as well as an LCAP team consisting of teachers and parents.  We also survey parents annually to make sure they feel connected at our school.  Question 6 on the suvery: Creekside Charter does a great job with communication.  My teacher communicates with me regularly, and I feel engaged in the learning process.  -- 100% of survey respondents answered they agree or strongly agree with this statement.  Our progress increased in this measure as the year prior, our respondents agreed at 93%   2. We not only promote parental involvement we request that parents volunteer 30 hours.  We measure this annual involvement in our year end survey (question 35).  We had 64% of respondents say they met or exceeded this level of commitment.  We also offer trainings for parent engagement, especially in cyber safety and internet issues.  This takes place in the form of parental information nights, and Director ""coffee chats"".   35% of our faculty spent a week at Nueva school for social emotional learning. Creating and implementing a SEL program was a major goal of our LCAP for 18-19.  Trainings are ongoing for parents regarding our SEL goals and is a focus of our SEL and LCAP teams.  Our September parent meetings were focused on SEL learning at our general session for parents.    Lastly, our LEA board and our PTO are both thriving organizations that promote parental input in the direction of our school.  Our Board consists of 7 Creekside Charter parents, and our PTO consists of 9 Creekside parents.  Both of these boards are given input on our LCAP goals, annual survey results and work with faculty to create community buy in and support of the learning environment."|Met||2018
54721080000000|Saucelito Elementary|3|Saucelito enjoys very positive and active parent involvement in all aspects of their childrens’ schooling. In addition to annual survey of key aspects of parent involvement conducted at all grade levels, Saucelito also tracks the following measures to assure that all parents actively participate in school and district decision-making: • participation rate in parent training/involvement opportunities schoolwide and subgroups; • availability of parent training/involvement opportunities in school and district decision-making schoolwide and subgroups; • participation rate in parent training/involvement opportunities in school and district decision-making schoolwide and subgroups; • parent involvement in decision-making school and district of parents of unduplicated count students and of students with exceptional needs. • Availability of and participation in parent involvement training by teachers, staff and administration; • Availability of and use of interpretation and translation service These measures were selected because they are most likely to be reliable indicators of parent involvement at our school and because they also give us feedback for improvement. Saucelito School is dedicated to student success by providing student, staff, parent, and community involvement and collaboration. These are incorporated into our LCAP goals and supported by LCAP actions and services. Key findings are: • 95% of parents report that opportunities are available and highly effective • 95% pf parents report that they are confident in their ability to participate in school and district decision-making. • All staff have participated in and are implementing parent involvement training; • Interpretation and translation services are readily available to all staff and all district and school communications are translated for parents.||Met||2018
34674470121467|Aspire Alexander Twilight Secondary Academy|3|We encourage families to share their opinions and feedback through Family Council/ASC, ELAC, Pastries with the Principal, student led conferences, Saturday school, and additional parent/family engagement events such as family movies nights. Our goal is to increase to 80% favorable response for the 18-19 school year.  Our goal is to increase to 80% in favorable responses. We send communication via ParentSquare prior to all major events happening on campus, we provide opportunities for parents to volunteer in the classroom and at events. We schedule family events such as family movie nights and family game nights, encourage attendance and participation at student led conferences and Saturday schools. For the past 6 years, our organization has partnered with Panorama Ed for both our Parent and Student surveys. Through an in depth vetting process, we ultimately selected Panorama Ed for their validity, reliability, and expertise in their question selection. Panorama Ed also provides Aspire with the opportunity to compare our internal results with nationally bench marked survey data. Our Parent survey findings influenced our LCAP and the development of a parent and community engagement goal to promote student success.||Met||2018
54719690000000|Kings River Union Elementary|3|Kings River Union Elementary School District (KRUESD) utilized two separate annual surveys to determine parent satisfaction and engagement with our school.  The first survey is sent to every family in our TK-8th grade single site school district to gather information from parents/guardians. The survey data is annually shared with the KRUESD Board of Education and school staff, School Site Council, and the English Learner Advisory Committee. The survey respondents overwhelmingly indicated (82.55%) that they are satisfied with KRUESD.  The second survey is the California Healthy Kids survey and it was given to all KRUESD 5th-grade students and 7th-grade student, all parents, and all staff. KRUESD selected to administer the California Healthy Kids survey to all Kings River Parents because this survey allows us to have more refined data about perceptions of our school district from parents, staff and students regarding safety, equity, and access to high-quality instruction. The data from this survey indicated that 93% of parents felt welcomed to participate at KRUESD, 96% of parents felt that they were treated with respect, 92% felt that their concerns were taken seriously, 96% felt that staff were helpful, and 93% felt well informed about school activities.  This data demonstrates that KRUESD  connects with parents and that parents feel appreciated by the teachers and staff.    In addition, based on data, KRUESD had an average, 65% of parents attend school events such as Back to School Night, Family Literacy Night, Family Science Night, Winter Music Program, Open House or the Spring Music Program. KRUESD believes communication with families is essential and all communication home (phone calls, notes, flyers, notifications) is in English and Spanish, the two dominant languages within the district. Parent-teacher conference attendance was high with more than 90% attending and this in person opportunity is used to build parent knowledge of instructional programs while soliciting feedback on these services for their children.   The annual survey method was selected because it has been successful in getting feedback from parents (typically 60% of families respond) and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 5 in the KRUESD LCAP is directly tied to parental engagement; KRUESD will improve support for all students and families by providing opportunities for increased parental participation, program decision making, and learning opportunities.||Met||2018
29663570124834|Sierra Academy of Expeditionary Learning|3|The annual SAEL Survey demonstrated that parents/guardians generally feel positive about their connection with the school and support their students receive. Specifically, parents reported that email is still the preferred method of communication. However, when asking about whether the email will be read, the clear subject line was the greatest determining factor. Parents rated the communication with the Guidance Counselor and Principal to be strong (~70% and 80% in the 4 – 5 range on a 5 point scale), while the Crew Advisor communication was not rated as strongly (only about 50% in the 4 – 5 range). This led to the school engaging in Crew and parent communication-based PD for a full day. This demonstrates that parents have felt comfortable communicating with staff members and we are all still learning how to leverage the Crew Advisor role to best engage parents and teachers together. Parents gave feedback on extracurriculars, electives, and support for student goals which demonstrated a desire for sports (which we’ve added) and a greater focus on internships and career presentations (which influenced our incorporation of CTE classes, career speakers, and the flexibility of the senior schedule). In promoting parental participation, parents self-reported preferred times for PTC (Parent Teacher Crew) monthly meetings and what would help them attend (meeting reminders were then incorporated more regularly). They expressed that the majority (80%) of reporting parents were adequately communicated about the PTC and comments then indicated that picnics/potlucks before our All Family Meetings that were more for the whole family and socially-oriented were much appreciated as opportunities to connect. SAEL administers the local SAEL Survey at least annually to all students, parents, staff, and teachers. This survey was created as our school launched 5 years ago and continues to ask similar questions over time with additional questions added to focus on specific changes to the school (ie a new site, newly adopted math curriculum). We continue to use this survey as all stakeholders are able to easily engage for free and it can be taken via computer, tablet, or phone. The survey is sent home via email, posted about on our Facebook page, and computers are available at our Spring Student Led Conferences so parents can take the survey if they don’t have internet or computer at home. Google also summarizes the data in a clear way which helps with analysis that is done by our Site Council, Core Council, Character Working Group, and whole staff during PD. The survey directly relates to our LCAP goals of Mastery of Knowledge and Skills, Character, High Quality Student Work, Strategic use of Tech, and College and Career Readiness. It asks questions every year about student engagement related to these areas and the implementation of our curriculum model to prepare students for life after high school as well as how best to support positive parent engagement.||Met|Our school works hard to engage with parents in ways that work for them. All parents are supported to engage via open communication, electronically, over the phone, and in person. There is a Guidance Counselor and a Character Dean, as well as Crew Advisors who work with a 15:1 student to teacher ratio. Parents see Crew Advisors at Student Led Conferences every semester and All Family Meetings offer opportunities to connect with staff twice a year. Incoming students and families experience two in person orientations. The SAEL Survey and CHKS surveys are administered annually and results are taken seriously and analyzed to make better future decisions for our students. Two out of our seven board members are current parents and one is a past parent. Our Site Council has parent representatives that dive deeply into the LCAP regularly and engages members from multiple socioeconomic levels. We conducted our first Parent Focus Group for graduating seniors to specifically ask them about character development so we can learn where we can grow. Parents also come in for career presentations, as experts, and support on fieldwork. The PTC (Parent Teacher Crew) is open to all parents/guardians and offers opportunities to connect with fellow families at monthly meetings and the biannual potluck picnics as well as biannual fundraising events. We are committed to working with our families and appreciate their engagement and support.|2018
12626870107110|Six Rivers Charter High|3|Over the years, the district has found more participation from the parent stakeholders via a survey.  In 2017-18, 119 parents completed the LCAP Parent Survey.  The majority of these participants agreed that they feel welcome to participate on campus and their concerns are taken seriously and are handled in a timely manner. Participants also feel that the staff is helpful and treat them with respect. The majority felt students are safe on campus and around the school grounds. All of the above provide areas of growth since in each area the majority of participants agreed, but did not strongly agree.  The one exception is the area of the staff treating them with respect where the majority strongly agreed. The survey was developed by looking at prior years' LCAP Parent Surveys to obtain a continuum of data.||Met|Six Rivers utilizes input from two parent groups that meet on a regular basis. The Parent Advisory Committee (PAC) meets monthly to review the progress of the school toward LCAP and WASC goals, provide input on school activities, and to provide oversight for student government accounts. A second group, The Pirate Parents, also meets monthly to provide support with school events, securing parent volunteers, and donations of items.  The input from parents is a regular part of staff decision making at Six Rivers. The key measure of this element are the minutes from the meetings.|2018
49707220000000|Guerneville Elementary|3||"Seeking Input in School/District Decision Making/ Relationship to LCAP  In 2017-2018, the following items and results of the item demonstrates how we sought ongoing input from parents and how their input informed LCAP goals and actions. For the 2017-2018 year the following aspects determined to continue the LCAP actions that were updated during 16-17 school year. The only addition, for the 18-19 LCAP was the addition of STEAM education as an action:  1) Administering surveys:  There were 82 surveys returned (29 more than 16-17).    2) Friends of Guerneville School (FOGS): There were 8 meetings throughout the year.   3) School Site Council: There were 5 meetings throughout the year which decide to maintain LCAP actions from previous year.   4) ELAC Meetings: There were 2 LCAP consult meetings.   5) Site Council/Parent Advisory Committee.  There was 1 consult meeting.    Promoting Participation in Programs We promote participation in programs through ongoing communication and community events. 79% of parents believe the school encourages parent involvement and participation.  Communication: 99% of parents feel there is regular communication from school. 1) 15 avenues to which parents can receive information are provided (i.e. website, principal newsletter, ""principal coffee"", bulletin board, robocalls, flyers home,  Aeries Portal for middle school, parent teacher conferences 2 times per year, phone calls, letters,  social media (facebook, twitter, Instagram) and report cards, 2) 245+ parent communications, 3) increase in district website activity, 4) Communications translated into Spanish  Events: 1025 parents signed into event throughout the year from: 1) Open House, 2) Back to School Night, 3) other evening events  (Latino Forum, Boys and Girls Club Annual  Awards Banquet, Kinder Orientation, Principal Monthly Coffees, Spring Garden Celebration), 4) Parent Conferences, 5) Principal Coffee, 6) Volunteer Opportunities"|Met||2018
16639906010557|Pioneer Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2017-2018 survey  317 responses were received. This is an increase in participation of 155% from the previous year.  The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. The district has conducted other means of collecting input other than the survey, such as holding community meetings. However, despite extensive promotion and advertising, attendance at these meetings was low. Thus it is was determined that the survey was the most effective and widely used means of seeking parent input and promoting participation in programs.   Survey results show that 58% of parents are aware of the District Parent Advisory Council, 38% are aware of the English Language Advisory Committee, 74% are aware of the School Site Councils, 42% are aware of the Title I meetings, 85% are aware of the Parent/Teacher Clubs, and 21% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.  Pioneer Union Elementary School District’s Local Control and Accountability Plan (LCAP) Goal 3 is related directly to California State Priority 3. Goal 3 states, “The District and each school will provide systems and venues for communication and input from parents and stakeholders.”  The Actions under Goal 3 directly relate to parent and stakeholder communication and education. Results from all stakeholder input was considered in the Annual Review and update of all LCAP goals.||Met||2018
30664640000000|Capistrano Unified|3|A Parent Engagement Survey was developed by a committee of parents, classified and certificated staff to determine the level of awareness of school and District resources and programs.  The survey was available in English and Spanish.  Results on parent awareness of resources such as bilingual school liaisons, social-emotional counselors, and college and career counselors were shared with staff and additional outreach was conducted to increase parent awareness of school and District resources and programs.  Outreach included counselor participation at Back To School Nights, Counselor Corner on websites, social media campaigns (FAFSA Fridays, Senior Season), and flyers for college entrance practice tests. The development and implementation of this survey is in alignment with the District's LCAP Goal 2: Communicate with, and engage students, parents, employees, and community members in Districtwide and community-specific decisions.||Met||2018
12627030000000|Blue Lake Union Elementary|3|1. Blue Lake Union Elementary District seeks input from parents/guardians in a number of ways.  Our school has a School Site Council/Advisory committee and an active PTO.  In order to increase parent input 2017-2018, we created a Special Education Advisory Committee. Additional opportunities for input are available during conferences, family events, community dinners, and PTO meetings. We also seek input through surveys, such as CHKS and district created surveys. Formal input meetings include the SSC, LCAP advisory, and Board Meetings.  In our surveys, 88% of the parents surveyed feel they are welcome to participate in school planning and district decision making.   2. The Blue Lake Union Elementary School District will promote parental participation in a variety of ways.  The District will continue to encourage parent classroom volunteers, parent participation at school events, parent attendance at parent teacher conferences, etc.  The District will also provide professional development for staff on how to promote parent participation.  There was an increase of 25% in parents who “Strongly Agreed” that parent participation is promoted by the school.     Though Blue Lake Union Elementary School District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  3.The Blue Lake Union Elementary School District LCAP includes the goal “Parents and students will be engaged in the learning community at Blue Lake School.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.||Met||2018
57726860000000|Esparto Unified|3|The key findings from the survey related to seeking input from parents/guardians in school and district decision making: The EUSD is committed to ensuring that all parents/guardians participate actively in their child’s education and have access to decision making processes. In order to gauge growth in parent participation, the school district initiates annual parent surveys to collect data.  Key Survey Findings are listed below: Parents feel welcome to participate at this school 71% responded in agreement School staff takes parent concerns seriously 70% responded in agreement Teachers in our district communicate with parents about what students are expected to learn in class. 61% responded in agreement Parent Involvement is taking place in our school district 55% responded in agreement  The key findings from the survey related to promoting parental participation in programs:  Parents feel welcome to participate at this school 71% responded in agreement School staff takes parent concerns seriously 70% responded in agreement Teachers in our district communicate with parents about what students are expected to learn in class. 61% responded in agreement Parent Involvement is taking place in our school district 55% responded in agreement  Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.||Met||2018
43104390113704|Rocketship Mateo Sheedy Elementary|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 38% of parents attend at least one event per month. 47% of parents attended at least one school event per month.|2018
10619946005730|Alvina Elementary Charter|3|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations. 1. In reviewing the data collected, the key findings from the annual survey are as follows: A) Administration is supportive of students, parents and the school community and works towards making the district the best it can possibly be, B) Teachers are caring and focus on the child as a whole. Teachers are also well trained in implementing the adopted curriculum, C) Instructional and front office staff are very caring and supportive of students, D) Curriculum and technology have greatly improved and is showing student growth, E) The school is preparing students adequately for high school, F) The school facilities continue to be well maintained and the push for modernization funds will benefit the district, and F) Children continue to feel safe at school and know how to ask for help if needed. 2. In promoting parental participation, the key findings included the following: A) Parents feel comfortable in approaching the administrative team to voice their opinions on school decisions, B) Parents are aware of the opportunity to participate in decision making committees such as the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC) and the Parent Club, and C) Parents are aware of involvement opportunities such as Back to School Night, volunteering during school activities, Thanksgiving Luncheon, Book Fairs, Winter Program, Spring Program, Parent/Teacher Conferences, Open House. 3) Alvina Elementary Charter School developed the survey used for the specific purpose of being able to address the eight state priorities while interweaving areas of importance that are meaningful to our school community. Along with the key findings listed above, the district was also able to identify potential areas of growth that are directly reflected within the district’s LCAP. These areas of growth are reflected in the LCAP within the areas of Parent Engagement, School Climate and Academic Achievement. The district will continue to work with parents and school staff in maintaining focus on areas of growth and revisiting LCAP targets throughout the year.||Met||2018
34673480000000|Galt Joint Union Elementary|3||Seeking input in School/District Decision Making: The Galt Joint Union Elementary School District (GJUESD) is committed to ensuring that parents/guardians participate in stakeholder feedback meetings and advisory committees at the district and site levels.  ? Numerous Stakeholder Feedback sessions (DAC, DELAC, Listening Circles, GEFA, CESEA, site SSCs & ELACs, etc.) provided direction for the district.  Themes emerged from their feedback that was incorporated into the revised 2018-19 LCAP.   ? A District-wide Parent Survey was developed through the DAC and DELAC committees. Results indicated that 89.4% of parents indicated they felt respected at school- 76.2% indicated culture was respected and 85.7% indicated their child’s school provided high quality instruction. ? LCAP progress updates and the examination of state and local data were included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings.  Monthly Board meetings included reports specific to the 4 LCAP goal implementation areas.    Promoting Participation in Programs:  1. In order for GJUESD parents/guardians to participate fully in educational programs at the site and district levels, the following consistencies have been created:   ? All district and school communications go home in both English and Spanish  ? Spanish Interpretation is provided at all site and districts meetings/trainings/functions ? Bilingual office staff at school/district level are available to support families  2. At both the site and district level, parents/guardians have access to workshops and trainings that are linked to student learning, social-emotional development and growth: ? Direct services to families with children ages 0-5 include Home Visitation, Raising A Reader, Parent & Child Playgroups, Family Literacy workshops, and Developmental Screenings ? All schools continue to provide learning and engagement opportunities for parents during Back to School Night, parent trainings or committee meetings, Bright Future Center opportunities and Open House  ? The district supports the funding of a full time School Resource Officer dedicated to its schools.  The resource officer promotes safe positive safe school environment by holding meetings with parents and students ? The district’s mental health team coordinates a series of mental health workshops (Anxiety and Self-Regulation, Children and Depression, Suicide Prevention and Trauma Informed) that are presented in English and Spanish. Also, Spanish speaking parents have access to bilingual counseling and social worker staff|Met||2018
19647330000000|Los Angeles Unified|3|Based on positive responses by parents on the School Experience Survey, the LAUSD has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. Ninety-seven percent of elementary school parents, 95% of middle school parents and 93% of high school parents agreed or strongly agreed that their schools provided differentiated information to them. On another question, with the same results, 97% of the elementary parents, 95% of the middle and 93% of the high school parents indicated that the school provided information in a manner they could understand.    Based on the parents' responses on the School Experience Survey, it was determined that there was a need to continue providing training to parents in the Local Districts and schools. This determination was made because 91% of the elementary parents, 89% of the middle school parents and 88% of the high school parents agreed or strongly agreed that the school provided instructional resources to help support their child's education. The goal is to have 100% of the parents agreeing or strongly agreeing that a school provides resources. In order to increase the positive responses to this question, the District will share parent resources found on the Office of Parent and Community Services' website with the school staff at monthly meetings and with parent leaders on the three District level parent committees: Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC) and the Community Advisory Committee (CAC). The three committees provide input and recommendations to the Board of Education during regularly scheduled Board meetings.    The School Experience Survey also indicated that 93% of elementary parents, 91% of middle school parents and 89% of high school parents agreed or strongly agreed that the school included them in important decisions about their child's education. In addition, the survey demonstrated that 79% of the parents in high schools and 85% of the parents in middle schools agreed or strongly agreed that the school encouraged them to participate in organized parent groups. In order to continue reaching out to parents and supporting them as school and District decision makers, the LAUSD is implementing three new parent study groups at Local Districts this year: one on the Local Control and Accountability Plan, another on the English Learner Advisory Committee, and a third on Title I. The study groups will meet all year to increase parent awareness regarding the Local Control and Accountability Plan; the support needed for English Learners; and the support for families whose students qualify for the Free and Reduced Price Meal Program. In addition, parenting resources will be shared along with information on topics such as supporting student achievement, parent participation in school governance, budget, and data analysis. The study groups will provide opportunities for parents to share give input regarding these topics.||Met||2018
19648810113472|Aveson School of Leaders|3||A. Seeking Input in School/District Decision Making Aveson School of Leaders is a charter school which involves parents and families in a variety of ways including:  community forums, board meetings, coffee chats, parent liaison meetings, school wide events and action team meetings. Action Teams garner the participation of approximately 30% of the school parent population.  These are some of parent-led action teams at Aveson:  Personalized Mastering Learning, Social Emotional Development, Events, Fundraising, Public Relations, Healthy Living, Gardening, Performing Arts, Visual Arts Technology, Maintenance and Outdoor Education.  Aveson also has a well established and successful  Parent Liaison program which promotes strong communication between parents and staff.  Through Action Teams and Parent Liaisons, Aveson is continually seeking input from parents when making school level decisions. Action Team Facilitators and Parent Liaison meet regularly with Administration and school support team members to identify problems and offer strategies and solutions. Aveson forms focus groups to provide input on new policies and programs.  B. Promoting Participation in Programs These family led actions teams have planned and implemented parent education nights focused on academic and social emotional learning.  Aveson consistently has a very high parent participation at Celebrations of Learning, Student Led Conferences and other student run activities and events.  The Executive Director works with the Personalized Mastery Learning and Social Emotional Learning staff leadership teams to develop plans for family communication, support and participation.  Since the Aveson governing board adheres to the Brown Act, any and all stakeholders were welcome to address the Governing Board during the public comment section of the board meeting agenda.|Met||2018
43104390119024|Rocketship Si Se Puede Academy|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 28% of parents attend at least one event per month. 58% of parents attended at least one school event per month.|2018
12630400000000|Southern Humboldt Joint Unified|3||Over the past three years, the LEA has provided many opportunities for parental input.  During 2017-2018 school year the LEA held two parent/stakeholder meetings in two different locations within our county.  The year before there were three parent/stakeholder meetings in three different county locations.  Also, for the last several years, we have had two governing board meetings per month offering more opportunities for parental input.  During the 2017-2018 school year, parents were given the California School Survey for Parents.|Met||2018
13632140000000|San Pasqual Valley Unified|3|Findings regarding parents perceptions of the District:  81% of parents who responded to the survey felt that when they walk into the school office, the school is inviting and is a place where they belong.   79% of parents who responded to the survey agreed or strongly agreed that the school keeps all families informed about important issues and events and makes it easy for families to communicate with teachers.   70% of parents who responded to the survey felt the school’s policies and programs reflect, respect, and value the diversity of the families in the community.  15% of parents had no opinion.   75% of parents who responded to the survey felt they are considered an important part of the decision-making process at their child(ren)'s school.  12% of parents had no opinion.   78% of parents who responded to the survey felt that they  receive timely school communication and in many different ways, such as; parent information packets, telephone calls, newsletters, parent-teacher conferences, home visits, social media 77% of parents who responded to the survey felt that Parent Advisory meetings are held at a time when parents can attend. 68% of parents who responded to the survey felt they are invited to meetings at the school or district and asked to contribute to the group discussion.  They believe their voice matters to the decisions made. 14% had no opinion. 62% of parents who responded to the survey felt that parent meetings and activities at the school or district always have translations services so they don't miss out on the information or discussing being addressed. 29% had no opinion.   83% of parents who responded to the survey felt that Information they receive from the teachers, school and/or district are always in a language they can understand.  83% of parents who responded to the survey felt that they know how their child is progressing and receive information on what they can do at home to help their child improve or     advance his/her learning.||Met|San Pasqual Valley Unified School District administered a parent engagement survey to all parents in the Spring of 2018 and received 98 responses from parents of students in all grade levels TK-12.  The findings were:  27% fewer responses were received compared to the survey in the Fall 2017.  46% of the responses were from parents of Middle School Students.   All sites except preschool were represented in the sample.|2018
43696250000000|Oak Grove Elementary|3|Oak Grove School district values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district surveyed parents to complete the 2017-18 California Healthy Kids Parent Survey.  Highlights are listed below: Highlights from California Healthy Kids Parent Survey % Strongly Agree in 2016-17 vs. % Strongly Agree in 2017-18 The school allows input and welcomes parents’ contributions 37% vs. 50% The school actively seeks the input of parents before making important decisions 21% vs. 35% Parents feel welcomed to participate at the school 49% vs. 56% Teachers at school communicate with parents 44% vs. 51%  Additionally, we tracked school representation percentages at district stakeholder meetings.  Outside of DELAC, participation greatly increased in 2017-18 in comparison to 2016-17.  Parent Representation from Schools at District Stakeholder Meeting % of schools represented in 2016-17 vs.% of schools represented 2017-18  HABLA Latino Parent Meetings 25% vs. 42% District Advisory Committee 63% vs. 95% District English Learner Advisory Committee (DELAC) 52% vs. 26% African American Koffee Klatch Parent Group 48% vs.95% Home and School Club Presidents’ Meetings 53% vs. 82%  These metrics help to inform the actions in our Local Control Accountability Plan which supports: the development of a comprehensive parent engagement plan; bilingual community liaisons at all sites; timely translation of key documents; and more digital communication systems to families (eg. Blackboard Connect, Peachjar, district and site webpages, the Infinite Campus parent portal and School Loop at our intermedicate schools. All metrics are monitored in our LCAP as can be seen in the annual review section under goal 6 on our website: www.ogsd.net||Met||2018
43104390120642|Rocketship Los Suenos Academy|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 25% of parents attend at least one event per month. 57% of parents attended at least one school event per month.|2018
01611760130534|Circle of Independent Learning|3|COIL is committed to soliciting valuable stakeholder input. As part of that commitment, COIL conducts annual parent and student surveys. The survey results are reviewed to not only verify areas where COIL meets the expectations of its families but also to guide goals and actions for the following years. COIL continues to receive a high level of parent and student satisfaction with an overall rating of 4.58 out of 5.0.   Specifically, parents and students noted COIL and its teachers provide the following:  Ensure both they and their child feel respected and welcome; Provide a place where all can be safe from bullying or harassment; Strive to build strong relationships with its families and students; Accurately assess the learning needs & the right level of challenge for its students,; Provide a variety of curriculum options to be used for courses and personalize learning for optimum success; Ensure clarity on the expectations of students; Spend the time needed to ensure concepts are understood and demonstrate and provide tools and strategies to help further facilitate learning; Work to ensure students are learning skills that will prepare them for life after graduation; Provide access to the technology needed to support 21st century learning; Make certain we are a part of a community that cares about each other; Strive to foster positive character development and a sense of belonging; and Communicate about academic progress in an understandable and timely manner.  Additionally, as a result of information received from parents and students through the  annual Parent and Student Surveys, COIL focused on improving the following: 1.  Improved procedures for students and families learning about COIL       and the registration process:      a. Implemented regularly scheduled monthly parent information       meetings to ensure consistency and timely information        dissemination.     b. Streamlined the new school year registration process allowing         students and parents to sign master agreements and pick up the         curriculum before the first day of school and attend a teacher meet         and greet hosted on the first day of school 2.  Improved communication media:      a. Implemented a redesign of the COIL website for ease of use and       access to school information.      b. Working with FUSD, designed and completed a new COIL      information video. 3.  Increase in shared facilities to support on-site support labs and/or       hybrid classes for math, writing, and social interaction for primary       and early secondary students.      a. Hybrid Algebra 1A and Algebra 1B math and writing labs were           added.       b. Increased science lab sections for biology and creation of weekly           physics lab.      c. Art class was added for special needs students.      d. College and Careers class was added for grades 9-12||Met||2018
31669100000000|Roseville City Elementary|3|Parents were asked on the LCAP Parent Survey about what support is assisting all RCSD students in meeting or exceeding grade-level standards? Quality teachers, TK-3 class size reduction, and class size reduction in TK-5 at Title I sites were the top contributors indicated on the parent survey. Parents were also asked about their satisfaction with the elementary music program, which was a high priority of many parents on a parent survey three years ago. 83.5% of the parents that responded felt that the program met and/or exceeded their child’s satisfaction of an elementary music experience. Additional items that parents felt added value to their child’s educational experience were field trips, science labs, and the ability to volunteer in in the classroom. All schools, and in particular Title I schools, increased the parent involvement activities by 16%. The Title I sites have been very intentional about providing more opportunities at their sites to engage parents with classes and activities focused on learning English, Internet safety, reading, and nutrition. Principals have also been providing more learning opportunities for parents, such as morning coffees and chats, family math nights, and science nights, so parents better understand how assignments and/or activities in class are supporting student learning. Title I school parents are able to share their opinion in a local school survey about continued parent involvement activities or needs that they would like provided for next year with the hope of having highly regarded annual events.  Social media was successfully used to better engage parents by providing insight into what is occurring during a child’s day using captions, photos, and blogs. In the LCAP Parent Survey, parents recognized that the increase in activities, along with the more frequent presence on social media, allowed parents to know better what was going on in their child's education. Parents and guardians were then able to discuss the day to day learning with their children because they had up to date knowledge of activities.||Met||2018
43694500123299|Rocketship Mosaic Elementary|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 38% of parents attend at least one event per month. 58% of parents attend at least one school event per month.|2018
16639416010474|Kings River-Hardwick Elementary|3||Kings River-Hardwick ensures 100% of parents participate in Parent/Teacher conferences in an effort to keep parents informed of their child's progress towards mastery of grade level standards.  Parents also have input in programs and services through attendance at a minimum of 4- School Site Council meetings, 4- District English Learner Advisory Committee meetings, 5- Parent Booster Club meetings, and 10- District Board Meetings.  Parents are also provided with opportunities to learn more about ways they may support their child's learning through participation in parent workshops in the areas of reading and  math.  In addition, Kings River-Hardwick provides access to Spanish interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings.  These services are provided by KRHSD employees such as site secretaries, bilingual instructional aides, and administrators.|Met||2018
33671240000000|Moreno Valley Unified|3|For the 2017-2018 School year, MVUSD surveyed parents of students in grades 4, 7, and 10.  The survey was administered during the last two weeks in March and the first two weeks in April.  MVUSD received 1,028 surveys from parents/family members, the bulk of which have been in the district five years or less.   Key Findings from Family/Parent Climate Survey: 74% of respondents felt their concerns were taken seriously 71% of respondents felt their suggestions were welcome 10% of respondents are involved with parent groups at their child’s school 26% of respondents have visited their child’s school The Panorama Survey is used by the CORE Districts as well as many districts in Riverside County which allows us to compare our results with them.  The findings were a surprise when you consider how many opportunities we have for parents to get involved and have input in their schools.  With groups such as DELAC, AAAC and CAC, parents have the chance to make an impact in their child’s school. In response to the data, and aligned with our LCAP, we now have EL and AA parent involvement specialists.||Met||2018
15634610000000|Fairfax Elementary|3|The Fairfax School District deploys an annual district wide parents and guardians survey. In January 2018, there were 1660 respondents representative of 1843 students, which accounted for 69% of total student enrollment.The Fairfax School District utilizes this data to monitor positive school environment, parent satisfaction, seek input from parents/guardians in school and district decision making and promoting parental participation in programs. Key Findings include (Strongly Agree/Disagree) The school and district values parents as important partners in their child's education=90% The parents are provided resources and training to strengthen student learning at home=80% Various opportunities for parent participation are provided =82% Teachers communicated wiht me about my child's progress - 93%This particular parent survey has been used for the past 3 years, and the results are compared to the previous year. The findings relate to the District's goals established in the Local Control and Accountability Plan.This information also supports the efforts of the Fairfax School District  Parent Education Resource Center,  opened in the Fall of 2016.  Presented to the Fairfax Board of Trustees on November 8, 2018.||Met||2018
36677360116723|Academy of Careers and Exploration|3|Over the past six school years, the charter has administered the same survey questions regarding school academics, safety, lunches, transportation, discipline, and climate. These surveys are implemented in order to be able to draw comparisons from year to year. They are in the areas that are important to the community and match the seven goals that the Board of Trustees have adopted. These same seven goals evaluate the superintendent and are the focus of Board goals and the LCAP. Each year the approval ratings have grown to where they are now at or above 90 percent in all areas with the exception of school lunches. We continue to attempt to improve lunches despite size limitations and nutritional and cost restrictions that are set before schools. Stakeholders use the information gathered from these annual surveys to make recommendations and decisions on the future direction of the district during strategic planning.||Met||2018
04614240123810|Wildflower Open Classroom|3|Each spring Wildflower Open Classroom administers a parent & community survey.  The results of the survey are collected and reported to the Board of Directors at a regularly scheduled board meeting.  The survey results are presented to the school community via newsletter and are also reported at the school’s fall Town Hall Meeting.  The results of the survey are utilized in the following ways:  • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff  All goals are presented at the school’s fall Town Hall Meeting.  Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.  Key findings from spring 2018 parent & community survey include: • 79% of respondents were satisfied with their ability to be involved in the school community • 92% of respondents were satisfied with the opportunities for school involvement • 80% of respondents were satisfied with the five major all school/community events • 86% of respondents were satisfied with the amount, quality and timeliness of communication from the school • 97% of respondents were satisfied with the implementation of the unique educational strategies of the Open Classroom philosophy (i.e. cooperative learning, small thematic group instruction, parent participation, independent projects, and field trips). • 93% of respondents were satisfied with the school’s implementation of the practice of educating the whole child (i.e. addressing academic, social, emotional, creative and physical needs). • 83% of respondents were satisfied with the school’s ability to assist students in developing an understanding of positive interpersonal relationships (i.e. conflict resolution, behavior standards, class discussions and decision making). • 94% of respondents were satisfied with the school’s commitment to sustainability and efforts to provide a global education (i.e. off campus community service projects; connecting curriculum to global issues). • 95% of respondents were satisfied with the school’s ability to incorporate constructivist learning opportunities (i.e. hand-on learning, activities that foster critical thinking, problem solving, self-motivation and choice). • 95% of respondents were satisfied with the school’s implementation of student multi-age grouping (i.e., multi-age classrooms, peer and tutoring buddies and school wide learning events). • 87% of respondents were satisfied with the school’s adherence to its vision statement, which is to be an innovative school that invites children, teachers and parents to collaborate as a community that inspires and celebrates the adventure of learning. • 95% of respondents were satisfied with the parent teacher conferences and student led middle school conferences.||Met||2018
35674540000000|Bitterwater-Tully Elementary|3|Our parents are very active in their child/children's education.  Parents attend school events/PTF & SSC meetings on a regular basis.  Survey results showed that parents feel the school maintains a safe climate, students are encouraged to perform the best of their abilities, students have access to textbooks and school supplies, and the district values parents as important partners in their child's/children's education.  Parents are given the opportunity to be included in decision making at Board, PTF, and School Site Council meetings.  Multiple meetings are scheduled at the beginning of the year to allow parents an opportunity to attend.  Parents expressed the need for more education nights.  Parent Education Nights are continuing and more are being scheduled to better support parents and students.  The survey was chosen to allow parents more freedom to complete the survey at their leisure and to keep an accurate record of the findings.  Bitterwater-Tully School's LCAP Goals #1-3 and actions support the survey findings.||Met||2018
38684783830437|Gateway High|3||At Gateway High School, 100% of faculty participated in professional development related to better engaging our parents in decision making and as partners in their students’ education.  One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology.  In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forum, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.  In order to ensure that parents view themselves as key components of our school’s and student’s success, we increased interpretation that was available at family events, as well as for materials that were sent home.  We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students.  In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.    Our intent was for at least 50% of families at Gateway High School to attend at least one family engagement event; in actuality, more than 50% of families were engaged in one of these meetings or workshops.|Met||2018
43104390125781|Rocketship Academy Brilliant Minds|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 40% of parents attend at least one event per month. 46% of parents attended at least one school event per month.|2018
09737830121566|American River Charter|3|American River Charter School has a guiding council comprised of parents, staff, a student,  members of the public, and a representative from our chartering district, Black Oak Mine USD.  American River Charter also reports to the Black Oak Mine USD school board and superintendent.   A survey was constructed and disseminated both electronically and in hard copy to parents and staff.  ARCS choose multiple methods of communication because of our rural environment in which some families do not have internet services. The key findings included:  Parents feel welcome and connected to school activities and events.  Parents are encouraged to volunteer and participate in school activities and events.  Parents feel that communication with staff and teachers is friendly, timely and helpful.||Met|Parents may participate in guiding the school through multiple avenues. 1.  ARCS has a governing board which has parents involved as full participants.   2.  ARCS has a parent driven school support group(Friends of American River Charter School)  which drives unique educational opportunities such as a community garden, trips to colleges, and interactive learning experiences. 3.  ARCS encourages parent participation in the classroom as parents work with teachers and staff to enhance educational goals. 4.  ARCS has in place procedures to facilitate ease of completion of state and district mandated safety protocols and the trained staff to assist parents. 5.  ARCS  sends parents to conferences and training to enhance skills and knowledge which can be used to improve the educational experience of students.|2018
50755560000000|Riverbank Unified|3||Riverbank Unified School District has used several methods and measures to ensure that meaningful parent engagement is part of who we are as a district.  In the past, the only school events in which parents participated in large numbers were the Back to School Nights and Open Houses.  To address this issue, the district and school site administrators began tracking the numbers of attendees and looking as ways to encourage parents to participate.  We found that parents attend if the events includes a student performance or recognition.  Once we implemented student performances or recognition in our LCAP meetings and parent advisory meetings, we have been able to increase the number of parents attending.  We elected to track the parent participation in these meetings to determine the effectiveness of the strategies we implemented.  In our LCAP, we have tracked the number of participants over the last three years.  Each year we have identified ways to improve the tracking along with parent participation. Riverbank Unified School District collected data and reported in the LCAP the participation of parents attending academic event.  Having parents partner with schools in the education of their children is vital to student success.  Attempts to increase parent participation in school events are in the LCAP as an action for elementary sites to hold literacy and math nights.  These events will provide an opportunity for parents to see what students are learning in school and support them in assisting their students at home with literacy and mathematics.  Data related to parent attendance in academic events increased 43% from 2016-2017 to 2017-2018 for elementary, middle school and high school.     While gathering input from parents through the LCAP process, we heard from our parents that they were interested in knowing more about going to college.  In response to this, one of the events we implemented was a Parent Summit in which parents had the opportunity to hear from Keynote Speakers and then self-select form a variety of sessions that included academic and college related information.   At the beginning of the 2017-18 school year, the district opened a “Parent Networking Center” at Cardozo Middle School.  The Parent Networking Center offers a variety of trainings for parents including Parenting Partners classes, a parent leadership training.  While some events are only for the middle school parents, many events are open to all parents in the district.  Parents participated in math training, intervention software training, Parenting Partners and AERIES Parent Portal training this school year.  The center is looking at ways to improve attendance in their trainings and will be developing a team of parents to assist in determining what parents would like to know more about.  In addition to the trainings, the center offers parent/child activities to strengthen family bonds.|Met||2018
43104390125799|Rocketship Alma Academy|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 23% of parents attend at least one event per month. 60% of parents responded attended at least one school event per month.|2018
34752830134049|Natomas Pacific Pathways Prep Elementary|3|NP3 greatly values relationships its with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community.  Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly.  Formal communication includes: monthly principal communications, quarterly counseling newsletters, student led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school wide communication, The Matey Message is delivered to each family electronically and in a hard copy.  The NP3 Boosters are an integral part of our learning community. Families are encouraged to participate in community building activities. For example, our NP3 Booster organization hosts an annual Multicultural Fair for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library.  A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs.  The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals.||Met||2018
19647336018287|Nestle Avenue Charter|3|In the School Experience Survey from 2017-2018 school year, 89% of parents agree or strongly agree that the school seeks input from them in important decision making.  In the School Experience Survey from 2017-2018 school year, 97% of parents agree or strongly agree that the school encourages parents to participate in programs.  The School Experience Survey is given out in the fall each year to all parents, staff, students in LAUSD.  All findings relate to the goals in the school's Local Control and Accountability Plan (LCAP) (goal #6 under School Climate).|The Parent Community Representative attends all Parent and Community Engagement (PACE) meetings and facilitates parent trainings and workshops in a variety of topics.  She is providing ongoing online Schoology Workshops to all of our parents.  Our Governance/School Site Council meets monthly.  The English Learner Advisory Committee (ELAC) meets monthly.|Met||2018
12628360000000|Garfield Elementary|3||[LEA Submission] LEA’s progress related to seeking input from parents/guardians in school and district decision making: The Garfield School District seeks input from parents/guardians in a number of ways. Garfield has an active LCAP Advisory Council which serves as a Parent Advisory Council. This council regularly seeks input from parents/guardians in school and district decisions. Garfield School District uses and annual survey for parents/guardians in order to gain input. These surveys are made available to our governing board for consideration of potential changes to policy and or practice. Additional opportunities for input are being considered for the 2018-19 school year to engage parents/guardians in meaningful conversations and seek input in the form of parent information nights. Additional formal input meetings, including LCAP input meetings, are scheduled during the 18-19 school year. LEA’s progress related to promoting parental participation in programs: The Garfield School District promotes parental participation in a variety of ways. The District will encourage parent classroom volunteers, parent participation at school events and 100% parent attendance at parent teacher conferences. The Garfield School District hosts an active Booster Club and supports local and community agencies. The District will also provide opportunities for staff discussions on how to promote parent participation. Why the LEA chose the selected measures: The Garfield School District LCAP includes the goal Number 3. In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation we have created an environment that allows for full participation by our parents/guardians in the school community.|Met||2018
19734370137893|KIPP Compton Community|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
37681063731023|Escondido Charter High|3|We administered a survey to the parents of seniors at Escondido Charter High School that was based on the California School Parent Survey (CSPS). In particular, we selected questions that addressed the three areas of: 1) communications with parents, 2) promotion of parental involvement in the school and the education of their students, and 3) the respect and helpfulness of faculty and staff toward parents. The parents were asked to rate the school on a five-point scale with five at the positive end.   The overall rating for all categories was 4.4 out of 5. In the communications category, the school scored 4.5 out of 5. The results show that, overwhelmingly, teachers communicated their expectations for student achievement with parents and responded promptly to phone calls and emails from parents. The survey also showed that the school kept parents well-informed on school activities. In the category related to encouraging parental involvement, the school scored 4.35 out of 5. With a rating of 4.6 out of 5, parents felt welcome to participate at the school. They rated the school at 4.5 out of 5 for encouraging the parents to take an active role in their student’s education. With a score of 4.4, parents felt that the school allowed input and contributions from parents, however, the score was 3.9 out of 5 for the school seeking parental input before important decisions are made. The highest scores were in the categories of showing respect and keeping parents well-informed. With a score of 4.7 out of 5, parents felt that the faculty and staff treated parents with respect and kept them well-informed on school activities.   In addition to questions about parental attitudes toward the school, the survey sought information on actual participation in various school activities. The results show that 96% of parents attended school activities such as plays, sporting events, academic league, and robotics tournaments, and 100% attended back-to-school night. Four out of ten parents volunteered in their student’s classroom or elsewhere in the school, and half of all parents got involved in school fundraising.||Met||2018
19752911996016|Options for Youth San Gabriel|3||Although results from our spring, 2018, parent LCAP survey suggest that over 84% believe their children will remain enrolled at OFY SG for the next 12 months and/or graduate with us, under 40% of parents surveyed “strongly agree” that OFY SG encourages parental involvement and participation. What this tells us is that there is much room to improve the outreach and inclusion strategies we are using in the school to guarantee parent access in the way that will work best for them. Furthermore, this measure is correlational with survey results that show under 50% of parents surveyed strongly agree OFY provides specific support tailored to students’ needs.  To improve and increase the opportunities available for parents to provide input, we will focus on continuing to host events during the 2018-2019 school year, such as “coffee with the principal,” parent conferences/consultations as needed, and regularly scheduled events such as back-to-school night, open house, family fun nights, college and financial aid workshops, and mental health/wellness seminars. Moreover, during the 2018-2019 school year we will continue tailoring our mental health and wellness workshops to parents by focusing on adolescent development and the predictable obstacles and challenges parents face when navigating the difficult work of raising a teenager. Finally, this school year we will continue to maintain an open door policy between parents and school administrators geared toward providing a higher level of communication to meet and resolve issues parents bring to our attention. Underscoring these efforts is the intention of increasing parents’ sense of connectedness to the school and belief in the power of the school/family partnership to support all students ability to learn and achieve.   With regard to promoting parents’ participation in school programs, a primary measurement we use is the participation rate in our fall and spring semester Parent LCAP surveys. In fall, 2017, we had a total of 256 parents complete that semester’s LCAP survey. In spring, 2018, LCAP parent survey participants totaled 370. This increase of over 100 responses from one semester to the next represents for us a dramatic uptick in the volume of feedback we are receiving from parents, which ultimately provides us a broader perspective of how are parents are feeling and what they need. This data indicates to us that we have improved our strategies and efforts to ensure the bi-annual survey is made available and accessible to all parents in our school. For the 2018-2019 school year we plan to continue making the LCAP parent survey widely available to parents through easy access to laptops in the school sites, survey links sent home via flyer, email and newsletter, as well as via mobile phone applications such as Remind. We are committed to this measurement of participation in school programs because it is such a direct way for parents to give feedback and express their preferences and needs.|Met||2018
37680490127118|The Heights Charter|3|Parents' main priority is student academic achievement. Goal 3 addresses this by setting metrics which will be used to monitor progress.  Other items that were given high priority were student engagement and school climate. Goal 3 addresses student engagement by encouraging participation in non-core classes and workshops tailored to their interests. PBIS will be used to encourage student participation. Parents were also concerned about course access and basic services.||Met||2018
36675870128462|Taylion High Desert Academy/Adelanto|3|Taylion High Desert Academy measures its School Climate progress annually and seeks input from its stakeholders (Parents, students, Staff, and Community) through survey's, parent meetings, and one-on-one old fashioned feedback. Decision making and parent input is highly encouraged and welcomed along with the Kaizen philosophy of continuous improvement.. Taylion High Desert Academy parent/guardian feedback has focused on three areas for improvement: Math Support, English Support, and decrease principal turnover.  In response, new Math and English Curriculum has been adopted, along with targeted workshops.   As for principal retention, we have developed our principal within the organization and had stability since. Overall, our Parent satisfactions rate was 95% and 97% of respondents having a positive image of school culture and environment, 97% satisfied with Taylion's communication.||Met||2018
54718110000000|Alta Vista Elementary|3|Each October, Alta Vista conducts a comprehensive parent survey asking parents to comment on and evaluate a wide range of topics. Staff analyze the results and report back to parents, to staff and the Board. Survey tables are in place at all community events, including open house and parent teacher conferences. Students man the survey tables and provide translation to Spanish and Marshallese speaking parents. This October confirmed similar findings of years past: Parents are very interested in activities on the school campus that allow parents and families to interact positively with each other and with school staff. These include Fall Festival, Open House, Father/Daughter Dance and parent workdays to beautify the campus. 2. Regarding classroom instruction, parents value communication with their child’s teacher and appreciate the use of instructional aides in the classroom, especially bilingual aides. As in previous surveys, parents value instructional field trips and want to see these increased. Also, as in previous surveys, parents requested that the district continue to provide after-school tutoring and other after-school activities for their children. 3. Parents are very supportive of technology at the school. 4. Facility maintenance continues to be a focus for parents. They value the improvements on campus and seek continued ways to adapt and innovate the campus  This survey was chosen due to the fact it addresses the principal questions regarding the LCAP, and provides multiple ways to assess what parents think about their school. It is not a complex survey and that increases the response rate. Parents are genuinely pleased to participate. The results are highly influential in establishing the direction the school will take in pursuit of academic excellence. All of these critical concerns are addressed in the Alta Vista LCAP with parents having a major impact on district decision-making.  Parents also are active in decision-making through the School Site Council and English Learner Advisory Committee with participation increasing each year since 2014.||Met||2018
37680980101535|Heritage K-8 Charter|3|We administered a survey to the parents of 8th graders at Heritage K-8 Charter School that was based on the California School Parent Survey (CSPS). In particular, we selected questions that addressed the three areas of: 1) communications with parents, 2) promotion of parental involvement in the school and the education of their students, and 3) the respect and helpfulness of faculty and staff toward parents. The parents were asked to rate the school on a five-point scale with five at the positive end.   The overall rating for all categories was 4.5 out of 5. In the communications category, the school scored 4.5 out of 5. The results show that teachers communicated their expectations for student achievement with parents and responded promptly to phone calls and emails from parents. The survey also showed that the school kept parents well-informed on school activities. In the category related to encouraging parental involvement, the school scored 4.4 out of 5. With a rating of 4.4 out of 5, parents felt welcome to participate at the school. They rated the school at 4.5 out of 5 for encouraging the parents to take an active role in their student’s education. With a score of 4.4, parents felt that the school allowed input and contributions from parents, and the score was 4.2 out of 5 for seeking parental input before important decisions are made. In the category of showing respect and being helpful, the school was rated at an average of 4.6 out of 5. With a score of 4.6 out of 5, parents felt that the faculty and staff treated parents with respect, and with the same score, they also felt that they were helpful. With a rating of 4.5, parents felt that the school took their concerns seriously.   In addition to questions about parental attitudes toward the school, the survey sought information on actual participation in various school activities. The results show that over half of the parents attended school activities, and 91% attended back-to-school night. Nearly 35% of parents volunteered in their student’s classroom or elsewhere in the school, and over half of parents got involved in school fundraising. A full three-fourths of all parents attended parent/teacher conferences.||Met||2018
19734600000000|Walnut Valley Unified|3|"During the 2017-2018 school year, the Walnut Valley Unified School District administered a local survey to parents in grades Transitional Kindergarten through 12th grade. The purpose of the survey was to capture parent perceptions around parent involvement, participation, and opportunities for active decision-making. The survey was taken by 1,728 parents. The survey was offered in various language translations, including Mandarin, Korean, and Spanish.  The following results were found: 1) 93% of survey respondents agreed or strongly agreed that parents are actively involved in their student’s education and have opportunities to be decision makers across the district. 2) 94% of survey respondents agreed or strongly agreed that schools effectively communicate to parents through a variety of means, and promote parental participation. 3) The District determined that this local survey provided the most effective means to capture parent perceptions about their participation and opportunities for active decision-making. The survey findings were validated in a variety of focus group meetings involving parents, including meetings with the LCAP Advisory Council.  This Council reflects all stakeholder groups, and their analysis of survey results made clear that many parents indicated that ""parent involvement and engagement"" was working well in Walnut Valley."||Met||2018
43694500128108|Rocketship Spark Academy|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 35% of parents attend at least one event per month. 70% of parents responded  attended at least one school event per month.|2018
01611430000000|Berkeley Unified|3|The survey was updated this year to solely focus on family engagement and utilized open-sourced valid and reliable questions.  The data revealed that families are being made aware of site/district events, showing that promoting parental participation in programs was a strength across the district.  Access to childcare was the biggest actionable barrier for family engagement, second to families not having enough free time to be more engaged.  The district will be moving up the survey implementation as the low response rate was attributed to that factor.||Met||2018
13631490000000|Holtville Unified|3|Holtville Unified School District submitted a parent survey in November 2018 and a total of 907 responses were reported.  40% came from TK-5th, 21% from 6th - 8th grades and 39% from 9-12th grades. Survey questions were given to cover a number of different areas. The question of whether parents feel that their students are safe at their schools collectively 89.9% responded agree or strongly agree. 91.29% responded that their student’s school environment is clean and well maintained. All the scores collectively were 87% or higher in response to having instructional materials, their student getting well rounded instruction, teacher support, and a variety of activities in which students can participate. All in all, Holtville Unified School District was very happy in the response we received pertaining to teachers, instruction, safe, clean schools and more.   Holtville Unified School Districts ability to communicate to parents about how their child is doing in school was reported positively 90% of the time collectively. 93.27% of elementary parent’s agreed and/or strongly agreed, and 83.08% of high school parents agreed or strongly agreed.  92.68% of parents agreed or strongly agreed that they feel welcome at their student’s school.  That percentage includes 94.73% from the TK-8th grades and 88.69% from 9-12th grades.  88.24% of parents collectively agreed or strongly agreed that their student’s school seeks parent input in decision making and encourages parental participation. Individually, 90.67% of TK-8th grade parents and 83.33% of high school parents agreed or strongly agreed.  90.29% agreed or strongly agreed that they receive frequent information about events, activities, and programs taking place at their schools. That percentage is made of 9.34% of the TK-8th grades and 86.23% of 9-12th grade.   Holtville Unified School District used the survey because we feel that parents are more honest and direct when they can responds without others having to know how they responded.  Local Control Accountability Plan drives the district goals as it relates to Local Control Funding Formula activities. Using the survey for the purpose of collecting data for the Dashboard is not the only reason we use and chose the questions we did. We have a desire to continue to build and improve our Local Control Accountability Plan and in doing so we want to make sure the questions we use are beneficial for all of our needs. The data we collected from our survey as well as our other local measures will be used for our Local Control Accountability Plan, English Learner Plan, Technology Plan, and individual School Site Plans.||Met||2018
43104390131110|Rocketship Fuerza Community Prep|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 41% of parents attend at least one event per month. 89% of parents responded attended at least one school event per month.|2018
43104390133496|Rocketship Rising Stars|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline set at other Rocketship schools, was to have 55% of parents attend at least one event per month. 54% of parents responded saying that they attended at least one school event per month. We failed to meet our goal by 1 percentage point.|2018
19647330132126|Bert Corona Charter High|3||Bert Corona Charter High School believes that parent involvement translates into increased student achievement and contributes to features of our innovative program.  The philosophy of Bert Corona Charter School is to encourage, honor and respect the parent voice. Parent involvement and the inclusion of the parent voice will be ensured in the following manner:   School parent meetings are held regularly while school is in session or more frequently if necessary in order to facilitate the communication process between parents and the governing board.   Parents are encouraged to serve on the School Site Advisory Council, parent committees, etc. Parents will be consulted and advised regarding the school’s educational programs and student progress through meetings and informational bulletins on an ongoing basis. A school web site facilitates the dissemination of information on areas of specific interest to parents including parent workshops.   The content of these workshops was designed to assist parents in the educational development of their children. We believe that if given the proper tools parents will become equal partners with the school in the education of their children. We also believe that these workshops will help parents feel connected to each other and the school community.   The staff and school site administrator maintain open lines of communication at all times with all parents. Parents will meet with staff and administrators for conferences at regular intervals throughout the year. Parents will be advised that the administrators and teaching staff will be available for additional conferences as needed.  The School Advisory Council consists of parents, students, community members, teachers, and school site administrators. Bert Corona Charter High School’s council will participate in developing recommendations for school policies and share in efforts to engage the support of the community. The council will make recommendations and decisions about issues related to the school and participate in reviewing parental and community concerns.  We have combined all parent advisory councils to meet the criteria for all areas of school parent involvement compliance, EL, Title 1, ESSA, LCAP, etc.  Parent survey responses reflect the following for Strongly Agree and Agree: • 1A. 93.3%The school informs me about the academic services available to help my child.  • 1B. 88.9% The school offers me opportunities to participate in councils/parent organizations.  • 1C.  82.2% The school offers parent training? when I can attend.  • 1D. 97.8% An administrator is always available when I would like to speak with them or if I need to discuss a concern.  • 2A. 95.6% I feel welcome to participate at this school.  • 2B.  97.8% My culture is respected at this school.|Met||2018
52715220132597|Evergreen Institute of Excellence|3|Evergreen Institute of Excellence (EIE) disseminated two surveys to all parents/guardians with students enrolled in our program.  The key findings show 90% of respondents agree that they had multiple opportunities to express input in our school's decision making process.  EIE seeks input throughout the year in the following manner: ~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the teacher of record, charter's staff, parents and students. ~Advisory Council membership includes parent and student representation. ~Parent meetings were held aimed at seeking LCAP and long term planning input from stakeholders. EIE made progress promoting parental participation in the 2017-2018 school programs in the following manner: ~Through Parent Square (an internal communication tool) teachers and administration communicated with stake holders on a regular basis regarding opportunities for participation in all activities and events as well as parent meetings, community building and Advisory Council meetings. Parent have an opportunity to also communicate through Parent Square to the appropriate person.   EIE's Spring 2018 formal parent survey results indicate that the majority of parents feel they are encouraged and expected to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities. Evergreen Institute of Excellence established goals for LCFF priorities that included parent/guardian input in the LCAP in the following manner: ~EIE developed and circulated its own school survey for parents, students in grades 4-5, students in grades 6-12 and staff to gather feedback regarding our unique school program.  Specific survey questions were tailored to the values important to our school, families and community. ~Annual evaluation and updating of the school's LCAP survey will occur in 2019.  The focus will be on gaining feedback about the current school year progress and information about school issues or needs.||Met||2018
19647330122630|Para Los Niños - Evelyn Thurman Gratts Primary|3|PLN GPC administered its survey with a national partner using valid and reliable questions that could be compared to the over 1,000 other LEAs across the country to administered the same parent/family survey.  Here is a summary of the results.  When asked 6 questions related to the degree to which families become involved with and interact with their child's school, our results were on par with the national average.  When asked 7 questions on the families' perceptions of the overall social and learning climate of the school, our results were slightly lower than the national average (by 4 percentage points), and when asked perceptions of student physical and psychological safety at school, our results are also on par with the national average.    The school held monthly meetings for each of its 3 committees where parents/guardians had opportunities to provide input on school and district decisions being made.||Met|Although our results were on par with the national average, our goal is to increase the results next year in order to exceed the national average.|2018
30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|3|70.0% of parent/guardian survey respondents indicated they would like the school to maintain the current level of parental input and participation it seeks. 27.5% of respondents expressed a desire for the school to encourage increased parental input and participation Epic Charter School chose the selected survey to provide an understanding of how parents/guardians viewed overall parental engagement during the school’s second year.  2.5% of respondents expressed a desire for less parental participation. The findings were used, in addition to other gathered stakeholder feedback, to update the school’s Local Control and Accountability Plan.||Met||2018
10620420000000|Burrel Union Elementary|3|Burrel Union Elementary has established local measures for parental engagement opportunities in our programs. Measures we use to seek parent input on school decisions include: Coffee Hour/Hora de Café with Principal (10/yearly), Parent/teacher conferences with interpreters (3x/yearly), bilingual calendars/newsletters (11/yearly), LCAP input meetings with interpreters (2x/yearly), Parent Bilingual Surveys (1x/yearly) and ongoing marquee announcements, website postings and bilingual phone messages during the 2018-19 school year. Measures used to reflect progress on parental participation is average attendance at events, including: SSC (6x/yearly), ELAC (6x/yearly), DELAC (4x/yearly), Parent/Teacher Club (6x/yearly) during the 2018-19 school year. Burrel Union has implemented parent education opportunities such as English as Second Language classes (2x/weekly), Family Fitness Nights (4x/yearly), Literacy and Math Nights. We chose these measures because we believe they offer a true reflection of our parental engagement and participation and we believe our parents are the strongest advocates for our children. Therefore, we provide parent engagement opportunities. These local measures are directly related to and reflected in our LCAP Goal 3:  Increase stakeholder engagement and provide parent education.||Met||2018
27754400000000|Soledad Unified|3||Option #2: Local Measures- Summarization of Parent Involvement: A. Seeking Input in School/District Decision Making #1. Measure of teacher & administrator participation in professional development opportunities related to engaging parents/guardians in decision making. • Each school has School-Site Council and through these meetings the president trains teachers and parents on how to become good decision makers as well as how to spend Title I and Title III funding in the schools based on the needs of the students.  #2. Measure of participation by parents/guardians in trainings that also involve school/district staff to build capacity in working collaboratively. • The District holds 7 site LCAP meetings a year to work collaboratively with our parents in order for them to give input around our 6 LCAP goals which are: Graduation Rate, Proficiency for ALL, Safety, Parent Engagement, Hiring Highly Qualified Teachers & Retaining them, and Supporting English Learners and other students of need. These meetings have been very successful and our parents feel encouraged that we value their input.  #3. Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees.  • Our district has scheduled monthly LCAP Advisory Committee, which involves parents, teachers, classified employees, and administrators. At these meetings our district gives updates on the LCAP and discusses any changes that are needed.  The members in return give their input at each monthly meeting so the district knows how to move forward.  B. Promoting participation in Programs #1. Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. • Our LCAP Plan has an Action that covers the costs for translators at the LCAP Stakeholder meetings. We also have another Action in the LCAP that covers the costs for translations for site level Family Nights for Math and Reading. #2. Measure of whether school sites provide trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth. • In our LCAP we have hired a Parent Liaison for each of our school sites. One of their jobs is to provide trainings or workshops for our parents at each of the school sites throughout the school year. #3. Measure of whether school and district staff (teachers, administrators, support staff) has completed professional development on effective parent/guardian engagement in the last two school years. • Last year we implemented Parents in Quality Education classes at Main Street Middle School. Funding was set-aside in the LCAP specifically for this parent training which was very effective. This parent training took a great deal of planning and involvement on the part of many staff members at Main Street in order for it to be successful.|Met|Our district works very hard in making sure that our parents feel welcome and that they feel like they are a part of their child’s education. That means that we try to involve parents in ELAC meetings, Site Council, LCAP Stakeholder Meetings, Monthly Advisory LCAP Meetings, and Parent Literacy and Math Nights. All of our schools also have an open door policy so that parents can meet with the principal and the teachers in order to solve problems or answer their questions. The elementary schools and the middle school also hold Parent Conferences two times a year so that our parents receive current information on their child’s academic progress. All of our district school sites have also hired Parent Liaisons, which offer classes throughout the year to support our parents and our families with additional resources and parenting skills.|2018
47703260000000|Grenada Elementary|3|The school district annually measures its progress in (1) seeking input from parents in decision making and (2) promoting parental participation in programs Our Site Leadership team includes input from family representatives, all staff members, stakeholders and community members in school governance decision making process. By utilizing the MTSS framework, in conjunction with data gleaned from the CHK Parent Survey and our locally designed annual surveys, GESD is able to identify and evaluate our strengths, identify our areas in need of improvement and define goals. Currently, our transformation team has identified the key findings in regards to school decision making and parental participation. The following practices, resources and programs are our top priorities that will receive greater focus and attention: School Climate remains a top priority for parents and families. Increase support for Academic and Behavior Interventions PBIS Tier 2/Tier 3 evidence base program -increase intervention options for Math and ELA including RTI/Target Time  PBIS Tier 1 -Wildcat Way program Increase current Resource Teacher FTE Increase School Counselor FTE All Staff Training in Trauma Informed Practices  Continue Social Emotional Program (Capturing Kids Hearts, Mind Up, Second Step) Scale Up Family and Community Engagement by increasing Parent Liaison FTE Increase the number and scope of parent classes offered.  Continue to hold Fall and Spring Parent Conferences. Increase parent participation in special events by increasing advertising and accessibility Continue to implement high quality career technical education program and integrate technology into all aspects of the curriculum and instruction.  Collaborative restructuring efforts, along with other areas identified in the FIA, will facilitate the ongoing refinement and prioritization process.  GES chooses to use the CHKS Parent Survey due to the validity of the survey. Additionally, we draft our own parent survey to gather information that the Site Council and MTSS Team deemed important but is not asked on the CHKS Parent Survey.  All of the data is reviewed by the above councils and recommendations are made to the LCAP committee. There is a direct correlation to the goals and action steps outlined in the GESD LCAP. Specific examples are as follows: Continue funding School Counselor, Professional Development in Trauma Informed Practices, Increased Parent Liaison time, Increase in the type and scope of Parenting classes, Increase/Maintain the the Social Skills classes available, maintain 1:1 device and increase professional development in integration of technology into classrooms, increase  forms and ways of parent communication to increase parent engagement in school events and activities.||Met|The GESD is committed to engaging all parents and stakeholders in order to help make the best decisions possible regarding the education of the students. Throughout the year, the district provides regular opportunities for parents and stakeholders to be involved in district activities, including: PTO, Back-to-School Night, Fall and Spring Parent-teacher conferences, Open House events, and sporting events. Parents are also able to provide input at School Site Council Meetings. A survey for parents and stakeholders to provide input and feel comfortable in the school setting has been developed and distributed to all parents and stakeholders. The district  analyzes the data analyzed each spring. We will review the data and will makes adjustments based upon survey input.|2018
19647336112536|Accelerated|3|Parent/Guardian surveys regarding seeking input in school and district decision making report that The Accelerated School seeks input from parents and provides a voice to parents around school site issues and initiatives. Surveys are distributed, collected, reviewed and analyzed at least 3 times a year around school climate, facilities, program effectiveness, and parent involvement/engagement. Parents are provided various opportunities to participate, provide input, and get involved with the school - opportunities include Coffee with the Principal, monthly parent meetings, school site council meetings, English Learner Advisory meetings, Safety committee meetings, wellness committee meetings, and parent/teacher conferences. Surveys provide the school with the most efficient way of collecting and maintaining data and input. As most of our parent population speak Spanish, this also provides parents with a comfortable way of expressing their thoughts and ideas.||Met||2018
19645920000000|Hawthorne|3|"Responses to a district-wide survey of families that was administered in the 2017-18 school year indicated that 93% or 2,697 of the respondents agreed with the statement that ""Parents and guardians are presented with opportunities to take part in decisions made within the school or district.""  This represents an increase when compared to 91% in the prior year.  All school sites also documented the promotion of and full representation on their School Site Council and their English Learner Advisory Committee, with representatives from each school serving on the District Advisory Council and the District English Learner Advisory Committee. 2. Results from the District's 2017-18 Family Event Attendance Tracking Form reflect 47,338 documented instances of family visits to schools for activities and events.  This represents a significant increase when compared to the 45,434 documented instances in the prior year.   3. The District chose the selected measures due to the fact that they represent a large sample group and because the data gathered via the tools was considered to be both current and accurate.  The findings are directly related to the District's distinct goal to increase parent involvement and participation, as set forth in the Local Control and Accountability Plan (LCAP).  They also relate to the various goals established in connection with the other Local Control Funding Formula priorities, as increased family participation and involvement in decision making is seen to have had a positive effect on academic performance, disciplinary outcomes, attendance, and overall school climate."||Met|The District has strengthened the home-school connection by: maintaining a Family Outreach Teacher on Special Assignment (Family Outreach TOSA). Family Outreach TOSA implements parent workshops on district wide themes and works with each school site on building capacity and supporting leadership on monitoring and improving parent engagement; increasing opportunities for parents to visit school campuses; operating a targeted Hawthorne Parent Academy for parents and guardians of students in kindergarten and 6th grade; enhancing volunteer recruitment efforts; publishing a quarterly informational magazine/newsletter; and implementing a Parent Arts Docent initiative to bring families into the instructional setting in the classrooms.|2018
54719440000000|Hope Elementary|3|Parent involvement at Hope is assessed in multiple ways. Parent surveys are conducted annually. Parents evaluate a wide range of topics, and administration and the staff analyze the results. Parent advice and consultation are also sought during parent-teacher conferences held four times per year to assure that the parent voice is honored. Parents meet with administration monthly at very well-attended meetings to share their concerns and provide advice on school programs and services. Parent participation in district decision-making has steadily increased. Parents continue to show interest in the academic and community activities at the school such as literacy nights, social activities, Board meetings, School Site Council, English Learner Advisory, and Open House. Parents have played an active role in substantially increasing attendance and support at such events. There is a strong interest in increasing the number of educational field trips so students have the opportunity to experience the world they are studying in class. Parents were most interested in seeing increased tutorial service available after school. This multifaceted approach to evaluation and local survey addresses the principal questions regarding the LCAP, and provides parents multiple ways to express what parents think about their school. The results are shared at a Board meeting for public discussion, and the results are highly influential in establishing the direction the school will take in pursuit of academic excellence. All of the parents’ critical concerns are addressed in the Hope LCAP with parents having a major impact on district decision-making.||Met||2018
19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|3|The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”) helps us gather unfiltered parent/guardian feedback to assess whether we adequately seek input from parents/guardians in school decision-making. Our survey question regarding whether the school regularly solicits input about important decisions yielded an average response of 3.2 from parents/guardians. Additionally, our survey questions regarding whether (a) the teachers at school timely respond to questions and concerns and (b) the principal and other administrators at the school are responsive when parents/guardians have comments or concerns, yielded respective average responses of 3.3 and 3.2. The Parent Satisfaction Survey also helps us determine whether we effectively promote parental participation in school programs. For example, parents/guardians provided an average response of 3.4 when asked if the school provides parents/guardians regular opportunities to volunteer to support the school, and an average response of 3.3 when asked if the school provides parents/guardians regular opportunities to learn to help their child succeed in school. In addition, parent/guardian respective average responses to the following survey questions are indicated in parentheses after each question: (a) I feel welcome at this school (3.4), (b) This school has a main office that is responsive to parents (3.4), (c) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.1), (d) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.0), and (e) The teachers at this school provide me with strategies to help my child learn more (3.2). Overall, the results of the Parent Satisfaction Survey indicate that parents/guardians believe Alliance Leichtman-Levine Family Foundation Environmental Science High School (“ESAT”) is meeting its goals for family engagement. And while parents/guardians have indicated that we are doing a good job, we will continue to work with parents and families to encourage participation in parent-teacher conferences, town halls, and educational workshops. Furthermore, findings from the Parent Satisfaction Survey help us to determine our success in meeting ESAT’s Local Control Accountability Plan (LCAP). In the LCAP, Goal #3 is to ensure that all parents/guardians have access to meaningful parent engagement. To meet this goal, ESAT (1) works with the parent engagement specialist to establish a year-long calendar of parent engagement opportunities; and (2) maintains communication with parents via the parent engagement clerk and advertises engagement opportunities through phone calls, community bulletins, the school website, and teacher/student designed invitations.||Met|Annually, Alliance Leichtman-Levine Family Foundation Environmental Science High School (“ESAT”) administers The Alliance College-Ready Public Schools Parent Satisfaction Survey (the “Parent Satisfaction Survey”). A copy of the Parent Satisfaction Survey is available upon request. The Parent Satisfaction Survey is designed to measure parents' attitudes and perceptions about their ties to their children’s schools. The Parent Satisfaction Survey was developed by Alliance College-Ready Public Schools Parent Engagement Team to help schools develop goals to improve services and support provided to families. There are a total of 28 questions, covering topics such as parental engagement, parental support, and school climate. We phrase the questions in an easy-to-understand format and use a four-response Likert Scale (1= strongly disagree, 2= disagree, 3= agree, and 4= strongly agree) so that the survey is more approachable for parents/guardians. At ESAT, we believe that family involvement is key both to improving students’ academic and social outcomes and to improving school climate overall. We view parents/guardians as invaluable partners. Fundamentally, the Parent Satisfaction Survey is designed to give us the data we need to build more effective partnerships between our schools and families. We will continue to use this data to advance our understanding regarding parents' views of our school and ultimately help to improve learning environments for children.|2018
56725610000000|Rio Elementary|3|"Rio School District continues to make good progress in engaging parents and community members in decision making, promoting parental participation in school programming and establishing parent engagement as a priority in Rio’s Local Control Funding Formula. A good example of parent engagement is the first annual ""Rio School District Parent-Community Empowerment Conference"" which provided workshops in a large number of topics ranging from Pre-School to College as well as how to engage children in their own academic learning. Rio School District developed and continues to improve a series of surveys for stakeholders each year. Surveys are available online both in English and Spanish. Computers are available at each school site to complete the survey. Paper copies are also available as needed at sites.  Additionally, Rio School District has a series of parent workshops at each site to explain the various programming options children have in our schools. These vary from Literacy Nights, Math Nights, Art & Technology Nights. We created a ""Mixteco"" parent workshop series for our Mixteco Community.   Rio School District has various advisory committees in which parents are engaged in decision making such as school site councils, ELAC, PAC and the LCAP Committee.  ""FINDINGS FROM RIO SCHOOL DISTRICT COMMUNITY"" Results from parent surveys continue to show very positive trends in all areas towards the educational program their children are receiving in the Rio School District. Over 80% of parents report that Rio School District provides a well rounded curriculum to their children. Over 80% of parents report that Rio School District sets high expectations for their children. Over 80% of parents reported in the survey that their school encourages parental involvement. Additionally, close to 90% of parents report that they understand what the expectations towards their children are in the Rio School District. Furthermore, close to 90% of parents feel that Rio School District want their children to succeed. And close to 80% of parents feel that their child ""agree and strongly agree"" on one of the most important questions for children and that is “does my child likes going to school”."||Met||2018
37682130119560|San Diego Neighborhood Homeschools|3|At San Diego Neighborhood Homeschools, we strive to do all we can to support student learning and well-being. To gain a better understanding of what our school communities appreciate about our school, and where they think we can continue to improve. Families, staff, and students were invited to provide feedback via a link sent by email or accessed through our website and social media channels. We have been using online tools, such as  Facebook, Messenger, Facetime, Skype, Video Conference, Oovoo, or Ichat to facilitate the online process in seeking parent input. Also, paper survey, face to face meetings, fax, phone, and email. Input from parents/guardians could be also be completed on any computer or mobile device. Teachers are 4 of the 5 Teachers are Bilingual to address our large Hispanic Community. A total of 130 adults and 150 students  (staff and parents) attended our monthly meetings and shared their thoughts about our goals and their impressions of how to improve our educational services.This process has allowed us to make decisions and is a precursor for  the development of our LCAP goals, school priorities and the allocation of school resources.|Also new for the 2018-19 school year, we will launch a new version of our websites for families. Parent can access important school and district information, calendar events, student events all in one place,??Among other measures, we constantly survey parents face to face to evaluate our success in promoting parental participation. We also, administer the parent survey annually. The feedback we have received according to our face to face meetings, is that parents agreed that SDNH  allows input and welcomes parent participation. Also, parents agreed that the school encourages them to be an active partner with the school in educating their child and agreed that the school actively seeks the input of parents before making important decisions. Parents reported that they feel welcomed to participate at their child’s school. These meetings show that our efforts to engage parents with the use of social media has helped to further increase the involvement of parents in providing input and decision making.|Met||2018
19647331932623|El Camino Real Charter High|3|Each year in the spring, El Camino administers a survey to parents of current students to assess their perception of the school. Questions pertain to their perception of the school’s cleanliness, safety, how welcoming the school is, information flow, and its fairness, among others. These questions serve as the underpinning for many of the data points that support its work on Goal 4 (“Build parents’ capacity as partners in supporting and monitoring their child’s educational progress.”) in the Local Control Accountability Plan (LCAP). Namely, we make use of the following questions to ascertain our effectiveness in achieving goal 4. 1) % of parents/families that complete an annual needs assessment and school climate survey 2) % of parents that agree or strongly agree, “The school encourages me to participate in parent groups.” 3) % of parents/guardians agree or strongly agree that, “I feel welcome to participate at the school.” The school attempted to return to the full survey administered online. This was not successful as we experienced a drop of roughly 70% in responses on the full, online survey. Several factors may have contributed to this drop off.As compared to last year when only 56.1% of respondents agreed or strongly agreed with the notion that the school encourages me to participate in parent groups, 2018 showed a marked improvement with 69.6% responding agreed or strongly agreed to the same prompt. This supports the notion that the new leadership for PTSA and FoECR has made strides in reaching out to a greater number of families to engage them. For the upcoming year, the school will work more closely with teachers and the Parent Teacher Student Association (PTSA) and Friends of ECR, a booster club (FoECR) to increase response rates.||Met||2018
15636770000000|Mojave Unified|3|"1. 72.73% of parents/guardians agree that Mojave Unified School District schools actively seek parent/guardian input into decisions related to their student(s) education, whereas 18.18% of parents disagree and 9.09% of parents did not know. 2. 72.23% of parents/guardians agree that they are invited to participate in programs, whereas 27.27% disagree, and 0% did not know.  3. This parent survey (across all grade spans) was selected as a measure for this indicator as it has been used for multiple years, and offers a longitudinal look at parent perception of their engagement, with specific items that address both ""input in decision making"" as well as ""participation in programs."""||Met|The Mojave Unified School District employs multiple methods and committees in order to seek out parental input and promote their participation in programs. These include, but are not limited to: --LCAP Community Meetings and Advisory Committees --African American Advisory Council --District English Language Advisory Committee --English Language Advisory Committees --Special Education Community Parent Meetings --School Site Councils --Parent Involvement Committees --Parent Teacher Organizations and Parent Volunteers --Parent Nights and Parent Teacher Conferences  --Annual Surveys --Use of the In-Touch system, flyers, social media, ClassDojo, Remind, and website posts|2018
22102230000000|Mariposa County Office of Education|3||MCUSD has diligently worked to create positive and collaborative relationships with all of our stakeholders, especially our parents. As a tight knit, rural community we have the opportunity to pool our resources and ideas to do what is best for our children and our schools. This relationship is fostered through a variety of programs that we hold at our sites. All of our sites have active Parent Organizations that take the lead on fundraising and helping determine the needs of our sites. All school sites have active School Site Councils and schools that qualify also have ELAC committees. LCAP meetings are held to gain stakeholder input into our goals, but also to update them on the progress we have made towards them. As the LEA is making decisions with the School Board regarding if the re-opening of a middle school is possible, we have created a community Middle School Feasibility study that is allowing for community input on what this would look like and how it would impact   We have hired and ELD/Intervention TOSA who is available to all of our school sites for parent contacts and communications as needed based on language barriers.   Our parents participated in the CHKS last year and we continue to use that data to engage parents but address their concerns through both LCAP meetings, safety meetings, and community meetings.   We are focusing our efforts on gaining more quantifiable data from parents after events through the implementation of surveys. While we know that we have a high rate of parent participation, we have not always focused on collecting data to concretely set goals towards progress. This is an area we will be working diligently on improving on this year.   Most of our school sites have implemented “Coffee with the Principal” which allows for an informal meeting once a month between school site administrators and community stakeholders. We hold quarterly school safety meetings that not only go over safety protocols at our schools but also give parents information regarding things like bullying. Our site counselors are available to meet with parents and run meetings as interest exists on a variety of topics that pertain to our youth. We hold cyber safety assemblies not only for students during the day but also in the evening for parents to attend.   While we have many programs in place that indicate to us that we are effectively engaging stakeholders, we will be working to put surveys in place to give us more concrete data to inform the direction of our programs.|Met||2018
22655320000000|Mariposa County Unified|3||MCUSD has diligently worked to create positive and collaborative relationships with all of our stakeholders, especially our parents. As a tight knit, rural community we have the opportunity to pool our resources and ideas to do what is best for our children and our schools. This relationship is fostered through a variety of programs that we hold at our sites. All of our sites have active Parent Organizations that take the lead on fundraising and helping determine the needs of our sites. All school sites have active School Site Councils and schools that qualify also have ELAC committees. LCAP meetings are held to gain stakeholder input into our goals, but also to update them on the progress we have made towards them. As the LEA is making decisions with the School Board regarding if the re-opening of a middle school is possible, we have created a community Middle School Feasibility study that is allowing for community input on what this would look like and how it would impact   We have hired and ELD/Intervention TOSA who is available to all of our school sites for parent contacts and communications as needed based on language barriers.   Our parents participated in the CHKS last year and we continue to use that data to engage parents but address their concerns through both LCAP meetings, safety meetings, and community meetings.   We are focusing our efforts on gaining more quantifiable data from parents after events through the implementation of surveys. While we know that we have a high rate of parent participation, we have not always focused on collecting data to concretely set goals towards progress. This is an area we will be working diligently on improving on this year.   Most of our school sites have implemented “Coffee with the Principal” which allows for an informal meeting once a month between school site administrators and community stakeholders. We hold quarterly school safety meetings that not only go over safety protocols at our schools but also give parents information regarding things like bullying. Our site counselors are available to meet with parents and run meetings as interest exists on a variety of topics that pertain to our youth. We hold cyber safety assemblies not only for students during the day but also in the evening for parents to attend.   While we have many programs in place that indicate to us that we are effectively engaging stakeholders, we will be working to put surveys in place to give us more concrete data to inform the direction of our programs.|Met||2018
49708470119750|River Montessori Elementary Charter|3|Believing that understanding parent perspective and ensuring partnership among students, parents/guardians, teachers, and school are integral to a successful school experience for students, RMCS administers an annual local survey to parents/guardians across all grade levels as well as periodic quick-polls via email and feedback forms at RMCS parent workshops and events.   Key findings related to seeking input from parents/guardians in school decision making and promoting parental participation in programs include 96.3% of parents/guardians reporting that they feel welcome to partner with RMCS, 91.4% of parents/guardians reporting that administrative staff are supportive, and 91.5% of parents/guardians reporting that the Executive Director is supportive.  85% of parent respondents stated that RMCS promotes academic excellnece well or very well, and 98% agree or strongly agree that RMCS provides a safe and welcoming environment for their every student.   RMCS creates consistent, specific, and targeted local surveys in order to increase awareness and understanding of the perspective of parents/guardians so as to improve the parent/guardian and school partnership and support students in their learning and development.  These findings directly relate to RMCS LCAP Goal 3: Strengthen Montessori-School Family Communication and Partnership and are reported to the governing board at a regularly scheduled meeting.||Met||2018
36677360130948|Independence Charter Academy|3|Over the past six school years, the charter has administered the same survey questions regarding school academics, safety, lunches, transportation, discipline, and climate. These surveys are implemented in order to be able to draw comparisons from year to year. They are in the areas that are important to the community and match the seven goals that the Board of Trustees have adopted. These same seven goals evaluate the superintendent and are the focus of Board goals and the LCAP. Each year the approval ratings have grown to where they are now at or above 90 percent in all areas with the exception of school lunches. We continue to attempt to improve lunches despite size limitations and nutritional and cost restrictions that are set before schools. Stakeholders use the information gathered from these annual surveys to make recommendations and decisions on the future direction of the district during strategic planning.||Met||2018
18641390000000|Lassen Union High|3|Our annual survey administered in November 2017 received responses from a cross-section of parents from all grade levels at Lassen High School.  1. Key findings regarding input: school allows input and welcomes parent contribution 55%, school encourages me to be an active partner with the school in educating my child, 71% and school actively seeks the input of parents before making important decisions, 39%, parents feel welcome to state at the school board. 53%, school staff treats parents with a respect. 77%, school staff take parent concerns seriously 59%, school staff are helpful, parents, 73%, attended a school class event. 74%, attended a school general school meeting 77%.||Met||2018
37682130138636|JCS - Pine Valley|3|JCS-Pine Valley has an LCAP summary with a link for parent feedback on the webpage. In February and March we'll send a survey to parents asking for input on the upcoming year's LCAP. Parents are also surveyed at the end of each semester regarding a variety of topics.|1. November: Hold a School Site Council meeting to explain LCAP/LCFF to parents and to review the current goals and data.  February: Hold a School Site Council meeting to share LCAP annual update and gather input for upcoming year's goals. February and March: Email survey for parents to provide input on the upcoming year's goals. The Governing Board includes a parent representative and all parents have access to attend board meetings in person or virtually. Meetings are also recorded.  2. As JCS-Pine Valley is an independent study program, parents oversee the instructional time for their students for at least 26% of the time. Parent involvement is thus strongly encouraged. The academy staff provide instruction and support to parents for homestudy days. Parents are invited to the academy often, about once a month, for showcases of learning, like projects, and to learn about topics for supporting student learning at home. Home study parents get support from an educational faciliator (EF) that ensures students have access to curriculum aligned to Common Core State Standards. Parents are invited to workshops on various topics and a monthly newsletter is sent to educate parents on topics related to teaching.   3. Our parents have access to a lot of technology and are used to using it at our school. We believe that between school site council meetings and online surveys we will get good feedback.|Met||2018
19647330123158|Arts In Action Community Charter|3|A comprehensive school climate survey was conducted and provided to staff, parents and students.  The purpose of the school climate survey was to provide another forum for generating feedback and ensuring collaboration on the assessment of progress for the local and state indicators per the Local Control Accountability Plan (LCAP).  1. The key findings from the survey in regards to seeking parental input was that it was integral that we provide opportunities for feedback through a variety of ways. All parents were provided with the survey through a variety of methods: Text messages with the survey embedded, computers set up in the common area upstairs and downstairs, and paper surveys that were sent home and available in the common area. Surveys were available before, during and after-school and were also sent home to students. A designated staff member assisted parents with reading the survey if the parent was unable to read the survey. The survey was provided in both English and Spanish. Based on the findings of the survey we made plans to continue to provide parent workshops, continue the tradition of trimester award ceremonies, and we hired a family engagement coordinator in order to ensure that parents felt that they were provided with strategic ways to engage with their child’s school. Through the survey we understood that we need to have multiple methods and forums for engaging parents in proactive and meaningful ways.  2. The key findings from the survey were overwhelming positive.  For example, we were able to provide over 20 parent workshops throughout the school year. The 20 parent workshops were based on key areas such as state testing, common core standards, reading and math strategies, English Language Development, special education, behavioral and socio-emotional needs, immigration and the LCAP.  68.4% of parents who took the survey stated that they participated in parent workshops.  In addition, parents provided positive feedback with the trimester assembly awards, the student arts showcases, the dance performances, the musicals, the school dances and movie nights and the coffee with the principal events as well.  3. We chose to utilize the comprehensive school climate survey because it encompassed all the areas of our Local Control Accountability Plan.  We utilize stakeholder input in creating the LCAP (students, staff, parents and families and community members) and we wanted to ensure that the survey reflected the components of the LCAP and the LCFF priorities in a comprehensive and measurable manner. We also solicited feedback through workshops, parent interviews and collaborative meetings. However, we determined that a survey was helpful because it allowed for a higher rate of parent participation, and ensured that we generated feedback from a greater percentage of parents and families. Information generated from the survey was shared at school board meetings and also reported to our families, staff and used for planning.||Met||2018
57726940000000|Washington Unified|3||"WUSD is in full implementation of actions to support parent and community engagement with personnel and processes in place.  Under the leadership of the Administrator of Communications, the presence of WUSD is prominent on social media and throughout the West Sacramento Community.  These venues have allowed the district to highlight the positive happenings throughout the district and to create a two-way communication between district staff and community members.    In response to the 2017-18 Annual Local Control Accountability Plan (LCAP) Community Survey prompt:   "" I am actively engaged in my student’s learning as shown by participation in home/school activities and assignments, communications with teachers and attendance at school events.""'   The response was 93% agree or highly agree.  The implementation of district paid fingerprinting and background checks began with Mobile fingerprinting at Back to School Nights.   Two full-time district translators were hired to translate and interpret in Spanish and Russian.   District and site parent committees, including LCAP Parent Advisory Committee, District English Learner Advisory Committee (DELAC), District Site Community Leadership Team, School Site Council, and the English Learner Advisory  Committee (ELAC.) The implementation of district paid fingerprinting and background checks began with Mobile fingerprinting at Back to School Nights.   Two full-time district translators were hired to translate and interpret in Spanish and Russian.   District and site parent committees, including LCAP Parent Advisory Committee, District English Learner Advisory Committee (DELAC), District Site Community Leadership Team, School Site Council, and the English Learner Advisory  Committee (ELAC.) provide input into district decisions around resources, programs and activities.    The actions to promote authentic parent participation have proven effective based on the growth in parent volunteers, active engagement of the community and parent surveys: -  Parent volunteers have more than doubled since the district began paying for background check fees.  Currently, the district has an active database of over 900 volunteers. - The number of Constant Contact valid emails has grown to over 5080. - Districtwide protocols are in place to ensure that communications are translated into Russian and Spanish as industry practice.   - District and site parent committees met compliance state and federal compliance requirements.  These groups provided regular feedback and recommendations in regards to Single Plans for Student Achievement (SPSA's), Parent Involvement Policies and Local Control Accountability Plan (LCAP.)"|Met||2018
19647330114959|Monsenor Oscar Romero Charter Middle|3||Monsenor Oscar Romero Charter School believes that parent involvement translates into increased student achievement and contributes to features of our innovative program.  The philosophy of Bert Corona Charter School is to encourage, honor and respect the parent voice. Parent involvement and the inclusion of the parent voice will be ensured in the following manner:   School parent meetings are held regularly while school is in session or more frequently if necessary to facilitate the communication process between parents and the governing board.   Parents are encouraged to serve on the School Site Advisory Council, parent committees, etc. Parents will be consulted and advised regarding the school’s educational programs and student progress through meetings and informational bulletins on an ongoing basis. A school web site facilitates the dissemination of information on areas of specific interest to parents including parent workshops.   The content of these workshops was designed to assist parents in the educational development of their children. We believe that if given the proper tools parents will become equal partners with the school in the education of their children. We also think that these workshops will help parents feel connected to each other and the school community.   The staff and school site administrator maintain open lines of communication at all times with all parents. Parents will meet with staff and administrators for conferences at regular intervals throughout the year. Parents will be advised that the administrators and teaching staff will be available for additional meetings as needed.  The School Advisory Council consists of parents, students, community members, teachers, and school site administrators. Monsenor Oscar Romero Charter School’s council will participate in developing recommendations for school policies and share in efforts to engage the support of the community. The council will make recommendations and decisions about issues related to the school and participate in reviewing parental and community concerns.  We have combined all parent advisory councils to meet the criteria for all areas of school parent involvement compliance, EL, Title 1, ESSA, LCAP, etc.  Monsenor Oscar Romero Parent survey responses reflect the following for Strongly Agree and Agree: • 1A. 90.3%The school informs me about the academic services available to help my child.  • 1B. 94.5% The school offers me opportunities to participate in councils/parent organizations.  • 1C.  84.8% The school offers parent training? when I can attend.  • 1D. 90.9% An administrator is always available when I would like to speak with them or if I need to discuss a concern.  • 2A. 95.7% feel welcome to participate at this school.  • 2B.  91% My culture is respected at this school.  • 2C. 94.6% If I need translation and interpretation, services are readily available.|Met||2018
19647330133298|PUC CALS Middle School and Early College High|3|PUC CALS MS and ECHS The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to provide feedback and suggestions at school events, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement:  100% Parent access to opportunities for participation, and input on decision-making?-Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement.   PUC CALS MS received a score of 4.47 of 5 in 2017-18.  PUC CALS HS received a score of 4.27 of 5 in 2017-18.  Both schools have specific and consistent rituals and routines in place to support clear and well communicated school site rules and expectations. Both schools demonstrate growth and improvement over the year. Both have systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. Each school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.  Specific to a trend analysis of the survey results show the following:  The family survey results are high.  PUC CALS MS’ favorable average is 92%.  PUC CALS HS’ favorable average is 87%.  The family survey for PUC CALS MS shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The family survey results for PUC CALS MS continue to make reference to a desire for the school to have a focus on classroom management and  addressing disruptive students and teasing and bullying.  The PUC CALS ECHS family survey results show similar areas of the need for creating effective strategies for dealing with disruptive students and teasing and bullying.   The family survey for PUC CALS ECHS show many similarities.   Overall, results show that families feel welcome and feel they can talk to teachers.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college.||Met|Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.|2018
19647330100750|Wallis Annenberg High|3|Parent/Guardian surveys regarding seeking input in school and district decision making report that Wallis Annenberg seeks input from parents and provides a voice to parents around school site issues and initiatives, although this could be better and improved upon. Surveys are distributed, collected, reviewed and analyzed at least 3 times a year around school climate, facilities, program effectiveness, and parent involvement/engagement. Parents are provided various opportunities to participate, provide input, and get involved with the school - opportunities include Coffee with the Principal, monthly parent meetings, school site council meetings, English Learner Advisory meetings, Safety committee meetings, wellness committee meetings, and parent/teacher conferences. Surveys provide the school with the most efficient way of collecting and maintaining data and input. As most of our parent population speak Spanish, this also provides parents with a comfortable way of expressing their thoughts and ideas.||Met||2018
43104390111880|Discovery Charter|3||Discovery Charter Schools have a very active parent population.  Our statistics show that we have a 97% participate rate.  Not only do parents volunteer every day they serve in numerous advisory capacities. Parents work collaboratively with staff by serving on Task Forces that meet monthly. Task Force members work on bringing innovative and relevant programs to school and integrating them into the curriculum. The Diversity Task Force consists of a board member, staff and parents. Their mission is to look for ways to increase the diversity at our schools. The PSC is a volunteer organization run by parents who are, elected by the school community that works with and directly for the School Director. The Program Site Council works on projects and programs that include, but are not limited to: community outreach, parent participation and school wide volunteer jobs, technology, language instruction, support and integration of all Discovery enrichments, and parent education and training. English Learner Advisory Committee or ELAC is comprised of staff and parents whose purpose is to advise the principal and staff on programs and services for ELL students. We have a relatively low turn-out for these meetings but we also have a low percentage (6%) of English Language Learners at Discovery.  Teachers hold evening classroom meetings where parents attend to learn about a variety of topics. Some examples are: Adolescent Brain Development, Cyber Safety, Appreciating Differences, and Small Group Management. These are usually well attended as the teachers include and present student work and/or projects which always appeals to the parents. The Governing Board of Directors meets monthly. Parents and staff are greatly encouraged to and do attend regularly.  Parent Academy is held at the beginning of each school year. PA101 is a series of workshops related to student learning or social-emotional development and growth led by teachers, staff and parents. Some of the offerings under Student Learning are: Book Clubs, Working with Challenging Students, Creating a Literate Household and The Gifted Program. For Social-emotional development and growth we offered: Raising Emotionally Healthy Young Men, Inclusivity, Mindfulness, and Responding to Challenging Teens. This workshop model has been widely successful and well attended with over 74% of families in attendance.  Quarterly meetings are also held for parents. Donuts with Debby, hosted by the superintendent/director, has been widely popular and well attended with an open Q&A format that is preceded by any current events announcements or any other relevant topics or issues.|Met||2018
15638000000000|Taft City|3|The TCSD Parent Survey was most recently administered in spring 2018.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: -The school actively seeks parent input into decisions related to their child’s education.  The key findings from the survey related to promoting parental participation in programs: -The district has adequate instructional supplies to support student learning.  -The district effectively addresses attendance, dropout, and absenteeism issues. -The district provides textbooks and instructional materials to meet the needs of all students, including English language learners, students with disabilities and those who are gifted. -All students, including English language learners, and students with disabilities have access to and are enrolled in a course of study that includes: Reading/language arts. The LEA chose the selected survey based on whether the findings relate to the goals established for other LCFF priorities in the LCAP.||Met||2018
19645010000000|El Monte City|3|The El Monte City School District has administered the California Healthy Kids Parent Survey annually as an on-going metric in our Local Control Accountability Plan since 2014-15.  All parents grade K-8 receive a hard copy of the CHKS parent survey.  School Site Community Liaisons assist in distributing and collecting the surveys.  They are then returned to West Ed for analysis and reporting. This survey was chosen to be a consistent measure that allows us to track data longitudinally over a number of years. Besides providing data on parent involvement, it also measures parents’ opinions on academics, learning supports, student opportunities for participation, respect and cultural sensitivity, student risk behaviors, discipline, facilities and nutrition.  The district has received consistently high percentages of parents reporting positive engagement with their child’s school.   Key components related to Parent Engagement are reflected in the 2017-2018 CHKS Parent Results.  There was an 85% percent completion rate in 2017-2018. • 90% of parents responded that the agree or strongly agree that the school allows input and welcomes parents contributions • 89% of parents responded that they agree or strongly agree that the school encourages them to be an active partner with the school in educating their child • 78 % of parents responded that the school actively seeks the input of parents before making important decisions||Met||2018
27102720125765|Millennium Charter High|3|All community stakeholders were invited to participate in a school wide survey regarding instruction, school climate, academic achievement, Certificate of Technical Education, and extra curricular programs.  The key findings from the survey in regards to instruction are the community strongly agrees that hiring and retaining good teachers, training for teachers and staff, access to technology for students and staff, and providing a safe school environment.  In regards to academic achievement the community strongly agreed that smaller class size was the most influential in student success.   The survey was chosen based upon the needs of the Millennium Charter High School Community in order to measure the goals of the Local Control Accountability Plan. The results supported the goals that were established in the LCAP.||Met||2018
43696176048045|Ida Jew Academies|3||Ida Jew Academies partners with the Mount Pleasant School District (MPESD) to continue to promote and refine parent participation. Ida Jew Academy holds regularly scheduled meetings with the families (Coffee with the principal) to hear parent concerns. The school encourages parents to participate as partners in their child's education; for example, parents volunteer to be advisors for the annual Tech Challenge, five student groups participated in the 2017-18 Tech Challenge. In addition to the school’s efforts to engage and increase parent participation at the school, the Ida Jew parents also join in the MPESD parent engagement meetings.   The district provides ongoing opportunities for parents to share feedback with the schools and school district. For the 2017-18 school year, the district had five morning and evening meetings (Coffee with the Superintendent). The Superintendent also met four times with the PTA and School Site Council elected members. These meetings are translated and open to everyone; there is no fixed agenda, these are opportunities for parents to share concerns, offer suggestions and provide feedback. The district also held five LCAP Committee meetings; the committee has representation from all the schools, parents from all advisory groups are invited and encouraged to participate, and the meetings are open to everyone. Personal invitations are made, reminder phone calls are made, and translations and childcare are provided. On May of every year before the adoption of the LCAP, the parents of the DELAC/ELAC advisory groups present to the board their involvement in providing feedback on the Annual LCAP revision, their concerns, and recommendations.  The Ida Jew Academy parents also participated in the 2017-18 district’s Parent Academic Fair. The fair took place on four Saturdays; parents had the opportunity to attend two different workshops each Saturday. The workshops were provided in Spanish, English, and Vietnamese, and childcare was provided. Based on parent surveys, parents indicated that they valued and learned from the different workshops, but also stated that there were too many choices and sometimes it was hard to choose which workshops to attend. The feedback from the parents will be used to improve the Parent Academic Fair for the 2018-19 school year.|Met||2018
32103220000000|Plumas County Office of Education|3|The following six question survey was administered in the spring of 2018:  1. Students graduate with the knowledge and skills for college and/or career. 59% Strongly Agree or Agree.  2. Our school and district spend money and resources appropriately. 41%Strongly Agree or Agree.  3. Our school and district has a talented, student-centered staff. 68% Strongly Agree or Agree.  4. I am included in decision making at our school and district. 42% Strongly Agree or Agree.  5. I am proud of the way our school and district look. 46% Strongly Agree or Agree.  6. I think our school and district leadership provides excellent service to our communities. 49% Strongly Agree or Agree.  This survey was chosen based on our Local Control Accountability Plan, one question per goal.||Met||2018
10619940000000|Alvina Elementary|3|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations. 1. In reviewing the data collected, the key findings from the annual survey are as follows: A) Administration is supportive of students, parents and the school community and works towards making the district the best it can possibly be, B) Teachers are caring and focus on the child as a whole. Teachers are also well trained in implementing the adopted curriculum, C) Instructional and front office staff are very caring and supportive of students, D) Curriculum and technology have greatly improved and is showing student growth, E) The school is preparing students adequately for high school, F) The school facilities continue to be well maintained and the push for modernization funds will benefit the district, and F) Children continue to feel safe at school and know how to ask for help if needed. 2. In promoting parental participation, the key findings included the following: A) Parents feel comfortable in approaching the administrative team to voice their opinions on school decisions, B) Parents are aware of the opportunity to participate in decision making committees such as the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC) and the Parent Club, and C) Parents are aware of involvement opportunities such as Back to School Night, volunteering during school activities, Thanksgiving Luncheon, Book Fairs, Winter Program, Spring Program, Parent/Teacher Conferences, Open House. 3) Alvina Elementary Charter School developed the survey used for the specific purpose of being able to address the eight state priorities while interweaving areas of importance that are meaningful to our school community. Along with the key findings listed above, the district was also able to identify potential areas of growth that are directly reflected within the district’s LCAP. These areas of growth are reflected in the LCAP within the areas of Parent Engagement, School Climate and Academic Achievement. The district will continue to work with parents and school staff in maintaining focus on areas of growth and revisiting LCAP targets throughout the year.||Met||2018
14632890000000|Lone Pine Unified|3|1. The key findings from the parent/guardian survey in regards to decision making were proficient. The majority of our parents felt informed and invited in the process of decision making at both of our school sites. 2. Parents are invited and supported to regular parent meetings at Lo Inyo and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc). 3. Our goals range from providing academic excellence to our students to creating a positive school culture. Our parent surveys reflect these goals in the questions asked.||Met||2018
19648810113894|Pasadena Rosebud Academy|3||Pasadena Rosebud Academy, in conjunction with its PTO board of directors, is always seeking ways for parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  The school encourages parents to volunteer at least 10 hours throughout the school year.  We have a room parent coordinator who is in charge of coordinating room parents who are assigned to each class. The room parent coordinator is in charge of disseminating information to the room parents who in turn will deliver information to the parents in the classes.  Room parents also make parents aware of volunteer opportunities and ways they can support teachers in the class.   Before school starts each year, we host a meet and greet for parents and students.  Once school begins, we have a Back-to-School night where parents have an opportunity to get more acquainted with their child’s teacher, learn about the grade level curriculum, expectations, and how they can support their child throughout the school year.  There are two mandatory parent-teacher conferences during the school year.  Parents meet with the teachers to discuss their child’s progress.  We have Open House at the end of the year to showcase students’ work.   Parent Teacher Organization (PTO) holds bi-monthly meetings for parents.  Each meeting features a guest speaker who provides parents with information that bridges the home school connection.  The PTO meetings are also informative.  They make parents aware of what is going on at school and it is also a time where parents can ask questions and provide input on what’s going on at the school.  The PTO Board of directors, which is comprised of parents, drives the PTO’s annual agenda.    The staff (teachers, administrators, support staff) at Pasadena Rosebud Academy have completed professional development on effective parent/guardian engagement in the last two school years.|Met||2018
13631230000000|El Centro Elementary|3|El Centro Elementary encouraged all parents to complete of a parent feedback survey in October 2018. The number of surveys completed was 1,941 from parents of students in grades TK-8. The findings related to seeking input from parents in decision making and promoting parental participation in programs were: 75.63% (English survey) and 62.91% (Spanish survey) of parents attended Back to School Night or another meeting this school year where the goals and activities of their child’s program was discussed with parents; 90.67% (English survey) and 90.11% (Spanish survey) agreed their child’s school has encouraged parent involvement (examples: volunteering, School Site Council, English Learner Advisory Committee, PTO, LCAP, special events); 89.18% (English survey) and 89.91% (Spanish survey) agreed their child’s school provides them with materials and/or trainings that assist them with working with their child at home; 45.94% (English survey) and 49.35% (Spanish survey) of parents had attended or plan to attend a parent workshop held by ECESD at our new Parent and Community Engagement (PACE) Center and 35.02% (English survey) and 42.98% (Spanish survey) were unsure. This annual survey was chosen because it is completed during Fall parent conferences at the school sites, ensuring a high completion rate. The results also provide feedback on all four LCAP goals and specifically LCAP Goal 4: Parent and Family Engagement: All parents will be empowered to become effectively involved in their child's education.||Met|The El Centro Elementary School District through the LCAP has invested in the parents and community with the creation of a Parent and Community Engagement (PACE) Center with its own principal and staff. The PACE Center opened in May 2017. The Center provides a centrally located center that holds varied and regular training for parents and community members, including collaboration with other county agencies. Training topics are based on parent feedback also provided in the annual survey.|2018
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|3|"PUC eCALS The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to provide feedback and suggestions at school events, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement:  100% Parent access to opportunities for participation, and input on decision-making?-Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement.  PUC eCALS received a score of 4.20 of 5 in 2017-18.   The school continues on its growth path and demonstrates a clear and shared focus on students’ academic and personal development. Student learning shows scholarly dispositions. The school has specific and consistent rituals and routines in place to support clear and well communicated school site rules and expectations. As a result, students can articulate what is needed to demonstrate high academic and behavioral achievement. Students support each other with growth in scholarly dispositions and adhering to the rituals and routines of the school site. Little to no problems with student behavior occur. The school staff and community have a high level of pride, collaboration, and rapport. The school has strong systems and structures in place that allow teachers to foster student growth inside and outside of the classroom. Parents are invited and regularly attend school functions, and feel comfortable communicating with teachers, staff and school principals. Teachers care about students and find the tools necessary to provide help, inside or outside of the classroom. The school is clean and the facilities are well maintained. Students participate in the well being of the school facilities. Students, parents, and community members feel safe and welcome on the school campus. Specific to a trend analysis of the survey results show the following:  The family survey results are high.  The school’s favorable average is 81%.  Parents show high marks in high expectations for their child to graduate high school and attend college.  Additionally, parents see administrators who treat students with respect, are satisfied with overall education and they believe teachers are effective.  It would benefit the school to have a more systemized plan to gather feedback from families in order to meet the survey window procedure.  They will continue to focus on Bullying and Teasing.See ""Optional"""||Met|Additional Data Gathering sources:  The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.|2018
19647336017693|Justice Street Academy Charter|3|Based on positive responses by parents on the School Experience Survey, the Justice St. Academy Charter has demonstrated that it has met the performance standard for Priority 3: Parent Engagement. 99% percent of parents agreed or strongly agreed that the school provided differentiated information to them. On another question, 98% of parents indicated that the school provided information in a manner they could understand.  On another question, 98% of parents indicated that the school makes them feel welcome to participate.   The School Experience Survey also indicated that 90% of parents agreed or strongly agreed that the school included them in important decisions about their child's education. In addition, the survey demonstrated that 94% of the parents in agreed or strongly agreed that the school encouraged them to participate in organized parent groups.||Met||2018
34765050114272|SAVA - Sacramento Academic and Vocational Academy|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they that their students are safe at school with concerns or questions and are highly satisfied with the school's supplemental services and CTE programs.  They indicated that there are many opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the various aspects of the school program.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
19647330108910|ISANA Nascent Academy|3|A – Seeking Input in School Decision Making Measure: The number of parents/families completing the School input survey will increase from the year before by at least 2%, as measured by Survey Monkey.  Key Findings: Met – increased by over 2%  B – Promoting Participation in Programs Measure: We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measured by workshop agendas.  Key Findings: Met – over two workshops provided  We chose these measures as focuses for the year as they address input and participation, and are part of the measurable outcomes for our LCAP goals.||Met||2018
39686760111336|Pittman Charter|3||"On our end of the year survey, 97% of our parents felt Pittman provides opportunities to attend group parent/teacher meetings as well as individual academic conferences. When asked if parents are given an opportunity to be part of the decision making process, 97% of the parents felt they were given opportunities to participate. When it came to keeping parents involved and informed, 90% of our parents felt that Pittman keeps them well informed.  For the 18-19 school year, parents will continue to be informed on the different opportunities available to be included in the decision making process. Parents are also encouraged to be participants in our monthly parent nights, just in case they can't commit to being part of formal committees (School Site Council, English Learner Advisory Committee, Parent Night Volunteers, Charter Board Advisory Committee). This priority is congruent with our Local Control Funding Formula priorities.  Our monthly parent nights will include a Literacy Night, Numeracy Night, Science Night, Art Slam, AVID Night, Festival of Honor, Turkey Bingo Night, Talent Night and Coffee Hours. To provide access to our non-English speaking parents, we have bilingual staff in every department to ensure parents have access to information in their primary language and have answers to their questions “on the spot”. This year, we have included parent participants in some of our ""Action Walks,” in an effort to keep them engaged and involved in the day to day instructional activities. These “Action Walks” have been well received, as it gives our parents the opportunity to see what their students are learning. Last year, our front office staff and administrators completed professional development on effective ways to engage with our parents and provide great customer service. Our school counselor, Valley Community Counseling and the VICTOR counselors also provide our students and their parents with strategies on social-emotional development/strategies as well as connecting them to other outside agencies."|Met||2018
48705320000000|Dixon Unified|3||Dixon Unified has made efforts to engage parents in our decision making processes. District Administration hosts a bimonthly LCAP Parent Advisory Committee meeting. This body sends three representatives to the District’s LCAP Advisory Committee to be the voice of parents. Additionally, the District English Language Advisory Committee meets regularly and has at least one representative from each school site. The DELAC also sends two parent representatives to the LCAP Advisory Committee. The District disseminates, collects, and considers a community/parent survey beginning in January with regard to state and local priorities. When this survey becomes available, bilingual parent liaisons conduct targeted outreach to families whose students are on free-and-reduced lunch, English Language Learners, or foster youth. As part of the DUSD LCAP, funds are expended to fund bilingual parent liaisons at all school sites. These liaisons serve all families, but focus especially on students who are the target of Supplemental Concentration Grant dollars. Additionally, the District employs a fulltime District translator to assist with document translation, as well as site translation should site translators be overloaded. The Special Education Department also employs a translator to assist with all IEP, SST, and 504 meetings. Finally, translators are supplied for all elementary and middle school conferences when needed. In addition to general outreach regarding student progress, the parent liaisons work with site and district administration to plan and recruit attendees for events which allow parents to participate in the education program of their children. In 2017-18, DUSD held a number of events for parents, some of which include: TK Parent Education Nights, Kindergarten Information Nights, Kindergarten Classroom Visitations, 3rd Grade Parent Workshop, RtI Parent Information Meetings, Reading Nights, Science Night, 7th Grade Orientation, Parent Portal (Homelink) Training, AVID Parent Nights, Incoming 9th Grade Parent Night, 9th Grade Orientation, Health Class Parent Education Night, PSAT Review Night, Cash for College, and College Application Workshops.  Dixon Unified feels strongly that parents should have a voice in our programmatic offerings. The driving document for these programs is the LCAP, which is why parent participation, as well as participation from other stakeholders, is critical to creating a successful plan for our District. We also feel it is critical parents access their students’ schools and teachers often, which is why providing translation services and parent liaisons is such a high priority for us. Moreover, we know that many of our families, especially those with low-income and/or English Language Learners often lack knowledge about the various programs and offerings of our schools. Thus, special attention is made to host events which can inform these families most effectively.|Met||2018
01100170125567|Urban Montessori Charter|3|UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year in order to seek input and promote community participation. We make the survey available online and provide chromebooks for family use at our school sites. We monitor the number of community members who participate in these surveys. The survey seeks input about academic programs, school community, and administrative functions. Related to decision-making, 81% of respondents felt that UMCS has a climate of support for academic learning. Related to promoting family participation, 90% of respondents report that our school creates a sense of belonging for students and community members.   It was also used to identify the school’s strengths and gather important suggestions for improvements. Survey result show that families experience the strength of the school through the faculty and staff. Families also indicated that they wanted more parent education about Montessori and more in-person communication with leadership. Based on this information we are offering regular parent night with specific topics of focus. Our administration is also hosting regular informal events like a monthly morning coffee, to connect face to face with members of the community.  We use this survey every year because it gives actionable, detailed data, and as a small school it helps us be responsive to community needs as quickly as we can. In our LCAP, the survey most closely connects to our work in Goal #3 supporting and empowering families in ways that help them further support student learning at home. This survey has a student and staff component, as well.||Met||2018
30665970000000|Newport-Mesa Unified|3||Seeking Input in Decision Making: For the 2017-18 school year, all 32 school sites convened School Site Council meetings. 26 school sites were required to have an English Learner Advisory Committee, as dictated by student enrollment figures.  Each of these groups is responsible for providing input on school programs in order to support student academic achievement. In addition to fulfilling an advisory role, School Site Council has a decision-making function relative to conducting an annual evaluation of programs within the Single Plan for Student Achievement, and approving two plans: the Single Plan for Student Achievement and the Comprehensive School Safety Plan.    The English Learner Advisory Committees send representatives to monthly District English Learner Advisory Committee meetings, which provides input on district level programs for English Learners.   Sites meet district accountability requirements by providing documentation regarding the election, composition, schedule, attendance, agenda and outcomes of these site meetings.  District staff compiles the same documentation for the district meetings.  District staff monitors these compliance items throughout each year.   Promoting Participation in Programs: All 32 school sites continue to have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. Goal 5 (Parent Engagement) in the LCAP enumerates actions and services provided by a number of resources, from School Community Facilitators assigned to certain schools, to district level translators. Additionally, there is a process for sites to secure translation or interpretation for “hard to fill” languages through a county network. All sites have a dedicated funding line for translation and interpretation that is designated for such a purpose.   87% of the LCAP survey parent respondents felt they were encouraged to participate in school events. In addition to regularly scheduled parent events like Back to School Night, Open House, and parent teacher conferences, elementary schools in the four zones provided site-specific parent education regarding mathematics instruction. Comprehensive high schools provided Parent Institute for Quality Education (PIQE) workshops. This 10 week series is offered in English and Spanish and provides parents with information about the educational system and how to ensure access for students to pathways of college and career readiness. Seven separate offerings of School Smarts workshops were provided for parents of immigrant students and other English Learner families. The curriculum for this program was developed by California Parent Teachers Association (CA-PTA) and was skillfully delivered by teams of N-MUSD School Community Facilitators.|Met|N-MUSD measured its progress in seeking input in decision making and promoting parental participation in programs by analyzing 2017-2018 LCAP Survey results and reviewing compliance documentation for site and district advisory committees. Results were reported to the N-MUSD Board of Education on November 13, 2018.|2018
48705810134262|Caliber: ChangeMakers Academy|3|Caliber: ChangeMakers Academy is committed to engaging Caliber families to partner with Caliber staff in support of our students’ academic, social and emotional learning goals. This goal is included in our LCAP.  A comprehensive survey was administered to parents in December of last year. More than 92% agree that the school has a positive impact on their child’s academic performance and they are satisfied with ChangeMakers Academy. This reinforces our commitment to regular parent communications, conferences, and an open campus for families.   Another LCAP goal is centered around parent involvement. In 2017-18, we encouraged this by providing numerous opportunities to be involved, such as School Festivals, student presentations, multicultural celebrations and field trips. We sponsored fingerprinting and TB test reimbursements to make it more feasible for families to consistently volunteers. These were communicated in our weekly newsletters.||Met||2018
54718940000000|Ducor Union Elementary|3|Parent involvement at Ducor is assessed in multiple ways. Parent surveys are conducted annually. Parents provide input on a wide range of topics, and administration and the staff analyzes the results. Parent advice and consultation are also sought during parent-teacher conferences held three times per year to assure that the parent voice is honored. Parents attend meetings to share their concerns and provide advice on school programs and services. The findings are summarized as follows: 1. Parents continue to show interest in the academic and community activities at the school such as literacy nights, ESL classes and Open House. Parents have played an active role in substantially increasing attendance and support at such events. 2. There is a strong interest in increasing the number of instructional trips so students have to opportunity to experience the outside world. Parents were most interested in seeing increased tutorial service available after school. 3. Parents also indicated that there is a need for additional computers to assist the learning process so that their children can continue to improve their computer skills. 4. This multifaceted approach to evaluation and local survey were chosen due to the fact it addresses the principal questions regarding the LCAP, and provides multiple ways to assess what parents think about their school. We enjoy a high response rate. Parents are genuinely pleased to participate. The results are shared at a Board meeting for public discussion, and the results are highly influential in establishing the direction the school will take in pursuit of academic excellence. All parents’ critical concerns are addressed in the Ducor LCAP with parents having a major impact on district decision-making.||Met||2018
19647330102335|Ocean Charter|3||Parent Involvement Parent input and perspective is built into the OCS governance structure through elected and appointed seats on the Board of Trustees and is further channeled through parent seats on Board standing committees including Finance and Governance and the OCS All Community Group (ACG) and the Diversity and Equity Committee. In addition, OCS parents and community members are invited to address the Board of Trustees during “Open Forum,” an opportunity for public comment on any topic of interest. Members of the public may also comment on any item on the agenda. This open invitation to address the Board encourages parental involvement in school decision-making processes by actively seeking community input on policy and other matters before the Board. Ocean Charter School All-Community Group Meetings The OCS All-Community Group (ACG) regularly meets as a collaboration of OCS parents, teachers, and community members to fulfill the mission and vision of the Charter School. ACG meetings are open to anyone who has an interest in Ocean Charter School. A strong collaboration is at the heart of Ocean Charter School The unifying goals of the All Community Group meetings are to: Inform: Facilitate open communication within the entire OCS community through updates, announcements, and curriculum education from our teachers, committees, staff members, and guest speakers. ACG is a forum by which OCS communicates with the community regarding our public Waldorf educational program. Motivate: Encourage community participation in school activities, including festivals, celebrations, events, fundraisers, site beautification days, and gardening. Unite: Bring together parents, faculty, staff, and Board. The collaborative efforts of the ACG help Ocean Charter School realize its mission of offering an arts- integrated, experiential curriculum within a safe, beautiful, and successful environment. ACG is the forum where OCS consults with all stakeholders (parents, teachers, staff, and administrators) to develop its LCAP and present an annual update. Two or three individuals are elected by a community-wide vote to jointly direct the ACG’s activities, which typically involve monthly meetings open to the entire community. One of the elected ACG “Governors” serves as an ex officio member of the Board of Trustees. The purpose of this overlap is to provide a link between the larger community and the Board. Parent Participation Parent participation enhances our program at Ocean Charter School. Parents and guardians are involved in every aspect of the school helping to ensure that their children’s education is as rich as possible. They serve as members of the Board of Trustees, chairs and participants of the committees, and volunteers in community-building festivals and fundraisers. Opportunities to volunteer are plentiful.|Met||2018
10621660000000|Fresno Unified|3|"Fresno Unified School District realizes that our ability to meet the needs of students is closely connected with how well we meet parents' expectations. Parents in grades TK through 12 are surveyed on an annual basis and our response rate is very high. The majority of parents responded to the survey conducted in the 2017-18 school year. Two questions in particular directly relate to the district's goals of increasing a sense of belonging to schools as well as the belief that schools provide a safe and secure environment for learning. These two qualities are necessary to nurture an environment in which parents freely offer input in school decision making. In 2017-18, 94.7% of parents agreed or strongly agreed with the statement, ""I feel respected and welcomed at my child's school."" Also in 2017-18, 94.3% of parents agreed or strongly agreed with the statement, ""My child's school provides a safe and secure environment for students to learn."" Schools meet regularly with parents to discuss the experiences that contribute to survey responses and to identify areas for improvement."||Met||2018
27102720124297|Bay View Academy|3||Bay View Academy recognizes that community engagement is a cornerstone to a successful school. Our charter clearly identifies community engagement and parent involvement as integral components of our school, and embraces stakeholder feedback. This 17-18 academic year, stakeholder surveys indicated that Bay View Academy provides many opportunities for engagement, but identified a need for having consistent communication from administration and classroom teachers. Stakeholders also requested that important documents be translated into Spanish, to effectively communicate with our diverse learning community. Stakeholder feedback drives all of the priorities and decision making at Bay View Academy and is at the heart of our mission and vision. This year’s stakeholder feedback on our progress, as well as identifying areas for growth was instrumental in identifying opportunities to leverage our impact on the community. Stakeholder surveys informed the development and changes to action steps offering insight into the priorities of our diverse community. For example, feedback from the family survey indicated a need for full time counselors on each campus and that was added as an action step for next year. We had 174 responses to our parent survey and 81% of parents stated that they were satisfied or very satisfied with BVA.|Met||2018
49402536116958|Kid Street Learning Center Charter|3||Kid Street seeks parental participation is decision making in a variety of ways.  One way that has been more successful (with a high participation rate) is the rate of guardians who complete an LCAP Priorities Google survey annually.   This survey is directly correlated to actions within the 5 goals of our LCAP document.  Guardians have the chance to declare whether actions are of high or low priority.  The results are then communicated to the Board at a regularly scheduled meeting.  Post survey meetings are scheduled with the school director and parents are welcomed to take part in the follow up discussions.  Although these post survey meetings have had very low in attendance, one third of our families did complete the survey.    Kid Street also seeks parental participation in programs in a variety of ways.  Our faculty is working towards being 100% certified in Makers’ Education through Sonoma State’s innovative Makers Certification program.  We have offered opportunities for families to be involved in this movement by offering a Family Makers evening in the classrooms.  Approximately one third of the students had parents that participated.   Over 80% of our parents attend our annual Back to School night with a dinner hosted by SOMA church, and we have over a 90% participation rate in parent teacher conferences.  Translation services for conferences are at 100%. Participation rates in our Annual Harvest Fair and Open House are above 80%.|Met||2018
43693850000000|Cambrian|3|Cambrian School District promotes a welcoming and inclusive environment for all parents, families, and community stakeholders as partners in the education and support of all students' success in school.  We have placed an emphasis to increase participation in parent advisories and committees, provide parent information and education nights, and improve communication and feedback on the district's LCAP using stakeholder surveys and input forums.      The District’s efforts began in September by developing an engagement process and timeline for the adoption of the 2018- 2019 plan. Stakeholder meetings were then held to include a mid-year Local Control Accountability Plan progress updates, including regular updates to the Board of Trustees throughout the year on the 4 LCAP goals.       Cambrian School District also conducted several informational meetings and surveys to consult and gather input from various stakeholder groups.  The district uses the Annual LCAP Community Survey to assess parents/families involvement their children’s school life.  The total responses from our 2017-18 Survey of 747 parents/families, an increase of 223 respondents from 2016-17.   In addition, 76% of parents/families who responded to the survey said they “feel involved in school life at their child’s school.” In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 91 parents responded, an increase of 33 responses from the prior year.  Parents were given the option to give ideas and suggestions on how to improve Cambrian School District’s English Learner Services. Overall, parents stated the need for additional staff and resources to provide more support for EL students such as after-school programs, and more strategies to specifically support developing writers. Other suggestions addressed were parent outreach throughout the school year, and more community support to build an understanding of CSD’s English Learner Services and processes. Some parents stated that they were happy and satisfied with CSD’s English Learner Services offered.  The district has seen a steady increase in parent participation in district and site-specific involvement/engagement opportunities. The belief is that a collaborative partnership with parents contributes to student academic growth.||Met||2018
19770810135954|ISANA Himalia Academy|3|A – Seeking Input in School Decision Making Measurable Outcome: The number of parents/families completing the School input survey will increase from the year before by at least 2%, as measured by Survey Monkey.  Key Findings: Outcome Met – increased by over 2%  B – Promoting Participation in Programs Measurable Outcome: We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measured by workshop agendas.  Key Findings: Outcome Met – over two workshops provided  We chose these measures as focuses for the year as they address input and participation, and are part of the measurable outcomes for our LCAP goals.||Met||2018
27738250000000|North Monterey County Unified|3||Our District provides parents and community members with many opportunities for meaningful participation in order to obtain valuable input in the decision making process to enhance student engagement and overall school success.  Our parent engagement focus also supports improving attendance, decreasing suspensions, increasing English Learner performance, increasing graduation rates/college and career readiness, and improving school climate. Our District increases parent involvement by informing parents about programs and services essential to their children’s success by communication via the District website, phone, letters, flyers, recognitions at Board meetings, school-based events, and social media. Topics for parent workshops include college and career readiness, attendance, graduation requirements, English Learner progress, Special Education, school safety.  Parental involvement is a focus in our extracurricular and co-curricular activities. Parents and community members, along with students and staff, participate in our LCAP Advisory.  The Castro Plaza Family Resource Center (FRC) provides opportunities to support school success. A total of 203 parents participated in a parenting series; the Parents as Teachers home visiting program and parent playgroups. The Parenting Ladder Survey showed parent knowledge increased in understanding how their child is growing and developing. 1368 parents/community members were served through walk-in services including: information to community resources, food, clothing, access to county social services, health services, behavioral health services, transportation for homelessness, school supplies.  In addition, staff provided coordination of services for students and families, assisted with school enrollment and conducted home visits. The FRC coordinated 1,494 clients with services ranging from disability services, DMV, childcare, preschool, adult education, housing, immigration, citizenship, legal services, behavioral health, medical paid family leave, unemployment, and passport application.  California Healthy Kids Survey data reveals increases in parent involvement in school from 37% in 2017 to 55% in 2018 for grade 7, from 23% to 49% in grade 9, and from 18% to 49% in grade 11. Students also reported high levels of support from home: grade 5- 79%, grade 7- 66%, grade 9-58%, and grade 11-55%. Special Education parents involved in contributing to their students’ IEP meeting increased from 88% (506/574) in the 2016-17 school year to 94.5% (479/507) in the 2017-2018 school year.  School-Based Mental Health services held parent consultation sessions for 21% (210/1024) of students served in the 2017-18 school year. The District’s Adult Education program supports parents to improve their skills, knowledge, and capacity to be involved in their child’s education. 310 parents and community members enrolled in Adult Education classes including Citizenship, Computer Literacy, ESL, and HS Diploma and Equivalency.|Met|Parent voices from the English Learner Advisory Committees, School Site Councils, Parent Teacher     Groups and the LCAP Advisory continue to be active and these parents groups are an important venue for input and decision-making at both the school and District levels. The Parenting Ladder Survey summarizes the impact of parental participation by increasing knowledge in how to support their child in their own development. The California Healthy Kids Survey (CHKS) parent involvement component also demonstrates increases in parent support and involvement in their child’s education.  Students feel their parent or an adult at home wants them to be successful in school.        These measures and findings are directly related to our LCAP Goal 4: Parent and Community Engagement actions/services and outcomes for increasing parent advisories, providing opportunities for meaningful decision-making, and providing responsive services for parents.|2018
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated they that they feel that their students are safe at school and are highly satisfied with the school's supplemental services and CTE programs.  They indicated that there are many opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the various aspects of the school program.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
45699140000000|Cascade Union Elementary|3|CUESD surveyed all parents at all grade levels.  Parents were most interested in making sure their children are safe at school, treated with respect, have a well rounded education, and have opportunities to get involved at school. Parents were interested in participating in their children's education through volunteering in the classroom, helping at field trips, working with the parent clubs, helping with school events, chaperoning at events, and helping at Family reading, STEM, science, art, and STEAM nights. CUESD chose the survey given to address LCAP goals and priorities.  Specifically CUESD focused on engagement/interest, climate and culture, communication, facilities, and student learning.||Met||2018
19647330122655|ISANA Octavia Academy|3|A – Seeking Input in School Decision Making Measurable Outcome: The number of parents/families completing the School input survey will increase from the year before by at least 2%, as measured by Survey Monkey.  Key Findings: Outcome Met – increased by over 2%  B – Promoting Participation in Programs Measurable Outcome: We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measured by workshop agendas.  Key Findings: Outcome Met – over two workshops provided  We chose these measures as focuses for the year as they address input and participation, and are part of the measurable outcomes for our LCAP goals.||Met||2018
19649310000000|Rosemead Elementary|3||Rosemead School District understands and values the critical role that parents play in educating our students. We are dedicated to providing programs and services to parents to ensure they have the knowledge and skills to successfully support their children in their educational career. Our schools offer a wide range of opportunities for parents to understand how to support their child(ren) in school academically and behaviorally. One of our local measures we identified in the LCAP is the record of parenting classes that focus on parent needs. In examining that evidence, it is clear that the schools increased the of parents attending our Parenting classes at the site level by 10%. Examples of classes offered include an 8 week Parent Leadership Institute, Parent Workshops, monthly Principal chats, Family Leadership Days, Family Field Trips on the weekends to museums, and special Parent Nights. In addition, this year our middle school has offered a series of parent workshops in partnership with Foothill Family Services on important topics relevant to middle school students such as how to avoid bullying, drug abuse awareness, and identifying anxiety and depression in teenagers. Rosemead School District is committed to inclusive processes that value parent input and engagement in local decision-making. Sign in sheets indicate that we are successfully engaging parents in decision making in School Site Council Meetings and English Learner Advisory Council meetings. Furthermore, sign in sheets indicate that parents are regular attendees at the district board meetings.  In discussions with school sites, we have determined that a good next step will be to offer classes for parents to learn more about local decision-making processes and their role in the process.    Although some schools distributed Parent Surveys, we are in the process of developing a Districtwide Parent Survey to be distributed in the spring which will provide further information to us regarding parent perceptions of our Parenting Classes and other Parent Engagement efforts.|Met||2018
19647330123984|ISANA Cardinal Academy|3|A – Seeking Input in School Decision Making Measurable Outcome: The number of parents/families completing the School input survey will increase from the year before by at least 2%, as measured by Survey Monkey.  Key Findings: Outcome Met – increased by over 2%  B – Promoting Participation in Programs Measurable Outcome: We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measured by workshop agendas.  Key Findings: Outcome Met – over two workshops provided  We chose these measures as focuses for the year as they address input and participation, and are part of the measurable outcomes for our LCAP goals.||Met||2018
19647090107508|Century Community Charter|3|Parents take a survey every year, six weeks into the school year. Through this survey we gather data that informs parent communication, parent interest and needs as it relates to workshops/ meetings, and their perception of our school  climate and culture. Their feedback guides our resources to meet their needs through the promotion of their participation in all programs and school initiatives.   Key findings this year were the following:   Communication preference: email/text  77%, Newsletter 56%, Flyers 48% - CCCS uses ParentSquare to communicate with parents via email/text and sends home weekly Parent Newsletter and flyers every Wednesday. This information is also uploaded to our website and on our main office bulletin board.   Interest in assistance with helping their child through middle school changes 68%, and motivating their child 72%  - CCCS has been developing and implementing a school wide mental health program in which parents have received Bear Wellness Newsletters (once a month) and attended Bear Wellness Parent Meetings (once a month) in which our Mental Health Team addresses their concerns as it relates to middle school, overall wellness including motivation and self-esteem.   Parent Interest in specific topics such as Building Parenting Skills 25%, Exploring Higher Education 23%, Family Nights 37%, Technology 29%, Positive Behavior Intervention 20%, Improving students Lexile 28%, Improving Students Math skills 28%.  - CCCS has partnered with College Success Services to provide workshops on College Going Culture, Higher Education and Parenting Skills. We conduct parent workshops on our technology software used to assist students in different skill sets (Achieve 3000, Imagine Math.)  Areas of interest for Parent Participation/Volunteering ; clerical duties 32%, Organizing School Events 33%, Advisory Committee 19%, Kitchen Volunteer 34%, and Den Activities 48%.  - Through different committees and opportunities, parents have ample opportunities to participate, engage  and be involved at CCCS. Den Parent Meetings, Parents as Leaders (PAL’s) and our volunteer/donation system allow parents to do what they can to their level of comfort as they continue find new ways to be involved.   Areas that prevent parent participation; child care 33%, Language Barrier 22%, Meeting times 21%, Work Schedule 52%.  - CCCS provides child care at all of our workshops/meetings for younger siblings. We translate all documents, email, messages to the preferred family language. We have varied workshop and meeting times and days to accommodate for more parents work schedule.   Welcoming Climate and Culture. 93% of parents feel welcomed at CCCS.  - We continue to encourage parents to come to our meetings (PAL’s and Cafecitos) to address their concerns and collaborate on solutions that maintain students safety in mind. Our Principal and Assistant Principal have an open door policy for parents and they are constantly reminded to visit and collaborate with us.||Met||2018
19647330123166|ISANA Palmati Academy|3|A – Seeking Input in School Decision Making Measurable Outcome: The number of parents/families completing the School input survey will increase from the year before by at least 2%, as measured by Survey Monkey.  Key Findings: Outcome Met – increased by over 2%  B – Promoting Participation in Programs Measurable Outcome: We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measured by workshop agendas.  Key Findings: Outcome Met – over two workshops provided  We chose these measures as focuses for the year as they address input and participation, and are part of the measurable outcomes for our LCAP goals.||Met||2018
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|3|A survey is administered to parents annually to seek input on school culture and climate.  Parents indicated that they feel their students are safe at school and are highly satisfied with the school's supplemental services and CTE programs.  They indicated that there are many opportunities for parent participation in school activities and that the school does a good job making parents aware of the ways they can participate in the various aspects of the school program.  The survey was a survey designed with input from Gateway Community Charters and the school around school goals related to parent participation and input.  It will be reviewed annually to ensure alignment with LCAP goals.||Met||2018
19734370134338|ISANA Achernar Academy|3|A – Seeking Input in School Decision Making Measurable Outcome: The number of parents/families completing the School input survey will increase from the year before by at least 2%, as measured by Survey Monkey.  Key Findings: Outcome Met – increased by over 2%  B – Promoting Participation in Programs Measurable Outcome: We will increase the percentage of parents trained on academic initiatives by providing a minimum of two workshops annually, as measured by workshop agendas.  Key Findings: Outcome Met – over two workshops provided  We chose these measures as focuses for the year as they address input and participation, and are part of the measurable outcomes for our LCAP goals.||Met||2018
54105460000000|Tulare County Office of Education|3|Parents participate in School Site Council, ELAC meetings, LCAP meetings and parent teacher conferences.  Parent teacher conferences are held twice a year at Community Schools.  Parents are surveyed every year regarding progress on our Local Control Accountability Plan.  Stakeholder input from LCAP meetings indicated an interest in informational Parent Meetings on a variety of topics. Parent meetings will commence in November 2018 on various topics. Parent input also indicated parents’ interest in  participation when students are setting goals while at Court/Community Schools.  Students are with us temporarily and parents are informed and updated on their student's progress regarding behavior, grades, and attendance as needed based on their terms and conditions of probation and/or expulsion.   83% of parents attended parent conferences in October 2018.||Met||2018
19648810118075|Learning Works|3||To measure parent engagement, Learning Works tracks participation and offers multiple opportunities for involvement but has little success in engaging parents in completion of surveys. Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. Our students struggle on a daily basis to get to school and make progress on their school work. We provide supports to continually re-engage students, which includes frequent individual calls, driving students to appointments and providing many other practical supports. Despite these challenges, parents are encouraged to participate in the life of the school and their student’s education. In 2016-17, LW began to host luncheons for parents with teachers, which we are continuing this school year and have expanded participation. Given the high needs and supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services, and more including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have the regular involvement of volunteer groups from the Pasadena Garden Club in our school garden, supporters of our Pregnant and Parenting Teen program and through donations to Hope Works, which provides essential supplies and referrals for homeless youth. Our community learning center, Community Works, is offering classes for adults including English as a second language and in the summer of 2017, our school was offered an opportunity to participate in a community-building project with students and volunteers to create a mosaic tile mural that was installed on the side of our building. More than 80 people participated in the creation of the mural and LW hosted a large unveiling of the mural at a community event.|Met||2018
15637840000000|South Fork Union|3|At South Fork Elementary School District: • 86% of our parent indicate they agree or strongly agree that the district or school adequately allows input and welcomes parents’ contributions • 89% of our parents indicate the school encourages them to be an active partner with the school in education their child. • 75% of our parents indicate the school actively seeks the input of parents before making important decisions. • 86% of our parents indicate they feel welcome to participate at school. South Fork School District chose to use the California School Parent Survey because it is the most comprehensive tool to provide key data on school climate and safety, learning supports and barriers, and stakeholder engagement, as well as youth development, health and well-being. This survey provides a wealth of information to guide school improvement and Local Control and Accountability Plan (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups.||Met||2018
36677100000000|Fontana Unified|3|In 2017-2018, the Fontana Unified School District (FUSD) provided an opportunity for parents/guardians to participate in the California School Parent Survey (CSPS) to provide feedback on parent input in decision-making and parent participation in programs in relation to LCAP Goal 6: Strengthen Family and Community Engagement.  The CSPS was chosen because it is widely recognized as a valid instrument for collecting data on parent perceptions regarding parent input and participation.  Although the State requirement is to survey the parents of one grade level per grade span, FUSD offers this opportunity to all households annually as the District strongly believes that seeking regular input from this vital stakeholder group is critical to serving the needs of our students and community. The number of survey’s completed increased significantly from the prior year as a result of significant outreach efforts by district and school administrators and staff.  In 2016-2017, 407 surveys were completed, but in 2017-2018 a total of 5,361 surveys were completed representing an increase in participation of 1,317%.  The survey results for 2017-2018 demonstrated increases in all areas related to input and participation and showed very positive parent perceptions in these areas in relation to FUSD schools.  The following shows comparative data for 2016-2017 and 2017-2018:  School allows input and welcomes parent contributions 2016-2017: 84% agree or strongly agree 2017-1018: 90% agree or strongly agree  School actively seeks input of parents before making important decisions 2016-2017: 75% agree or strongly agree 2017-1018: 81% agree or strongly agree  School encourages me to be an active participant in educating my child 2016-2017: 88% agree or strongly agree 2017-1018: 92% agree or strongly agree  Parents feel welcome to participate at the school 2016-2017: 90% agree or strongly agree 2017-1018: 91% agree or strongly agree||Met||2018
19753330000000|Manhattan Beach Unified|3||Meaningful engagement of parents, pupils, and other stakeholders is critical to the development of MBUSD goals and actions. The district strives to seek input from parents/guardians, as well as their participation in school and district programs. In our parent survey, 86% of respondents believe that MBUSD communication to the community is good or excellent.  Along with our parents/ guardians, Manhattan Beach community members provide input for decision-making through meetings, committees, and teams such as: Board Workshops, the Bond Oversite Committees, the LCAP Committee, the District Advisory Committee (DAC), School Site Councils (SSC), PTAs, the Medical Advisory Board, the Special Education Advisory Committee (SEAC), the GATE Advisory Committee (GAC), and the District English Learner Advisory Committee (DELAC).  Each of the aforementioned group meets several times during the school year to drive goals and services. MBUSD also has a long history of parent participation in school and district programs.  Last year, parents/guardians volunteered for over 300,000 hours with PTAs at our seven schools. Additionally, parent education workshops were hosted in the areas of academic excellence and social-emotional wellness, including Parent University, Families Connected, International Day, and parent workshops on topics such as Literacy, Mathematics, Growth Mindset, College Readiness, and Brain Research. High levels of parent participation also occur at our Back-to-School Night, Open Houses, Orientations, and elementary goal-setting conferences. MBUSD is encouraged by the level of parent participation and appreciative of their support and collaborative spirit.|Met||2018
43104390116814|ACE Empower Academy|3|GOAL: ACE Empower is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes.  ASSESSMENT: ACE Empower assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture.  ANALYSIS: On the annual survey, 87% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 86% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 92% attendance rate and 20% chronic absenteeism rate indicate a need to increase student and family buy-in.  ACTIONS: ACE Empower engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences.  2017-18 PROGRESS: ACE Empower achieved progress in this goal area as follows: Family Learning Events - The Strengthening Families Program (SFP) was implemented, which is an evidence-based parent, youth, and family skills-building curriculum that helps prevent teen substance abuse and other problem behaviors while improving parent/child relationships, 2) Student & Family Ownership of Learning -  Students set and monitored personal goals during their College Seminar (Advisory) class, then reported on these in Student Led Conferences. A new curriculum from UC Berkeley supported this process; and 3) Student & Family Engagement System - An online platform, Kickboard, was used to track student behavior data. This data was then shared with families through the ACE Family Link portal. Students earned “checks” from their merits, which they used in the Ganas store.||Met||2018
19648810113464|Aveson Global Leadership Academy|3||A. Seeking Input in School/District Decision Making Aveson School of Leaders is a charter school which involves parents and families in a variety of ways including:  community forums, board meetings, coffee chats, parent liaison meetings, school wide events and action team meetings. Action Teams garner the participation of approximately 30% of the school parent population.  These are some of parent-led action teams at Aveson:  Personalized Mastering Learning, Social Emotional Development, Events, Fundraising, Public Relations, Healthy Living, Gardening, Performing Arts, Visual Arts Technology, Maintenance and Outdoor Education.  Aveson also has a well established and successful  Parent Liaison program which promotes strong communication between parents and staff.  Through Action Teams and Parent Liaisons, Aveson is continually seeking input from parents when making school level decisions. Action Team Facilitators and Parent Liaison meet regularly with Administration and school support team members to identify problems and offer strategies and solutions. Aveson also forms parents focus groups to provide input on new policies and procedures.  B. Promoting Participation in Programs These family led actions teams have planned and implemented parent education nights focused on academic and social emotional learning.  Aveson consistently has a very high parent participation at Celebrations of Learning, Student Led Conferences and other student run activities and events.  The Executive Director works with the Personalized Mastery Learning and Social Emotional Learning staff leadership teams to develop plans for family communication, support and participation.  Since the Aveson governing board adheres to the Brown Act, any and all stakeholders were welcome to address the Governing Board during the public comment section of the board meeting agenda.|Met||2018
18750360000000|Fort Sage Unified|3|Parent involvement surveys results indicate that 65% of 9th grade, 40% of 11th grade, and 50% of 12th grade parents agree that teachers at this school communicate with parents about what students are expected to learn in class.  62% of 9th grade, 60% of 11th grade, and 50% of 12th grade parents feel welcome to participate at this school.  39% of 9th grade, 20% of 11th grade, and 40% of 12th grade parents agree that the school staff takes parent concerns seriously.  63% of parents attended one or more school functions as evidenced by sign in sheets.  Parents of unduplicated pupil were included in the surveys for Family and Community Engagement.  32% surveys were returned.    Participation for parents with exceptional needs highlights 92% of parents in scheduled IEP meetings and 57% attend other school functions.    The % of parents with exceptional needs students that participated in school functions and meetings increased from 90% to 92%.  The number of parents attending other school functions decreased from 80% down 68% as is evidenced by event sign in sheets.||Met||2018
15634046009351|Cecil Avenue Math and Science Academy|3|Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. CAMSA promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your Patriot (parents/grandparents), family math and paint nights, trimester awards assemblies, chaperoning field trips, back to school night, and STEAM night help promote positive interactions between the school and parents. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. Based on the 2018 LCAP survey, 93% of parents and guardians believe that teachers are trained to meet the academic, social, and emotional needs of their child, and 96% of parents and guardians believe that the district supports activities that promote positive student behavior and attendance.||Met||2018
19645350000000|El Segundo Unified|3|In El Segundo Unified School District we analyze and monitor parent engagement in several ways. ESUSD is committed to engaging all stakeholders in student success by promoting a variety of opportunities for parents, students, staff, and the community that strengthen communication and meaningful participation. These opportunities, including parent committees at all of our school sites and PTA organizations, K-12 district committees and advisory councils, parent education opportunities and family involvement evenings, all serve to encourage parents to participate in decision-making and to become involved at school. Every school site sends out an annual survey that we analyze at the site and district level to improve our parent engagement, involvement and satisfaction. Identified strengths for ESUSD were that parents feel welcome on all of our campuses and feel a part of the schools. That also shows through our very high participation in Back to School Night, Open House and other parent outreach evenings. We also have a strong participation in all committees from the site level to the district. The identified need for our parents was safety and security that we are addressing at all of our school sites with a district wide safety plan.||Met||2018
54720330000000|Palo Verde Union Elementary|3|Palo Verde enjoys very active, positive, and continuously expanding parent involvement in our school and the education of their children. Each year we have increased the number and type of parent engagement opportunities with the result that more and more parents are actively engaged each year with annual increases in parent participation in school and decision making, parent education and training to help their children succeed in school, and student participation in school wide and countywide academic showcases and competitions aligned with state standards. Palo Verde tracks the following measures to assure that all parents actively participate in school and district decision-making: • participation rate in parent training/involvement opportunities schoolwide and subgroups; • availability of parent training/involvement opportunities in school and district decision-making school wide and subgroups; • participation rate in parent training/involvement opportunities in school and district decision-making schoolwide and subgroups; • parent involvement in decision-making school and district of parents of unduplicated count students and of students with exceptional needs. • Availability of and participation in parent involvement training by teachers, staff and administration; • Availability of and use of interpretation and translation service These measures were selected because they are most likely to be good indicators of parent involvement at our school and because they also give us feedback for improvement. These are all incorporated into our LCAP goals and supported by LCAP actions and services. Palo Verde School is dedicated to student success by providing student, staff, parent, and community involvement and collaboration. All stakeholders are committed to continued improvement and working together to make Palo Verde a distinguished school. Key findings are: • Increase of 5% per year of duplicated count of parents participating in offered programs at Palo Verde School. • Increase of 10% per year in the number of opportunities for parents to participate in school and district decision-making. • Increase of 10% per year of parents participating in school and district decision making. • Interpretation and translation services are readily available to all staff • All district and school communications are provided in Spanish and English.||Met||2018
20652430134510|Sherman Thomas STEM Academy|3|We conducted a parent and student survey at the end of the 2017-18 school year with broad questions, such as “overall, how satisfied are you with Sherman Thomas STEM Academy”, and more specific questions, such as “how satisfied are you with teacher feedback on assignments”.  The survey had 16 questions and the results were broken down so that administration and our local governing board could see results by grade level as well as school wide.  Results of the survey were presented to our board in April 2018.  Two questions that we felt were particularly important were the overall satisfaction as well as, “how safe does your child feel at school?” We were very pleased with the fact that 94% of our parents reported being “very satisfied” with our school and 97% felt that their child “feels very safe”. Our LCAP goal was 75% satisfaction. It was only our first year of existence, and so we recognized that there would be areas to tweak. Therefore, we were obviously excited to see that our parents are satisfied with what we are doing. While we were excited about this news, we were not really shocked. We have a lot of interaction with our parents and communicate regularly. Our goal, as a staff, is to be very accessible to our parents and to foster an environment where everyone is on the same page. Parents have frequently commented on how much they appreciate this.  The principal sends out an email at the end of each week with pictures and highlights from that week as well as an email at the beginning of each week with important information for any upcoming events. All teachers send a weekly communication home with a list of all assignments for the upcoming week. Every Monday, students also go home with a current grade check that includes all work from the previous week, with teacher feedback, along with any fliers we need to send home. Parents know to check the back pack on Mondays. We have a monthly parent meeting where staff share things that are coming up and parents are given a chance to give feedback – what’s going well and suggestions on improvements. Our LCAP goal had been to have 25% of parents attend one of those monthly meetings – we had 60%. We have quarterly family nights, where the whole family is encouraged to attend a one hour event that includes performances, awards, guest speakers, and always ends with a family STEM challenge. Our LCAP goal was to have 60% of parents attend at least one evening event – we had 100%.  Our parents are encouraged to help with our Friday activities – with the hands on projects as well as field trips. Our LCAP goal was to have 15% parent participation (we realize it’s difficult to get time off work and to make commitments during the day) – we had 49%. It’s clear that our parent engagement far exceeded our hopes and expectations and we are a stronger school because of that.||Met||2018
36678760120568|Options for Youth-San Bernardino|3||OFY-SB actively seeks parental input in making decisions, including decisions that affect all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. OFY schedules a variety of family events throughout the year, including Back to School and Open House events, Parent-Teacher Conferences, academic and athletic banquets, EL reclassification celebrations, Senior Signing Day events, focus group meetings, various award celebrations and LCAP informational meetings. Ultimately, these school-wide parent outreach opportunities create positive and meaningful experiences for our students.  Effort and attention are placed on stakeholder engagement in the maintenance and development of our LCAP goals. Focus group meetings allow for collaboration among all stakeholder groups (parents, students and staff) in order to guide the development of focus areas and spending categories in the LCAP. The Student and Parent focus groups and online surveys are conducted twice a year and attendance is tracked to measure parent engagement. Results from the Comprehensive School Climate Inventory provide center and charter-level feedback on parents’ feelings about school climate which is designed to be used to target areas of improvement, most specifically in regard to connectedness and safety. Parent Survey results are also reported locally to the charter school boards.  Parental input is solicited in instructional decision making, including decisions that promote parent participation for all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. School events provide time for parents and students to learn about all of the programs our school offers, as well as one-on-one time with teachers to work collaboratively toward the success of the student. School staff consistently and regularly communicate with parents through phone calls, emails, texts, letters and the Remind app in regards to student progress in academic, behavioral, and/or social areas and collaborate with parents on student support and individualized needs as well as effective feedback and resources to promote learning and student achievement. Parent/teacher/student conferences are held twice a year and collaborative suggestions are developed on supporting their student’s academic progress and success. Intervention meetings are scheduled with parents, student, teacher, and AP every few months to discuss targeted goals and intervention strategies are created through collaboration with all participates and implementation timeline is established. Written reports of student progress are provided to parents at conferences, Intervention meetings and per request. Student Advisors hold meetings with parents to help guide them through post-secondary and financial aid options, as well as host quarterly parent information meetings. Stakeholders also communicate and connect through social media outlets.|Met||2018
19647330134205|Arts in Action Community Middle|3|A comprehensive school climate survey was conducted and provided to staff, parents and students.  The purpose of the school climate survey was to provide another forum for generating feedback and ensuring collaboration on the assessment of progress for the local and state indicators per the Local Control Accountability Plan (LCAP).  1. The key findings from the survey in regards to seeking parental input was that it was integral that we provide opportunities for feedback through a variety of ways. All parents were provided with the survey through a variety of methods: Text messages with the survey embedded, computers set up in the common area upstairs and downstairs, and paper surveys that were sent home and available in the common area. Surveys were available before, during and after-school and were also sent home to students. A designated staff member assisted parents with reading the survey if the parent was unable to read the survey. The survey was provided in both English and Spanish. Based on the findings of the survey we made plans to continue to provide parent workshops, continue the tradition of trimester award ceremonies, and we hired a family engagement coordinator in order to ensure that parents felt that they were provided with strategic ways to engage with their child’s school. Through the survey we understood that we need to have multiple methods and forums for engaging parents in proactive and meaningful ways.  2. The key findings from the survey were overwhelming positive.  For example, we were able to provide over 20 parent workshops throughout the school year. The 20 parent workshops were based on key areas such as state testing, common core standards, reading and math strategies, English Language Development, special education, behavioral and socio-emotional needs, immigration and the LCAP.  68.4% of parents who took the survey stated that they participated in parent workshops.  In addition, parents provided positive feedback with the trimester assembly awards, the student arts showcases, the dance performances, the musicals, the school dances and movie nights and the coffee with the principal events as well.  3. We chose to utilize the comprehensive school climate survey because it encompassed all the areas of our Local Control Accountability Plan.  We utilize stakeholder input in creating the LCAP (students, staff, parents and families and community members) and we wanted to ensure that the survey reflected the components of the LCAP and the LCFF priorities in a comprehensive and measurable manner. We also solicited feedback through workshops, parent interviews and collaborative meetings. However, we determined that a survey was helpful because it allowed for a higher rate of parent participation, and ensured that we generated feedback from a greater percentage of parents and families. Information generated from the survey was shared at school board meetings and also reported to our families and staff. The information from t||Met||2018
13631230122663|Imperial Valley Home School Academy|3|"IVHSA provided a parent feedback survey to all parents in May-June 2018. The number of surveys completed was 56 from parents of students in grades TK-8. The findings related to seeking input from parents in decision making and promoting parental participation in programs were: 91.07% of parents indicated extremely to the question To what extent does your child/children feel safe while on the IVHSA campus? 98.21% of parents responded yes to Do you and your children feel welcomed on our campus? 96.43% of parents responded that they can comfortably communicate with their child's teachers and other staff at IVHSA. 92.86% of parent responded Very Much and 1.79% responded Somewhat to the question Do you feel that IVHSA workshops have enhanced your child's learning? 55.36% of parents responded ""Often"" and 41.07% responded ""Sometimes"" to Have you utilized online material to supplement your child's learning? This survey was selected to provide feedback for each component of the LCAP and determine strengths and areas of growth in obtaining input from parents and parental participation in our programs."||Met|Imperial Valley Home School Academy is a dependent charter school that supports parents with schooling their children at home. Instruction takes place in the home with parents as the teachers. The school supports instruction by providing the curriculum and lessons and voluntary enrichment and support workshops provided at the academy location.|2018
36678760122317|Hardy Brown College Prep|3|Fortune annually administers a survey to parents at all grades served. In 2017-18 Fortune administered this survey to kindergarten through 9th grade parents/guardians. Key finding was that 86 percent of the parents were satisfied or strongly satisfied with their school. Additionally, 94 percent of parents felt their school administrator was respectful and professional and 88 percent rated their school culture as effective. Parents also felt that the parent education and involvement opportunities were helpful, with 81 percent of them rating those as helpful or very helpful.   The survey results relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. Fortune chose this particular survey because it allows Fortune to calculate school level results on a range of factors including school environment, culture, academic program, parent involvement and administrator effectiveness.||Met||2018
01611190130609|Alameda Community Learning Center|3||For the 2018-19 school year, the LCAP goals around parent communication and community involvement were greatly revised. Previously, these goals were largely tied to response rates on the community survey, as well as a loosely defined goal to develop an annual external communication plan. Moving forward, ACLC has developed goals to regularly communicate crucial information regarding performance, site decision-making, and college access to families in multiple languages. In all of these goals, ACLC has made demonstrable progress. Grade data is available to families continuously, and it is formally communicated four times annually. MAP testing data is also communicated with the formal communications. An annual college prep communication plan has been established and is being followed. The translation of regular form documents has begun. Furthermore we plan to include questions around the understanding of and perceptions of testing at ACLC on our community surveys. Class time will be devoted to letting students take the survey and the parents will be notified at least three times to take the survey. Although our results around communication and school climate remained high last year, our total number of respondents decreased substantially. Finally, parent communication and participation remains high. Parents regularly cite access to staff as one of the high points of the school, both anecdotally during admissions nights and in survey results (96% satisfaction). Parents help with a variety of events and tasks, and there are also two representatives on the ACLC Board, and one on the CLCS Board. Parents have both a literal and figurative seat at the table for decision making.|Met||2018
43694500129247|ACE Esperanza Middle|3|GOAL: ACE Esperanza is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes.  ASSESSMENT: ACE Esperanza assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture.   ANALYSIS: On the annual survey, 84% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 95% attendance rate and 12% chronic absenteeism rate indicate student and family buy-in.  ACTIONS: ACE Esperanza engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences.  2017-18 PROGRESS: ACE Esperanza achieved progress in this goal area as follows: 1) Family Learning Events - Families are invited to participate in a variety of events, including ACE Growth Audits, “Launch” assemblies, school meetings, and on-going parent learning events run in partnership with local organizations. Parent attendance has led to greater sharing of concerns and priorities and has allowed school staff to respond to issues as they arise. Yearly surveys are implemented to gather additional data; and 2) Student & Family Ownership of Learning - Students set personal goals each week during Advisory and reflect on their progress towards these goals each Wednesday.  Students receive regular feedback on their goals and their progress from their Advisor and share progress toward goals in Student Led Conferences.||Met||2018
19645500000000|Garvey Elementary|3|Garvey School District uses a local survey comprised of fifteen questions that are adapted from the California School Parent Survey to gather feedback on two domains: seeking parent/guardian input and promoting parent participation. The ultimate goal is to attain at or above 85% of parents/guardians indicating “Strongly Agree” or “Agree” in each area on the survey related to the two domains. The annual growth targets are to: 1) have an average increase of 5% for areas below 85%, and 2) maintain 85% or above for the high-percentage areas. Using the 2016-17 parent survey findings as baseline data, the following is a summary of the key findings for 2017-18.  Key Findings on Seeking Input from Parents/Guardians in School & District Decision Making Actively seeks parent input before making important decisions. (-3.2%) Allows input and welcomes contributions. (+17%) Takes parent concerns seriously. (+17.6%) Parents served on a school committee. (+44.8%)  Key Findings on Promoting Parent Participation in Programs  Information & Communication:  Well-informed about school activities. (-3.5%) Provided information on parents’ expected roles at school. (+8.1%) Provided information on how to help children to do homework. (+3.5%) Provided information on children’s program placement. (+20.5%) Supportive Culture: School staff treat parents with respect. (0) Parents feel welcome to participate at school. (+5.5%)  School staff encourage parents to be active partners in education. (+4.8%) School staff is helpful to parents. (+1.7%)  School staff promptly responds to parents’ questions. (+3.0%)  Parent Participation: Parents attended a general school meeting. (-3.3%)  Parents attended a school/class event. (+30.0%)  Rationale of Selecting the Local Survey The District develops the survey and administers it to all parents/guardians across the district in order to get an unfiltered feedback from the community on the two focus areas: seeking parent/guardian input and promoting parent participation.  The findings of the survey are highly relevant to Goal 5 “Foster Impactful Parent and Community Engagement” in the District’s Local Control and Accountability Plan.   Summary of 2017-18 Annual Growth Average Increase (for indicators below 85%): 10.05%||Met|For a detailed report on the Local Performance Indicators for 2017-2018, please refer to this link: https://www.garvey.k12.ca.us/apps/pages/about/lcap|2018
19643940000000|Claremont Unified|3|The LEA annually surveys parents/guardians, as well as students, staff, and community members in order to collect information on stakeholder’s perceptions of school safety, parent engagement/involvement opportunities, and general school climate.  Below are the key findings from two of the most recent administrations of these surveys (Winter 2018 and Spring 2018). 1. Key findings from the survey related to seeking input from parents/guardians in school and district decision making include: a. 66% of parents/guardians agreed that there has been an increase in opportunities to be involved in parent advisory groups and/or workshops. b. 79% of parents/guardians agreed that parents have opportunities to be part of decisions about the school through surveys and advisory groups. 2. The key findings from the survey related to promoting parental participation in programs include: a. 76% of parents/guardians agreed that the school provides parents with resources and or ideas for supporting students with the California Standards which is up 3% from 2017. b. 86% of parents/guardians agreed that they are encouraged to share their concerns with school staff which is a 5% increase from 2017. c. 95% of parents/guardians agreed that the school keeps all families informed about important issues and events which is a 3% increase from 2017. d. 72% of parents/guardians agreed that the teacher(s) and school(s) give parents useful information about how to improve their child’s progress. 3. The LEA chose the selected survey as it covers several areas of importance to the LEA regarding parent perceptions on safety, involvement, academic rigor, and curricular offerings.   The above findings closely relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan including: a. Priority Area #3 - Parent Involvement, Goal 4:  CUSD will provide parents with multiple options for decision-making, meaningful participation in school activities, education opportunities, and strategies to support CCSS learning at home. b. Priority Area #5 – Pupil Engagement, Goal 6:  Schools will implement strategies, programs, support mechanisms, and activities that promote school connectedness in students and families throughout the CUSD community.||Met||2018
35675380000000|San Benito High|3|In the spring of 2018, a parent involvement survey was distributed to all San Benito High School parents via google forms. The District received 72 parent responses (decrease of over 100 response from 2016-17) to the survey. The key components of the survey included: Parent Participation, Welcoming School Climate, and Academic Progress of Students.  Parent Participation: 63% of parents indicated they agree or strongly agree that the school encourages parents to become involved in the school through opportunities such as parent councils, committees, and volunteering (35% increase from 16-17). 52% of parents indicate they agree or strongly agree that the school provides opportunities to increase parent participation at school events, such as translation services and childcare (16% increase from 16-17) Welcoming School Climate: 89% of parents indicate they agree or strongly agree that they feel welcome at SBHS (48% increase from 16-17). Academic Progress of Students: 49% of parents indicate they agree or strongly agree that SBHS provides their child with the opportunity to learn skills needed for the future. 78% of parents indicate they agree or strongly agree that they are satisfied with the information the school provides on their child’s progress.   The parent survey will be administered again in the spring with a few adjustments. The district has purchased Thought Exchange, an interactive survey platform, to engage more parents in the participation process. Though Exchange survey information will be disbursed several times throughout the development of the LCAP as well as to gain feedback on key school initiatives. Our continued goal is to increase parent participation.||Met||2018
34674473430691|Options for Youth-San Juan|3||OFY/OFL actively seeks parental input in making decisions, including decisions that affect all student subgroups, specifically students with exceptional needs, foster youth, and English Learners. OFY schedules a variety of family events throughout the year, including Back to School and Open House events, Parent-Teacher Conferences, academic and athletic banquets, EL reclassification celebrations, Senior Signing Day events, focus group meetings, various award celebrations and LCAP informational meetings.  OFY believes open communication is the key to establishing and maintaining strong partnerships with parent and guardians. Communication with families occurs regularly through emails, phone calls, quarterly newsletters, and progress reports. Written reports that include suggestions and strategies to help parents support the learning process are provided upon request. The school staff notifies parents immediately when problems including attendance, academic progress, or personal issues arise. Focus group meetings allow for collaboration among all stakeholder groups (parents, students and staff) in order to guide the development of focus areas and spending categories in the LCAP. The Student and Parent focus groups and online surveys are conducted twice a year and attendance is tracked to measure parent engagement. OFY-SJ also engaged parents through the Comprehensive School Climate Inventory. Results provide center and charter-level feedback on parents’ feelings about school climate which is designed to be used to target areas of improvement, most specifically in regard to connectedness and safety. Parent Survey results are also reported locally to the charter school boards.  School events are regularly utilized as a platform to enhance communication between administrators, teachers, and other school staff with parents. They provide time for parents and students to learn about all of the programs our school offers, as well as one-on-one time with teachers to work collaboratively toward the success of the student. School staff consistently and regularly communicate with parents through phone calls, emails, texts, letters and the Remind app in regards to student progress in academic, behavioral, and/or social areas. Parent/teacher/student conferences are held twice a year and collaborative suggestions are developed on supporting their student’s academic progress and success. Intervention meetings are scheduled with parents, student, teacher, and AP every few months to discuss targeted goals and intervention strategies are created through collaboration with all participates and implementation timeline is established. Written reports of student progress are provided to parents at conferences, Intervention meetings and per request. Student Advisors hold meetings with parents to help guide them through post-secondary and financial aid options, as well as host quarterly parent information meetings.|Met||2018
07616970000000|John Swett Unified|3|1. The District administered the California School Parent Survey during the Spring of 2018.   Several automated phone messages inviting parents to participate were sent to all homes, the link to the survey site was posted on the school's website, and a written invitation to participate was sent home with all students.  Forty-one parents participated.  Of the forty-one responses, 58% of respondents felt that their school actively seeks parental input before making decisions; 64% felt the school welcomes parental input and parental contributions. 2. Of the forty-one respondents, 78% believed the school encourages them to be an active partner in educating their children; 72% feel welcome to participate at school. 3.  This survey was chosen as a companion to the California Healthy Kids Survey and the California School Staff Survey in order to gain information that will help the District improve its programs for students.  The findings, though based on a relatively small number of responses, support the District's LCAP goals related to improving instruction, improving student academic outcomes, and increasing parental participation. The District plans to administer these surveys again, during the 2018-19 school year in the hope of increasing participation.||Met||2018
29663730000000|Pleasant Ridge Union Elementary|3||We continue to see our parents engaged and involved with their child's social, emotional and academic development. The overall satisfactory survey increased by 10% this school year, to a satisfactory percentage of 95.9%. The categories addressed parent engagement, school culture, and student achievement.  We also saw a drop off of the number of parents wanting to be involved in school fundraisers and parent’s clubs but saw increased in money raised for school activities and field trips. We attribute that to more parents going back to work and the wealth of the economy.   Also, the schools have seen a change of parents perception about the district's attendance policy.  Parent's are more supportive in getting students to school on time and assisting within the classroom at the elementary level.  This can be contributed to the positive messaging from the school's attendance, truancy, and behavior specialist.  The ATBs are a resource for families to rely on for support, resources and child advocacy within the schools.   Finally, the school district continues to provide Love and Logic parenting training for parents within PRUSD.  Three, six-week classes were provided during the 2017-2018 school year where thirty families took advantage of the classes. The exit surveys reported that parents used the strategies in the home to help encourage students to do better in school.    One area of growth for Pleasant Ridge Union School District staff in the area of parent and community engagement is ongoing professional development in how to better engage parent involvement.  The parent involvement focus is on how to better support the child's achievement in their home.|Met||2018
54721320000000|Springville Union Elementary|3||As measured by District sign-in sheet, 94% of certificated teachers and 100% of administration participated in professional development opportunities related to parents/guardians in decision making at the beginning of the 2018 schoolyear. As measured by SSC sign-in sheet, 100% of the District's School Site Council, inclusive of parents, community members, teachers, other staff, and administration received professional development in School Site Training. As measured by monthly School board Meeting sign-in sheets, the District will seek to increase parent participation in meetings of the local governing board. Although parent feedback from the District's Local LCAP Survey did not deem Parent Engagement as a High Priority, the District chose the selected measures to find additional ways for parents to be involved with their student's education, school decisions, activities, and events. Parent Engagement is addressed in the District LCAP - Goal #4|Met||2018
43694270125617|ACE Charter High|3|GOAL: ACE Charter High is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes.  ASSESSMENT: ACE Charter High assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, parents 93% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and92% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 91% attendance rate and 31% chronic absenteeism rate indicate a need to increase student and family buy-in.  ACTIONS: ACE Charter High engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2017-18 PROGRESS:ACE Charter High achieved progress in this goal area: 1) Family Learning Events - Cafecitos con Keyur (Coffee with the Principal) were held on a monthly basis, which include college knowledge opportunities for parents. For senior parents, the College Access and Success Manager held college nights, financial aid, and scholarship nights; and 2) Student Ownership of Community - Through college seminar classes, each student had the opportunity to work with peers to complete their homework and study for classes. Then, during advisory time College Coaches advised students on strategies to take ownership of their own learning. Student Led Conferences were held, where parents, teachers, and students came together to discuss student growth and opportunities for success. The Dean of Students held additional parent meetings for students who may not be passing their classes yet and provided motivation strategies to increase engagement in school and increase attendance. Parents have been active in mitigating their student’s poor behavior and the number of repeating offenses by students has decreased after parent meetings focusing on behavior.||Met||2018
06616220000000|Williams Unified|3||A.) PARENT INPUT in SCHOOL/DISTRICT DECISION MAKING: Every year, at the first DAC (District Advisory Committee) meeting, input from parents is obtained on what they feel their needs are in order for them to support their children socially, academically and emotionally as “Partners in their Children’s Education.” Based on their input, we develop a monthly calendar of presentations and workshops that will support their partnership with our schools and in our community when it comes to their child’s education and building their capacity in decision-making and effective parent engagement. The number of parents attending workshops was MEDIUM (averaging 11-15 parents). The topics for professional development selected for 2016-2017 school year were: October – Voting; November - LCAP Progress; December; Cultural Celebration; January - Police Department Forum; February - LCAP Input; March - Mental Health; April - Committees Engagement; May - Socio-emotional Learning GOVERNING BOARD DECISION-MAKING:  f. LOW (varied from 4 to 8 parents) attendance at Governing Board meetings and DECLINED (average of 5 -15 parents) in comparison to attendance the previous year. ADVISORY COMMITTEES:  Overall MEDIUM (Status) INCREASED (Change) g. Parent participation in local Advisory Committees: i. SSC: LOW parent turn out at meetings (average was 2 of 5 parents). In comparison to last year, it MAINTAINED (average was 1 of 5 parents). ii. DAC: MEDIUM parent turn out at meetings (average was 15 parents). In comparison to last year, it INCREASED (average was 6 parents previous year). iii. MPAC: MEDIUM parent turn out at meetings (average was 15 parents). In comparison to last year, it INCREASED (average was 10 parents previous year).  iv. DELAC: MEDIUM parent turn out at meetings (average was 15 parents). In comparison to last year, it INCREASED (average was 10 parents previous year). v. PTO: LOW parent turn out at meetings (average was 4 parents). In comparison to last year, it MAINTAINED (average was 4 parents previous year). B.) PARENT PARTICIPATION: PROGRAMS: a. Rogelio Dance Academy Program parent participation was VERY HIGH (1,250 attended the parent night presentation program). This was not offered the previous year so, this program showed a SIGNIFICANT INCREASE in parent participation for programs. b. Parent College Awareness & Orientation Program offered VERY HIGH (status) attendance averaging about 25 parents and SIGNIFICANTLY INREASED (Change) in comparison to last year’s previous attendance average of 14 parents). c. The Cultural Posada Celebration had a VERY HIGH (68 parents) attendance. This was a SIGNIFICANT INCREASE to the previous year because this program did not happen the prior year. TRAININGS & WORKSHOPS: d. MEDIUM (status) parent turnout at parent Trainings and Workshops (averaged 14 parents) offered by the district. This was an INCREASE (Change) in attendance (previous parent attendance average were 3 parents) e. We had 18 parents who attended the CABE|Met|The selection of these measures relate to the established LCAP Goal #4: Williams Unified will enhance parent engagement and improve communication among home, school and community stakeholders. These measures also align with the following LCAP Actions/Services:  4.1  Provide opportunities for stakeholder involvement through district and school advisory committees in order to foster positive communication and meaningful engagement.  4.2  Continue to seek ways to engage EL parents/caregivers through parent outreach programs, activities and classes, such as Project Inspire, Parent College and the Parent Center.  4.3  Provide translation/interpretation services to increase parent and teacher communication and involvement of English Learner parents in school activities. Continue to provide a District Liaison (1FTE) to serve as a parent advocate.|2018
37682210000000|National Elementary|3||In the National School District, we utilize our district DPAC and DELAC committees, our site SSC and ELAC committees, and our PTAs on an ongoing basis to seek collaborative input in the decisions we are making in regards to our LCAP goals and district foci. Knowing meaningful parent and family engagement contribute to improved student outcomes and is an essential component of a systems approach to continuous improvement, a variety of opportunities and forums are provided for parents/guardians to engage them in a multitude of options for parent participation. Parents and guardians are invited to various district and school presentations on such topics as the Common Core (ELA and mathematics), NGSS, technology and social emotional well-being. In addition, schools hold parent meetings regularly to discuss a variety of site, parent and community matters. Parents and guardians also have the opportunity to participate in back-to-school, curriculum nights, various activities and events (like fall festivals, book fairs, Read Across America, movie nights, etc.). We measure participation through attendance sign-in sheets, counting numbers of participants at events, numbers of packets of materials shared, etc. Parents and community members are welcome at all governing board meetings and often attend when student presentations from the school sites highlight various programs occurring at the schools. Teams of teachers along with their site administrators have been trained by Teacher Created Materials. These teams continue to present workshops for parents linked to student learning, focused on how to help their children at home with reading and the common core standards. Also, the district supports English as a Second Language classes requested by parents at various school sites across the district. School sites also offer their own parenting classes through a variety of community and county opportunities. Our Family Resource Center Collaborative staff have provided parenting training, family dynamics workshops and other variety of services as requested to support our NSD families. School sites have access to translation services for print materials which include newsletters, flyers, etc. as well as translation services are provided at district meetings and district and school presentations to allow our parents/guardians to participate fully in educational programs with staff related to their child’s education.  Translators are also provided for IEP meeting and parent conferences as needed. Due to parent and teacher feedback, for the past several years, parent engagement, education and training have been at the forefront of identified needs. A Teacher on Special Assignment (TOSA) for Parent Engagement was hired through LCAP funds for the 2017-2018 school year. This addition provided coordinated consistent training across all ten school sites and works collaboratively with district curriculum experts to provide educational training to parents and community mem|Met|The TOSA for Parent Engagement coordinates with every school to offer parent classes, workshops, and training on different topics, academically and non-academically. The TOSA has invited community partners to deliver parenting classes at different schools in our district. The TOSA has coordinated community events such as NSD Parent Summit, Good Deeds Day, Health Fairs, and Resource Fairs. The primary focus of the Teacher on Special Assignment for Parent Engagement is to create opportunities for parent participation, empower parents and families for their child’s success, and create a positive avenue of support and communication between school and home.|2018
43696660131656|ACE Inspire Academy|3|GOAL: ACE Inspire is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes.  ASSESSMENT: ACE Inspire assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture.  ANALYSIS: On the annual survey, 85% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 91% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 95% attendance rate and 14% chronic absenteeism rate indicate student and family buy-in.  ACTIONS: ACE Inspire engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences.  2017-18 PROGRESS:ACE Inspire achieved progress in this goal area: 1) Family Learning Events - Multiple initiatives engaged families, including a college readiness program in partnership with the local community college, the Inspire newsletter, Cafecito meetings, volunteer opportunities, and an open door policy to encourage event attendance and the ability to express concerns. An attendance initiative achieved the goal of a 96% attendance rate, with student and family incentives in place and regular messaging through College Readiness class, family meetings, and Student Led Conferences; and 2) Student & Family Ownership of Learning - Students showcased their work portfolios, as well as standards mastery levels using ANet and NWEA scores, with families during Student Led Conferences.||Met||2018
23656230112300|La Vida Charter|3||Parents are critical partners in a non-classroom based education. All measures below were part of the LCAP actions steps toward goals. Parent Involvement: 1. Two Board members are former parents and a current parent of enrolled students was voted in at the end of the year. 2. 8. One LCAP surveys from parents, one survey from teachers, plus one feedback session each from parents and teachers.   47% parent participation on the end of year survey.  Student Surveys 95% participated. . 3. 10 parents logged 65 hours of volunteer time and snack donations. The Student Services Liaison reached out to parents for 15 events, asking for participation. Parents sign up at the beginning of the year for things they would like to be involved with. Professional Development; Parents 1. Twelve Parent Institutes were offered.  Topics of the Parent Institutes included: Math the Singapore Way, 10 Proven Strategies for Teaching Reading, Helping Struggling Readers (4), A Dianne Craft Method,  Vaccination Info, What is Simplicity Parenting, Simplicity Parenting and Discipline and Applying Simplicity Parenting.|Met||2018
31668520000000|Newcastle Elementary|3|The Newcastle Elementary School District administered three smaller surveys to parents during the 2017-2018 school year instead of one large survey.  Some of the key findings of seeking input from parents in decision making were found not only in the survey questions but also in the free response at the end of the survey.  Parents felt there were opportunities to give input, but would like to give more input during a time of change, such as the one the district in currently undergoing in facilities.  There were multiple outlets to share ideas, thoughts, and concerns through board meetings, District Advisory Committee, School Site Council, Parent Teacher Club, and one-on-one meetings with administration, but a concern was still shared about how parents can continue to be involved. Some of the key findings from the survey related to promoting parental participation in programs indicated that parents would like to see a variety of ways of being involved, as holding meetings and events in the evenings can make it difficult for some families to attend.  Parents suggested using technology as an avenue to share out information and involve parents in programs through webinars and videos posted online to include those who cannot attend in person.  Overall, parents did share they feel included in school events and felt welcomed to participate in activities on campus.  The district chose to this administer this specific survey because it was created and tailored to give feedback unique to our needs and parent population.  Most questions were aligned with LCAP actions/services and gave information for reporting progress throughout the year.  Some questions related to culture and climate, which was indicated as a need for the district.  The information provided by parents through the survey process was included in LCAP development and as part of setting new actions/goals for the 2018-2019 school year.|This option was not selected.  The district selected Option 1: Survey.|Met||2018
33103300138602|JCS - Pine Hills|3|JCS-Cedar Cove has an LCAP summary with a link for parent feedback on the webpage. In February and March we'll send a survey to parents asking for input on the upcoming year's LCAP. Parents are also surveyed at the end of each semester regarding a variety of topics.|1. November: Hold a School Site Council meeting to explain LCAP/LCFF to parents and to review the current goals and data.  February: Hold a School Site Council meeting to share LCAP annual update and gather input for upcoming year's goals. February and March: Email survey for parents to provide input on the upcoming year's goals. The Governing Board includes a parent representative and all parents have access to attend board meetings in person or virtually. Meetings are also recorded.  2. As JCS-Cedar Cove is an independent study program, parents oversee the instructional time for their students for at least 26% of the time. Parent involvement is thus strongly encouraged. Academie staff provide instruction and support to parents for homestudy days. Parents are invited to academies often, about once a month, for showcases of learning, like projects or visual and performing arts. Home study parents get support from an educational faciliator (EF) that ensures students have access to curriculum aligned to Common Core State Standards. Parents are invited to workshops on various topics and a monthly newsletter is sent to educate parents on topics related to teaching.   3. Our parents have access to a lot of technology and are used to using it at our school. We believe that between school site council meetings and online surveys we will get good feedback.|Met|JCS-Pine Hills is a new school, established in August 2018.|2018
34674390101048|St. HOPE Public School 7|3|St. HOPE Public School 7 (PS7) seeks regular feedback from parents and guardians in several ways, including via the bi-annual family surveys. The school encourages all families to participate in the surveys, and in the Spring of 2018, 45% of students’ families responded. The surveys are optionally anonymous to promote honest responses, although the school and its classroom teachers invest students and families in the survey by tracking classroom completion rates and explaining how the survey results are used.  Questions are aligned between the winter and spring surveys, and standardized year over year to provide historical comparison so the school and network can assess the need for and impact of initiatives to encourage increased parent participation and input. Both PS7 and the overall St. HOPE network utilize results from the family survey to guide decision-making around policy and best practices to serve families. In addition, survey questions are aligned to PS7’s LCFF priorities and LCAP (Annual Measurable Outcomes of Goals 2 and 3) to ensure clarity around long-term goals and provide tracking toward those objectives.   In the spring of 2018, 77% of families agreed or strongly agreed that PS7 communicates frequently and consistently, and 77% said their child’s teacher makes them feel like part of a team dedicated to making their student successful. The site has implemented weekly communication folders as a strategy for communicating frequently and consistently with all families, and these folders include information about how and when parents may participate in programs run at PS7. In the Spring of 2018, 94% of families said those communication folders help them stay informed about events occurring on campus, demonstrating that PS7 parents and guardians are largely aware of their opportunities for participation. Overall, parents feel that staff at PS7 make them feel welcome on campus (85% agreed or strongly agreed to this statement).   PS7 has also established many traditions that encourage families to come on campus and really be a part of the PS7 family. Traditions include a Summer Orientation for all families, a Quarter 1 Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, events such as Parent Night, a Literacy Night, Quarterly and End of Year Award Ceremonies, and Promotion Ceremonies for K, 5th and 8th grade. These events are well attended.||Met||2018
19647331996610|Los Angeles Leadership Academy|3||Parents are active participants and provide feedback in shaping the agency's educational progress. Parents participate in the SSC, Parent-Teacher Council, Curriculum Council, and Board Meetings. Parents are also provide feedback through our annual LCAP feedback survey.  Administrators engage parents in monthly Coffee w/the Principal. Parents actively participate in workshops and classes through the  Parent Center and CCSA (California Charter School Association) representatives. Staff are organizers and participants in parent events and activities. Parent engagement is an ongoing yearlong process.|Met||2018
39685690000000|Lincoln Unified|3|Lincoln Unified School District (LUSD) is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  Various programs and events have been established to initiate outreach and make connections with parents, including active Parent Teacher Student Associations (PTSA) at all schools, school open house events, Parent nights and back-to-school nights.  Establishing these connections and developing relationships leads to greater parent involvement.  In addition to the previously listed parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees at all school sites such as School Site Council, English Language Advisory Committee (ELAC), and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC), Stakeholders’ Community and Family and Community Engagement Committee.  LUSD’s 2017-18 California School Parent Survey indicated that 41% of parent strongly agree that the school allows input and welcomes parents’ contributions, 44% of parents strongly agree that the school encourages me to be an active partner with the school in educating my child, 19% strongly agree that the school actively seeks the input of parents before making important decisions, and 50% of parents feel welcome to participate at this school.  In order to promote parent input and engagement 100% of administrators have received information related to engaging parents/guardians in school and district decision making.  The district encouraged stakeholder input during the development of the 18-19 LCAP by holding five stakeholder meetings.  All schools have access to interpretation and translation services to allow parents to fully participate in educational programs and individual meetings with school staff related to their child’s education.  The California School Parent Survey is given every other year and the data from this survey is compared to the information gathered from parents at the stakeholder meetings and the several committees designed to elicit parent input.||Met||2018
33103300137851|Julia Lee Performing Arts Academy|3||Not applicable yet.|Met||2018
41690470000000|San Mateo Union High|3|"The SMUHSD will administer the CA Healthy Kids Survey, Parent Module in line with its LCAP measurable outcomes. The Parent Survey is currently being administered to parents (fall 2018). It was intended that this tool would be administered in the fall of 2017, but there was a technical glitch in the administration, and as a consequence, there were too few responses for adequate reporting. As a consequence, we will administer the survey anew to establish baseline data during this school year. Baseline data will be established regarding a variety of questions, but in particular, the District will look to set measurable improvement outcomes related to parent perception of the extent to which their school ""actively seeks the input of parents before making important decisions.” (CHKS, Question 38) In addition, baseline data will be established regarding parent perception of the school ""providing quality counseling or other ways to help students with social or emotional needs."" (CHKS, Question 15). The District has chosen these particular questions as it looks to make improvements in parent involvement in school governance across all school sites, and in overall parent satisfaction with its new (and pre-existing) school and mental health counseling programs, but all results will be reviewed with key stakeholder groups."||Met||2018
37680236037980|Mueller Charter (Robert L.)|3||At Muelle/Bayfrontr Charter School, we pride ourselves on creating strong home-school connections with our students and their families. Home visits are conducted for every student at the start of every school year. 94% of parents completed home visits this school year. Mueller Charter School believes that ongoing communication with all stakeholders is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information.  The school’s website serves as a source of information for current and incoming students and families. Mueller/Bayfront utilizes School Messenger that enables the school to communicate with families via phone calls and text messages. At Mueller/Bayfront Charter School, technology is utilized to increase communication by way of Class Dojo, Edmodo, Remind, and Jupiter Ed. These systems provide parents and students a means of knowing where students are academically.  Mueller/Bayfront provides many opportunities for students and families to provide information and impact student learning. This continues to strengthen the home school connection. The meetings and activities include but are not limited to: • Parent Council Meetings • Charter Board Meetings • Letters and Email Communication • Open Houses • Student & Parent Workshops • Community Outreach/Recruitment Events • Family Reading and STEAM Nights • Parent/Teacher Student-Led Conferences Translation for non-English speaking families is provided for our school community. Referrals to Outside Agencies: Partnership with local community-based organizations to meet food, housing, and mental health needs of our student population.|Met||2018
19649800000000|Santa Monica-Malibu Unified|3|87% of surveyed parents rated their school as good or excellent. 97% agreed or strongly agreed that families are encouraged to attend school-sponsored activities. 53% agreed or strongly agreed that their school uses family input to improve instruction. The selected survey was developed by K12 insights in partnership with district team members to review SMMUSD's effectiveness in meeting LCAP goal #3: Students will engage in schools that are safe, well-maintained and family friendly.||Met||2018
41689080000000|Hillsborough City Elementary|3||The HCSD seeks input from parents in school and district decision making by convening 9 school site council meetings at each school site during the year and through it's 12 regularly scheduled Board of Trustees meetings. School site councils are made up of parents and staff, and parents are actively encouraged to attend these meetings through announcements in newsletters and a published calendar of meeting dates. School site parent representatives also attend each Board of Trustees meeting and provide input, when necessary. The district is considering looking into additional ways to track parent involvement in these, and other meetings, in an efficient and effective manner. The HCSD promotes parent participation in programs through classroom and school newsletters, encouraging parents to volunteer in classrooms and on field trips, and through parent group meetings. The middle school also hosts networking meetings for middle school parents to connect with one another and engage in school. Volunteer opportunities are highlighted by parent groups and parent representatives recruit volunteers. The school site principals work closely with the parent groups to support involvement and engagement in activities. School sites have an average of 40-45 yearly volunteer positions to fill. These measures were chosen as a way of gathering all available data before determining what other data needs to be collected. These measures are authentic and not solely based on parent input on a survey, but rather from observing the number of parents that attend events (and at which times of day), which parents are unable to attend, and the desire for additional input opportunities. Parental engagement is noted as an LCAP goal and the HCSD believes that it's high degree of parental involvement and engagement supports the other LCAP goals and LCFF priorities noted.|Met|This item was presented at the November 13, 2018 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=68004&AgencyTypeID=1&IsArchived=False|2018
43104390123794|Summit Public School: Tahoma|3|Summit Tahoma believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Tahoma use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Tahoma administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
19756970000000|SBE - The School of Arts and Enterprise|3||The SAE opted to measure its seeking of parent input into school decision making by analyzing the opportunities and participation of parents in its advisory committee structure, called School as a Whole (SAW).  When analyzing this measure, SAE finds it has greatly increased the amount of parent  input in school decision-making over the past two years, specifically as seen in the involvement of parents in reviewing, monitoring, and revising aspects of the school’s LCAP.  The SAE has a unique tradition of stakeholder engagement in its (SAW) meeting format.  These SAW meetings have been a foundational part of the school culture and vehicle for parent voice from the school’s inception.  However, beginning in the spring of 2017, the school shifted to incorporate much more specific content and parent input around the LCAP for the school.  Since then, the quarterly SAW meetings have been consistently utilized for the LCAP cycle of continuous improvement, including monitoring of progress on LCAP actions, goals and metrics, providing input on any changes.  The SAE also provides regular opportunities for parent input in meetings such as Coffee with the Directors, Parent Support Group, and Steering Committee.   The SAE opted to measure its promotion of parent participation in programs by analyzing parent attendance at SAW meetings, parent participation in a new communication platform, and the amount of translation of written materials and spoken communication in Spanish for Spanish-speaking parents.   In order to promote parent participation in programs, the school engaged in goal setting around the number of families attending School as a Whole (SAW) meetings, the number of families participating in Parentsquare (PS), a school-home communication platform, and the percentage of communications and publications translated into Spanish.  The school did not meet its goal of 100 families average attendance at SAW meetings but achieved an average of 30 families in attendance for the 2017-18 school year.  The school exceeded its goal of 700 families participating in PS, with 720 families participating.   The school translated 75% of communications and publications into Spanish, falling short of its 90% goal for written publications and communications but provided in person translation as needed 100% of the time.|Met|SAE selected the measure of parent participation in meetings of advisory committees as a  local measure related to seeking of input from parents/guardians in school decision making because family involvement is a high priority for the school, and the school aims to provide numerous opportunities throughout the year for parents to provide input and to ensure that a broad range and high percentage of families participate in these opportunities, so that decisions made truly reflect the needs of the SAE families.  In measuring the promotion of parental participation in school programs, SAE selected the local measures of participation in SAW meetings, participation in the Parentsquare communication platform, and whether the school site has access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  The school selected these measures because SAE feels that increasing attendance at school meetings, promoting participation in programs that facilitate communication between school and parents, and providing needed translation and interpretation are all critical factors in promoting parental participation in school programs.  The selected local measures for Parent Engagement connect directly to SAE LCAP Goal 2:  Engage family and community involvement in student learning and growth (State Priorities 3 and 5).|2018
56726520000000|Ventura Unified|3|1. The district administered a Parent Engagement Survey in spring 2018. When asked questions regarding parent/guardian input in school and district decision-making, the survey revealed that 68% of all respondents agreed that the district values parents/guardians as important partners in their student’s education and actively seeks their input: 72% of parents of elementary school students, 65% of parents of middle school students, 63% of parents of high school students, and 54% of parents of students attending Alternative schools. Forty-three percent of all respondents agree that parents are invited to help plan, implement, and evaluate instructional materials, strategies, and programs: 48% of parents of elementary school students, 44% of parents of middle school students, 39% of parents of high school students, and 33% of parents of students attending Alternative schools. 2. In response to questions related to promoting parental participation, the survey revealed that 59% of all respondents agree that teachers make time to discuss grades, academic successes, or areas of improvement with them and their child: 86% of parents of elementary school students, 74% of parents of middle school students, 66% of parents of high school students, and 46% of parents of students attending Alternative Schools. 76% of all respondents agreed that the district effectively addresses attendance and absenteeism: 77% of parents of elementary school students, 75% of parents of middle school students, 76% of parents of high school students, and 70% of parents of students attending Alternative Schools.   Fifty-four percent of all respondents agreed that parents are provided resources and training needed to strengthen student learning at home: 64% of parents of elementary school students, 49% of parents of middle school students, 41% of parents of high school students, and 33% of parents of students attending Alternative Schools. 3. The survey administered in spring 2018 was created in collaboration with the Ventura County Office of Education, included questions from a variety of sources, and was designed to help inform our LCAP. The survey was advertised at every spring parent meeting and event in the district, and mailed to the parents of students in grades 5, 7, 9, 11 and the Alternative School. For those who preferred to respond online, links to the survey were available on the district and school websites. The survey helped inform the 2018-19 LCAP, and the 3 actions and 22 services in Goal 3: Family Involvement.||Met||2018
41690620112722|Summit Preparatory Charter High|3|Summit Prep believes that stakeholder engagement, feedback and support are key to student success and our school's ability to meet its mission.  All Summit Public Schools in the network, including Summit Prep use the same survey as a tool for self-reflection and parent engagement.  Twice a year Summit Prep administers the parent survey to all parents and analyzes the data.  Questions on the survey include asking how connected families feel to the school, whether families trust the school, how families perceive that the school uses their feedback to inform decisions.  The survey also asks questions about the families access to their student's progress, their satisfaction around communication about student progress and their familiarity and ease of using technology platforms.  Data and feedback from these questions are linked to goals in our LCAP because we believe that engagement, understanding, alignment and support are key to the health of our school and the ability of students to meet their long-term and short-term goals.  Findings from the survey during the previous school year suggest that we have room for improvement in all measures.  While our data suggests many of our families feel connected, trust our school and feel like they are empowered with the information that they need to support their students, there are still families that do not feel that way.  As a school we continue to work on our family partnership and engagement.  Some of the ways that we actively engage our families to better meet our targets include monthly parent meetings, meetings targeted to families in their home language, weekly contact with their child's mentor, family feedback sessions 2x per year with our family engagement team, family tours and education events as well as ongoing student and parent centric events focused on our mission around college readiness for example: Cash for College financial aid nights.||Met||2018
19647330137604|Stella Elementary Charter Academy|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Stella Elementary Charter Academy opened on August 20, 2018 and is in its first year of operation.  We will administer a parent survey in spring 2019.   2. The key findings from the survey related to promoting parental participation in programs: Stella Elementary Charter Academy opened on August 20, 2018 and is in its first year of operation.  We will administer a parent survey in spring 2019.  3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
39685690132415|John McCandless Charter|3|John McCandless Charter School is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process.  Various programs and events have been established to initiate outreach and make connections with parents, including an active Parent Teacher Student Associations (PTSA) at the school, school open house events, Parent nights and back-to-school nights.  Establishing these connections and developing relationships leads to greater parent involvement.  In addition to the previously listed parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees at the school such as School Site Council, English Language Advisory Committee (ELAC), and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC), Stakeholders’ Community and Family and Community Engagement Committee.  LUSD’s 2017-18 California School Parent Survey indicated that 41% of parent strongly agree that the school allows input and welcomes parents’ contributions, 44% of parents strongly agree that the school encourages me to be an active partner with the school in educating my child, 19% strongly agree that the school actively seeks the input of parents before making important decisions, and 50% of parents feel welcome to participate at this school.  In order to promote parent input and engagement 100% of administrators have received information related to engaging parents/guardians in school and district decision making.  The school encouraged stakeholder input during the development of the 18-19 LCAP by holding stakeholder meetings.  All schools in the district have access to interpretation and translation services to allow parents to fully participate in educational programs and individual meetings with school staff related to their child’s education.  The California School Parent Survey is given every other year and the data from this survey is compared to the information gathered from parents at the stakeholder meetings and the several committees designed to elicit parent input.  In addition to The California Parent Survey, parents at John McCandless were given an opportunity to provide feedback as well as provide constructive input during the parent conferences last spring those in attendance reported the following based on a 5-point Likert Scale:  The JMC school climate creates a welcoming feeling for students and families 4.8; JMC provides opportunities for parent participation and involvement 4.7.||Met||2018
49709120125831|Santa Rosa French-American Charter (SRFACS)|3|Parent surveys were given and findings included needs for improvement in school climate, communication, curriculum and community involvement.  Parental participation was promoted through several programs and goals which arose from the results of the surveys.  Clear avenues of communication with all stakeholders insured equal access to information and opportunities to provide feedback through ELAC, Parent Association Foundation, and School Advisory Board (as well as faculty meetings). Community involvement was also enhanced through various events that aim at Parent Education and communication of the SRFACS Mission and Vision. More opportunities were provided for new student/family orientation that aimed at explaining our dual immersion program.  In accordance with our LCAP goals, the survey focused on communication, school climate, curriculum and student/family engagement.  The goal was for the survey to show our progress in working towards these goals.  We knew that in looking at some of the data, we had made progress.  We also know there's more work to be done.  The school experienced a reduced number of office referrals this past year.  The school provided more opportunities to address student wellness such as development of the Tool Box Program, and after school programs (Girls on the Run, Girls and Boys Basketball). We continued iD 26.2 running program in our P.E. Classes.||Met||2018
07616630130930|Vista Oaks Charter|3||Vista Oaks uses various methods for seeking parent input, such as K-8 Advisory Committee, High School Advisory Committee, School Site Council, and parent/guardian surveys. One resource Vista Oaks continues to improve are the parent/guardian workshops. Vista Oaks continues to work on improving participation and providing relevant topics to increase engagement.   Vista Oaks has seen a significant increase in parent participation in workshops.  In 2015-2016 Vista Oaks, had a total of 37 parent/guardians attend onsite workshops, which focused on instructional strategies to improve learning. In 2017-2018, parent participation increased to 246 parent/guardians attending onsite workshops. This significant increase is very encouraging and Vista Oaks will continue to work on improving the content and participation.  Vista Oaks is a homeschooling and independent study program, so by improving the instruction that is being provided at home students will greatly benefit. This goal aligns with the goals set in the LCAP and are frequently monitored by the staff.|Met||2018
37681303731262|Steele Canyon High|3|Steele Canyon High School recognizes the relationship between stakeholder engagement and the success on the school’s mission and vision.  As a result, our LCAP continues to be developed in collaboration with students, parents, staff and community members.  SCHS has hosted PTO family forums and surveyed all parents in an effort to explain the LCFF/LCAP and garner feedback on our goals. Additionally, a School Climate Survey was administered to all stakeholders and results have been used to refine SCHS policies and practices relative to student achievement/academics, safety and social-emotional well being.  SCHS has also continued to develop and expand our ELAC in order to successfully meet the needs of our growing English learner population.  Additional opportunities for parents to provide feedback include:  Cougar 101, Curriculum Nights, Open House, Spring Fling, PTO, Boosters and Foundation.  All of these methods for engaging our parents have informed development and refinement within the actions and services of our LCAP goals.||Met||2018
19647330124818|Los Angeles Leadership Primary Academy|3||Parents are active participants and provide feedback in shaping the agency's educational progress. Parents participate in the SSC, Parent-Teacher Council, Curriculum Council, and Board Meetings. Parents are also provide feedback through our annual LCAP feedback survey.  Administrators engage parents in monthly Coffee w/the Principal. Parents actively participate in workshops and classes through the  Parent Center and CCSA (California Charter School Association) representatives. Staff are organizers and participants in parent events and activities. Parent engagement is an ongoing yearlong process.|Met||2018
19646340116822|Wilder's Preparatory Academy Charter Middle|3||"Wilder's Preparatory Academy Charter Middle School holds monthly parent meetings (Eagle's Nest Parent Meeting) to promote school wide activities, empower parent participation and volunteerism, and support classroom programs and extra-curricular activities. During these monthly meetings teachers and guest speakers present workshops on parent requested topics. Over the past year these topics include promoting a college going home culture, improving reading and reading comprehension in Kindergarten, making the transition from middle school to high school, understanding the Common Core ELA and Math standards, and supporting a child with ADHD or attention/focus concerns. Meeting agenda topics  also include fundraising, state testing and our school scores, academic goals for the year, and the theme for the school year. This year our theme is ""Rise Up and Soar with Excellence"". Our focus is to exceed the state standards in Math and English, and to promote parent and community engagement at school. At the end of the first trimester families are surveyed each year to gain feedback on school culture, communication, parent support, student support, and student success. Parents receive a link to complete the survey online. Teachers encourage their families to complete the survey. The grade level with one hundred percent participation gets a party. This serves as an incentive for completion.  During Eagle's Nest Parent Meetings, parents are also mentored on becoming Room Parents. Room Parents are liaisons between the classroom teacher and parents. They work to support their child's classroom by communicating with teacher and fellow parents, volunteering in the classroom and chaperoning class trips. They help to spear-head fundraising activities for their grade level and provide feedback to the Administration on grade level concerns. Rooms parents also agree to attend monthly parent meetings to build their understanding of school culture, curriculum and community partnerships."|Met||2018
19647330100743|Accelerated Charter Elementary|3|Parent/Guardian surveys regarding seeking input in school and district decision making report that the Accelerated Charter Elementary School (ACES) seeks input from parents and provides a voice to parents around school site issues and initiatives. Surveys are distributed, collected, reviewed and analyzed at least 3 times a year around school climate, facilities, program effectiveness, and parent involvement/engagement. Parents are provided various opportunities to participate, provide input, and get involved with the school - opportunities include Coffee with the Principal, parent meetings, School Site Council meetings, English Learner Advisory Committee meetings, Safety Committee meetings, Wellness Committee meetings, and parent/teacher conferences. Surveys provide the school with the most efficient way of collecting and maintaining data and input. As most of our parent population speak Spanish, this also provides parents with a comfortable and effective way of expressing their thoughts and ideas. As a charter school, we encourage parents to volunteer their time and to take an active role in their child's education.||Met||2018
19646340101667|Wilder's Preparatory Academy Charter|3||"Wilder's Preparatory Academy Charter School holds monthly parent meetings (Eagle's Nest Parent Meeting) to promote school wide activities, empower parent participation and volunteerism, and support classroom programs and extra-curricular activities. During these monthly meetings teachers and guest speakers present workshops on parent requested topics. Over the past year these topics include promoting a college going home culture, improving reading and reading comprehension in Kindergarten, making the transition from middle school to high school, understanding the Common Core ELA and Math standards, and supporting a child with ADHD or attention/focus concerns. Meeting agenda topics  also include fundraising, state testing and our school scores, academic goals for the year, and the theme for the school year. This year our theme is ""Rise Up and Soar with Excellence"". Our focus is to exceed the state standards in Math and English, and to promote parent and community engagement at school. At the end of the first trimester families are surveyed each year to gain feedback on school culture, communication, parent support, student support, and student success. Parents receive a link to complete the survey online. Teachers encourage their families to complete the survey. The grade level with one hundred percent participation gets a party. This serves as an incentive for completion.  During Eagle's Nest Parent Meetings, parents are also mentored on becoming Room Parents. Room Parents are liaisons between the classroom teacher and parents. They work to support their child's classroom by communicating with teacher and fellow parents, volunteering in the classroom and chaperoning class trips. They help to spear-head fundraising activities for their grade level and provide feedback to the Administration on grade level concerns. Rooms parents also agree to attend monthly parent meetings to build their understanding of school culture, curriculum and community partnerships."|Met||2018
36678010000000|Needles Unified|3|The Spring 2018 LCAP survey is administered to parents of students in TK-12 grades and the local community to gather data to evaluate and plan the annual LCAP goals. The LCAP survey was developed to evaluate our goals pertinent to our annual LCAP. Key findings from the spring survey included: 87% agreement that parent involvement is valued by schools (Parent and Community reps participate in School Site Councils, District Advisory Council, & LCAP meetings) The district does not have an ELAC or DELAC given the few EL students. Parents also reported that when asked what they value about school: 83% agree that school prepares their child to be proficient in the CA State Standards; 87% agree that their child has access to instructional materials aligned to CA State Standards;73% agree that facilities are in good repair, safe and conducive to learning; 96% agree that their child’s school promotes good attendance and encourages regular attendance; 93% agree that their child receives a well-balanced educational experience (academics, sports, clubs & extra-curricular activities); 73% agree that their child feels safe at school; 79% agree that their child is connected to school;  89% agree that their child made at least 1 year’s academic growth last year; 89% agree that their child is developing skills for career readiness; 86% agree that their child is offered a balanced program; 78% agree that their child is prepared for the CA state exams; 86% agree that their child’s school seeks parent input and encourages participation; 86% agree that their child’s school has high expectations for all students; 76% agree that their child’s school is a positive learning environment for students; 73% agree that their child receives support services to promote success; 55% appreciated that their child’s school is a safe and caring learning environment; 66% appreciated that the relationships between the teacher, staff, student and parents; 69% appreciated quality instruction and programs; 76% appreciated access to technology; 66% appreciated opportunities for students to participate in sports, clubs, field trips etc.; 45% appreciated support services provided by the school.|"Efforts to involve parents and provide appropriate workshops has led to a ""roadshow"" approach to take the meetings/trainings out into the community to local living centers. The parent volunteer program is developing at each site and has grown significantly in the past 4 years. Parent groups work with school site ASB organizations to provide activities and events for students and families."|Met||2018
19647330135632|WISH Academy High|3||The WISH model is built upon 6 key tenets, one of which is our parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourage all parents and guardians to be actively engaged participants in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.  At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, tests scores and grades, behavior, attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, KICKBOARD, ILLUMINATE, plus our own newly re-published website (www.wishcharter.org), currently also being translated to Spanish.   For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing off-line communications as needed.  Parents are encouraged to volunteer in a variety of areas at the school, both in classroom and out of classroom, with our students or behind the scenes.  We support the individual passions of our parents and invite them to share their skills or expertise in those areas they are most enthusiastic to support.   Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, School Site Council, WISH Community Association (WCA) and a variety of school committees.    The WISH School Site Council consists of 12 members one-third of whom are parents elected into leadership positions.  These open meetings allow parents to share information about WISH educational and social-emotional programming and the goals, progress and achievements of our Single Plan for Student Achievement, as well as discussions about and voting on how we will use our categorical funds.   All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects and other volunteer opportunities.    WISH has taken strides to guarantee parents have full access to the various outreach methods we regularly use including hiring interpreters to assist us in ensuring our platforms are fully understood and used effectively by our parent community.  This year we are als  implementing our Diversity and Inclusion committee to ensure the interests of all parents are represented in our WISH culture.|Met||2018
39685020000000|Escalon Unified|3|"Each year the district administers a Parent/Community Survey aligned with the Local Control Funding Formula's (LCFF's) Eight Priorities.  This locally-authored survey is useful because it allows the district to gather information from parents, community members and other stakeholders.  The information collected allows the district to measure parent and community priorities and perceptions.  The survey uses a Liekert scale for quantitative responses, and a narrative response text box for qualitative input.  This survey along with other means of parent participation and input serve as a useful tool with regards to the development of the LCAP.  For example, survey results were used to develop the majority of the 2017-2018 LCAP actions which are aligned with the LCFF priorities. Results from the survey revealed that 60.2% of the survey respondents agree or strongly agree (39.7% and 20.5% respectively) that ""my child's school regularly seeks parent input and encourages parental participation.""  Relatedly, 82.1% of survey respondents reported that they agree or strongly agree (51.3% and 30.8% respectively) that ""my child's school maintains regular contact with me regarding activities, grades, and other school related information.""   Other survey highlights regarding LCFF priorities include information on basic conditions at school, implementation of state academic standards, parent engagement, school climate, and college and career readiness to name a few.  With regards to basic conditions 82% of survey respondents agreed or strongly agreed that “my student has access to standards aligned textbooks and instructional materials (including technological resources); while 65.3% of survey respondents agreed or strongly agreed that “my child’s school is in good repair.”  Relatedly, 62.8% of survey respondents reported that they agree or strongly agree (44.8% and 18% respectively) with the statement, “our school employs highly qualified teachers (all teachers properly credentialed for their assignment).” Of the responses submitted, 65.4% of either agreed or strongly agreed that “instruction by my child’s teacher(s) is guided by the California Academic Content and performance standards.  Similarly, 64.1% of the respondents agreed or strongly agreed that “my child’s teacher(s) regularly provide me information on my child’s progress in meeting the California academic and content standards.”  In regards to college and career readiness, 65.4% of survey respondents agreed or strongly agreed with the statement, “my child’s teacher is preparing my child to be college and career ready.” Regarding the statement, “students are achieving at our schools as evidenced by state test scores, English Proficiency and other performance measures, only 18% of the respondents either disagreed or strongly disagreed with the statement."||Met||2018
19753090134619|Empower Generations|3|Empower Generations believes that creating and maintaining a high quality school that prepares learners for responsible citizenship as well as college and careers in the 21st Century requires involvement and commitment from all stakeholders – parents, educators, school and district leaders, learners, community members, legislators, and governing authorities. Engaging communities and families in our educational institutions is essential to their effectiveness. This is why “stakeholder engagement” is a key driver in the acceleration of learner success.  Empower Generations created a survey to collect actionable data to measure school climate and culture, teaching and learning, family and community engagement, and students' social-emotional learning.  Crafting carefully designed surveys, aligned with the iLEAD Learner Outcomes, provides a comprehensive picture of the school’s strengths and opportunities for growth, identifies trends, and targets resources to drive school improvement.The survey was sent to all parents of students in grades K-8, and 124 responses were received.   The Parent LCAP Survey, which is administered once a year,  also provides families an opportunity to rate and comment on their ability to be part of the learning process for their child, as well as any barriers to their engagement. In addition, the measures in the survey provide information to support the creation and revision of the school’s LCAP goals and actions. Empower Generations ensures that there are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning, Annual Multicultural Thanksgiving Feast, Student-led conference, End-of-Year Showcase of Learning, field study events, and volunteer opportunities. In addition, the School provides opportunities for families to participate in trainings, ask questions, and provide input at the annual Student Support Symposium, informational Parent Universities, Coffee Chats, Ed Talks, and the LCAP Advisory Committee.  Results: % of Parents who agree or strongly agree: 100% agree their child enjoys going to school each day 100% agree that Empower Generations is a friendly and welcoming environment 100% agree the lessons and projects in the classroom are engaging  100% agree their child's facilitator meets his/her individual learning needs 100% agree the staff creates a school environment that helps children learn 100% agree the school values the culture and diversity of their child's background 100% agree their child feels physically safe at school 50% agree their child has a close relationship with at least one adult at school 100% are rarely concerned their child will be bullied at school 100% agree there are many different ways parents can be involved at school||Met||2018
19642870000000|Baldwin Park Unified|3|Baldwin Park Unified School District developed and administered a parent survey consisting of 14 statements.  The parent survey was posted on the district website and shared at scheduled parent engagement meetings held at each of the twenty schools within the district.  Laptops were provided at the school meetings for parents in attendance to complete the survey.  Paper pencil surveys were also available in school offices.  School community liaisons, at each school, encouraged parents to participate.  Overall, district tripled the number of responders from the previous year with over 1,000 parents/guardians responding.  Parents were provided statements and asked to indicate if they strongly agreed, agreed, were neutral, disagreed or strongly disagreed to the statement.  Statements developed and selected were directly aligned with the Baldwin Park Unified School District’s Local Control and Accountability three goals and eight state priorities.    Overall, the results indicated that the large majority of parents responding strongly agreed or agreed that students are receiving a high-quality education based on high standards, students have the instructional materials and resources that they need and students are in safe clean learning environments where they are treated fairly and with respect.  Parents indicted that they see themselves as partners who have the opportunity to participate in decisions made in the school.   Key findings: When presented the statement, I have had opportunities to take part in decisions made at my student’s school, 80% of the parents/guardians responding either strongly agreed or agreed, 15% were neutral, and 4% disagreed or strongly disagreed. Parents were asked to respond to the statement, I believe the school values parents/guardians as important partners in their student’s education, to determine if as a district we are promoting parental participation in programs.  From the parents responding, 87% either strongly agreed or agreed, 12% neutral, 3% disagreed or strongly disagreed.  Of the parents responding, 186 indicated that they had served on a school committee, 497 participated in fundraising, 780 attended a parent/teacher conference, 314 served as a volunteer and 795 indicated they had attended a school or class event.||Met||2018
19753090136531|iLEAD Online|3|iLEAD Online believes that creating and maintaining a high quality school that prepares learners for responsible citizenship as well as college and careers in the 21st Century requires involvement and commitment from all stakeholders – parents, educators, school and district leaders, learners, community members, legislators, and governing authorities. Engaging communities and families in our educational institutions is essential to their effectiveness. This is why “stakeholder engagement” is a key driver in the acceleration of learner success.  iLEAD Online created a survey to collect actionable data to measure school climate and culture, teaching and learning, family and community engagement, and students' social-emotional learning.  Crafting carefully designed surveys, aligned with the iLEAD Learner Outcomes, provides a comprehensive picture of the school’s strengths and opportunities for growth, identifies trends, and targets resources to drive school improvement.The survey was sent to all parents of students in grades K-12.  The Parent LCAP Survey, which is administered once a year,  also provides families an opportunity to rate and comment on their ability to be part of the learning process for their child, as well as any barriers to their engagement. In addition, the measures in the survey provide information to support the creation and revision of the school’s LCAP goals and actions.  Results: % of Parents who agree or strongly agree: 100% agree their child enjoys going to school each day 100% agree that iLEAD Online is a friendly and welcoming environment 100% agree the lessons and projects in the classroom are engaging  100% agree their child's facilitator meets his/her individual learning needs 100% agree the staff creates a school environment that helps children learn 100% agree the school values the culture and diversity of their child's background 100% agree their child feels physically safe at school 100% agree their child has a close relationship with at least one adult at school 100% are rarely concerned their child will be bullied at school 50% agree there are many different ways parents can be involved at school||Met||2018
41690700000000|South San Francisco Unified|3|SSFUSD has three LCAP goals. One of our goals is to increase community/parental engagement which is direclty tied to the state priority 3 (parental Involvement).  SSFUSD realizes that parents are an important part of our decision making process. For this reason, we provide various surveys (Panorama, CA Healthy Kids and a locally created LCAP survey), at the district and site level, to determine how district/site staff is responding and supporting parental/community/student engagement.   The 2 surveys used to measure parent engagement were our Panorama Survey and LCAP Survey administered during the 2017-2018 school year.  Using the Panorama survey, 279 families responded to the degree to which families are involved and interact with their child’s school (28% responded favorably). This is an area of growth for our district. These surveys have led us to implement PeachJar, Math and Literacy Nights as part of our LCAP, continued support of our Community Liaisons positions at our high needs Title I sites.  The district has numerous parent committees (AAPAC, DELAC, ELAC, SSC, PTA, SPED) in order to solicit input from our stakeholders. The district has also worked on improving and standardization our communication protocols/processes in order to increase parental participation in our committees and input on the LCAP.||Met||2018
30664980000000|Fountain Valley Elementary|3|Fountain Valley School District administers a variety of parent surveys on an annual basis to solicit input from the community and obtain feedback as to their perceptions of the district’s efforts on behalf of students.  The collection of surveys utilized include an LCAP Input Survey, a specific survey of Parents of English Language Learners, and a specific survey of Parents of students who attend Title I schools.  While each survey is different, parents overwhelmingly indicate they are satisfied with student achievement and academic programs in Fountain Valley School District.  On the 2017-18 LCAP Input Survey parents responded very favorably, at the “Strongly Support” or “Support” levels when questioned about the District’s efforts related to Goal 1: Student Achievement (100%), Goal 2: Special Populations (91%), Goal 3: Parent Involvement (95%), and Goal 4: Climate & Culture (100%).  The results of the District’s 2017-18 surveys of Parents of English Language Learners showed that 97% indicated that their child’s understanding of English improved during the school year, 93% expressed that their child is making sufficient progress in developing English proficiency, and 93% reported that FVSD teachers communicated with them about their child’s progress towards learning English during the school year.  Results of the Title I Parent Survey were also very favorable (“strongly agreed” or “agreed”) as 98% reported “feeling welcome at their child’s school,” 93% shared that they were “encouraged to volunteer at school,” and 94% “felt parents were involved in the decision-making processes at school.”  In addition 95% of parents reported that their child’s school is “safe for students and staff;” and, most importantly, 98% of parents reported that they felt their child made adequate progress during the school year.”  Furthermore, on any given day, our elementary schools have 15-40 parent volunteers working in classrooms.  Although parent volunteerism typically tapers off in middle school, there continues to be tremendous evidence that parents are connected to their child’s school.  Examples include participation and membership in PTA/PTOs; attendance at parent education nights, concerts, athletic events, science/STEM fairs, and student recognition assemblies; and, service on various site- and district-led committees.||Met||2018
19647336019715|Vaughn Next Century Learning Center|3|"Vaughn NCLC administered a School Experience Survey for parents/guardians and collected responses via both online and paper versions of the survey tool. The response rate across all Vaughn school sites (TK-12) was 47% with a total of 1,427 submissions. Parents responded to all questions/statements using a 1-5 scale (1 indicating Strongly Disagree and 5 indicating Strongly Agree).   When asked to respond to the statement:   ""I feel welcome to participate at this school"": 84% Agree (4) or Strongly Agree (5)  ""The school includes me in important decisions about my child's education"": 82% Agree (4) or Strongly Agree (5)   ""The school encourages me to participate in organized parent groups."": 81% Agree (4) or Strongly Agree (5)   ""Teachers treat me with respect."": 93% Agree (4) or Strongly Agree (5)    ""Teachers at this school let me know about my child's progress."" 84% Agree (4) or Strongly Agree (5)   ""This school informs me about volunteer opportunities."" 83% Agree (4) or Strongly Agree (5)   ""This school informs me about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.)."": 92% Agree (4) or Strongly Agree (5)  ""I can easily find information about parent workshops or other programs offered at this school."": 84% Agree (4) or Strongly Agree (5)  ""My child is safe on school grounds."": 88% Agree (4) or Strongly Agree (5)  Clearly, the overwhelming majority of parents not only feel welcome to participate at Vaughn NCLC, but the survey responses also point to the fact that parents feel well informed and valued as equal and important stakeholders. Moreover, communication with parents and dissemination of key information has been successful with between 80%-90% of respondents indicating that informational is easily accessible, consistently communicated, and offered in a variety of ways. With regard to school safety, parents believe that Vaughn is a secure learning environment where student discipline is fair, consequences are clear, and parents are valued as partners in both the academic and social-emotional education of their children.   Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn chose to utilize a School Experience Survey to gather direct feedback from the parent community, in particular to learn about parent perceptions and use of school resources, the overall health of the vital relationship between parent and teacher, and to gather key information for iterative and ongoing school improvement. The information gathered from the survey will also continue to inform the development of Vaughn's LCAP, as parent engagement is clearly measured through parent participation in school events and conferences."||Met||2018
04614240120394|Inspire School of Arts and Sciences|3|"Inspire administers an annual school survey with Education for the Future.  The school has done this survey for seven years now providing a longitudinal look at the response from the parents and guardians of Inspire students. Responses measure from 1 (strongly disagree) to 5 (strongly agree) 1. Key findings. Parents have responded between 4 and 5 to the statement, ""I feel welcome at my child's school"" as well as to ""My child is safe at school.""   In terms of overall communication, parents feel they are well informed in several areas showing a response over the years between 4 and 5. Parents rate Inspire more towards a 3 on the statement, ""Teachers help me to know how to support my child's learning at home.""  The implementation of Schoology in the last two years is targeted to help parents to support and help their students at home.  This is a powerful communication tool between teachers, students and parents delineating what assignments students have and what they need to do to be successful.  The response to the statements related to providing adequate information about college and career show between 3 and 4 and have moved slightly towards the 3 over the past couple of years.  We have increased counseling services and implemented an multi-tiered system of supports which we calculate will help move this number in a positive direction.  To the statements ""The school meets the academic needs of the students"" and ""The school meets the social needs of the students"", the responses are consistently between a 4 and a 5.   Key Findings with Regards to Parent Participation: Parents responded to the statements, ""The school clearly communicates how parent volunteers can help"" and ""Parent volunteers are made to feel appreciated"" with an average right in the middle between a 3 and a 4.  Inspire has seen an increase in parent volunteers this year, and we need to be more intentional about thanking and appreciating our parent volunteers.   Why Inspire Chose this Survey and How It Is Related to the LCAP: The survey identifies areas related to instruction, staff effectiveness, parent participation, student satisfaction, college and career readiness and overall school culture.  The survey is consistent with the three major goals of our LCAP and provide valuable feedback related to the necessity for improvement in specific areas.  The goals of the LCAP are:      1)  Increase student readiness for college and/or careers through instructional practice.      2)  Enhance programming through greater college connections, developing our CTE and enhancing our enrollment in and monitoring of majors programs on campus      3)  Continue to build a culture of rigor, support, kindness and acceptance by including student and parent participationand input in decision making related to whole school and individual programs."||Met||2018
01100170123968|Community School for Creative Education|3|In Spring 2018,  52% of Families from all grade levels took the  Panorama  Climate Survey, as did Students and Staff.  The  Panorama Climate Survey looked at four areas: Climate for Support of Academic Learning;  Knowledge and Fairness of Discipline;  Safety;  and Sense of Belonging (School Connectedness)     1.  Regarding seeking input from parents/guardians: 96% of Families reported favorably on  the school’s Strong Climate for Support of Academics;   89% reported favorably on  a strong Sense of Belonging, placing us in the top 40th percentile  in cross-site comparison.    2.  Regarding promoting parental participation in programs: 81% reported favorably on Safety;  80% reported favorably on Knowledge and Fairness of Discipline.  3.  We chose the Panorama Survey because  a.     it is used in the CORE Districts approved by the California Department of Education and b.     it correlates the data across its sites and c. it includes a set of question after Social Emotional Learning (SEL) which districts seek to better measure as driver of learning and as Waldorf school we recognize to be key.||Met||2018
07617960101477|Leadership Public Schools: Richmond|3|LPS Richmond utilizes the Panorama stakeholder survey system and platform to provide an aligned, integrated view of parent, student, and staff perspectives and experience. We chose Panorama because of its thorough research base and the access it provides to national benchmarks.  An anonymous survey is mailed home to every parent each year, provided in both Spanish and English. Parents can return the paper survey or choose to take the survey on-line.  Survey results directly connect to parent engagement and school climate goals as established and held in our Local Control and Accountability Plan.  Parent respondents give LPS high marks for seeking input from parents/guardians in school and district decision making, with 91% responding Strongly Agree or Agree to the question:  My input and opinions are valued at my child’s school.  88% of parents feel very strongly or strongly welcomed and encouraged to participate in school events and programs; but the rate of participation as evidenced by sign-in sheets is 30%. Student-Led Conferences and Coffee with Clinicians are among the most popular parent engagement activities. With an eye toward further strengthening engagement, the parent survey asks for input about barriers to participation.  The biggest barrier is time.  LPS continues to diversify parent engagement opportunities to accommodate parents’ schedules and interests.||Met||2018
19650780000000|Valle Lindo Elementary|3||https://4.files.edl.io/335c/06/27/18/135318-1a6a95e0-08ba-4e6d-94db-774751f150fc.pdf   A.1 100% of parents have opportunities to participate in professional development and on decision making committees. A.2 88% of parents reported involvement in at least 1 school district event that built capacity and/or worked collaboratively with staff to support students. A.3 100% of seats on advisory committees have been filled. 100% of parents have the opportunity to attend and participate in committee meetings and attend local governing board meetings.  B.1 100% of parents have access to interpretation and translation services regarding their child's education. B.2 100% of parent workshops are linked to student learning, social-emotional development and growth, as well as physical safety. B.3 100% of district staff have completed professional development on effective guardian engagement (annually).|Met||2018
45701690129957|Northern Summit Academy|3|Northern Summit Academy disseminates a survey to every parent, student , and staff member each year.  The survey is created by the school.  It is designed to seek stakeholder feedback on existing school conditions, school climate, programs, curriculum and materials, activities, field trips and engagement events. In addition the survey solicits stakeholder suggestions and ideas for future programs, curriculum and materials, activities, field trips and parent engagement events. In order to ensure maximum participation in survey completion, stakeholders are asked to complete the survey when they are in the NSA resource center for parent/teacher meetings, classes, and other business.  Surveys are held in a central office location, reviewed, results are tallied and results are reported out to the staff, Advisory Council, and NSA school board.  All suggestions and ideas are reviewed and considered for implementation.||Met||2018
51714150000000|Meridian Elementary|3||"In the 17/18 school year little to none of these Local Measures were attained nor were surveys done and information conveyed about results.  Again, as with Priority 2, these are changing for the 18/19 school year and beyond during this year and years to come.  In making sure that Meridian submits accurate and current information to the Dashboard, in the previous year, this is a ""Not Met"" but will be changing and already has taken steps to change this outcome for the 18/19 school year.    Making sure that parents and community are involved in development of all decision making that positively affects students is a priority to administration and staff of Meridian School District."|Not Met|"The transition of administration, Governing Board Philosophy and staff will ensure that this priority will be ""Met"" in coming years."|2018
19647330127894|Valor Academy High|3|1.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making: Our families know we value their opinion which is why 50% of parents completed the survey. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council and the English Learner Advisory Committee. The survey reflects that 98% of parents agreed or strongly agreed that they were “overall satisfied with the education their student is receiving.” Through the survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. Additionally, 98% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.”   2. The key findings from the survey related to promoting parental participation in programs: We work with families to increase participation by increasing communication and making our family events more engaging. In the year 2017-18, we had 51% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. During those events we provide tools for families so they can support learning in the home which is evident in that 96% of families feel “confident in their ability to support their child’s learning at home.” Moreover 95% feel “confident in their ability to motivate their child to try hard in school.”  3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan: Bright Star Schools uses the same Parent Survey across our 8 schools through Panorama Education. The survey asks questions in relation to school culture, school fit, family efficacy and parent satisfaction. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and was reviewed by the principals. Some of the questions have been similar in the last 4-5 years so we can have Longitudinal and Latitudinal data. There are two metrics in our Local Control and Accountability Plan that relate to our annual Parent Survey: Surveys are completed by at least 70% of families and at least 80% families agree or strongly agree with the statement “I am overall satisfied with the education my student is receiving.”||Met||2018
19646910000000|Lawndale Elementary|3||LESD provides high quality parent support through its funding of a community liaison at each school.  Community Liaisons support site/district administrators in all school/district efforts to support and improve parent engagement by:  1.  Actively seeking and creating partnerships with local businesses and community agencies to support parents 2. Collaborating with parents in planning, promotion, and execution of events and workshops 3. Guiding and encouraging parents to become more involved at their schools 4. Generating ideas to increase parent engagement.  Lawndale ESD has engaged in a series of collaborations between parents, community liaisons, and district administrators to develop more meaningful parent engagement.  Our LESD parents and community liaisons attended a one-day parent and para-educator California for Bilingual Education (CABE) Conference where they attended various workshops such as English Language Proficiency Assessments for California (ELPAC), Parent Leadership and Engagement, and Common Core and ELD Standards.  Parents and community liaisons then debriefed about their learning and provided feedback, suggestions, and resources to increase family engagement in Lawndale.  Parents then presented the following ideas to increase family participation to the district board:  1. Leveraging the internet to reach more families, particularly those that cannot participate during the school day 2. Developing a survey to identify topics of interest and barriers that prevent families from attending school activities 3. Recognizing parents for their involvement through the use of Parent Participation Passports that get stamped every time a parent attends a workshop at any school in the district 4. Expanding parent trainings based on survey results to help parents better support their children’s education and participate more effectively in their children’s schools 5. Creating opportunities outside of school to build community  As a follow up to this presentation, school and district administrators, community liaisons, one board member, and teachers attended the 2018 CABE Sacramento Embracing Multilingualism: From Policy to Powerful Practices Conference.  Participants left the conference full of ideas and created a survey with parent input.  The goal of this survey is to help guide the community liaisons team with how family workshops are approached both at the individual sites and districtwide.  The survey was implemented and was made available both electronically and in print form in Spanish, English, and Vietnamese.  The results will be used to draft a catalog of potential offerings for parents developed in partnership with community organizations, the local community college, LACOE, and CABE.  This draft will be shared with school administrators and parents for feedback.|Met||2018
15638340000000|Vineland Elementary|3||During the 2017-2018 school year, the District provided several opportunities for families to engage in capacity building, program monitoring, and decision-making activities: District Parent Advisory Committee, District English Learner Advisory Committee, School Site Council, and English Learner Advisory Committee.  Additionally, the school scheduled two Parent-Teacher Conferences throughout the year.  During the 2018-2019 school year, the District will schedule a third Parent-Teacher Conference.  Finally, the District employs a Community Liaison to both assist families in need with basic services, but also to provide outreach to families to ensure they are aware of the several engagement opportunities provided by the school and our District.|Met||2018
29102980114314|Bitney Prep High|3||A) Bitney Prep High School Promoted parent engagement in school decision making by doing the following: Director sending weekly email to parents. Holding monthly Parent Council Meetings attended by school director and approxiately 10 percent of parents. Holding monthly Coffee with the Director meetings typically attended by anywhere from 10 to 20 percent of parents Having two parents as voting members of Charter Council (our local governing board). Providing a half day training for staff and parents around effective collaboration.  We chose the above local measures because they aligned with the goals established in our LCAP, specifically Priority 3 - Parental Involvement (goal was to increase Parent Council Participation to 10% which was achieved)  B) Bitney Prep High School Promotes Parent Participation in Programs by doing the following:  Offering an annual training for parents and guardians related to student social-emotional development and growth.  We chose the above local measure because it aligned with the goals established in our LCAP, specifically Priority 3 - Parental Involvement (The goal was to promote particiation in programs for unduplicated students).|Met||2018
09618950000000|Indian Diggings Elementary|3|The district administers a local survey to all parents. We had an 85% return rate on the survey and parents indicate 100% satisfaction with parent involvement activities such as home school communication, meeting notification, decision making involvement. We chose to use a survey as we only have 10 families.||Met||2018
09618530000000|El Dorado Union High|3|The results from the parent/guardian survey reveal that parent/guardian communication is conducted in a timely, informative and respectful manner.  Disseminating information or responding to parent inquiries is an area of strength.  The survey results also reveal that the majority of parents/guardians believe they are able to provide input and participate in their students’ schools.   While the results are favorable, soliciting input and promoting parent participation remains a focus area for growth.  The survey questions were selected to provide parent/guardian feedback on the effectiveness in meeting the District’s three identified LCAP goals.  In addition, the survey questions are designed to assess parent/guardian perspectives on the District’s abilities to meet the eight state priorities for the LCAP: Priority 1: Basic (Conditions of Learning), Priority 2: State Standards (Conditions of Learning), Priority 3: Parental Involvement (Engagement), Priority 4: Pupil Achievement (Pupil Outcomes), Priority 5: Pupil Engagement (Engagement), Priority 6: School Climate (Engagement), Priority 7: Course Access (Conditions of Learning), and Priority 8: Other Pupil Outcomes (Pupil Outcomes).||Met||2018
42104210000000|Santa Barbara County Office of Education|3||We use the annual survey as our means of seeking input, because it enables staff and advisory committee members to review a broad range of input to inform decision-making. An example of survey information initiating a change in practice at the court schools includes the addition of fall phone conferences.  Survey responses indicated clear support of our newly implemented spring outreach, prompting us to create a similar type of outreach in the fall, thereby enhancing parent communication and home/school connectedness.   Strategies for promoting effective parent participation differ at each site. Los Robles High School had great success in 2017-18 partnering with Probation to provide family picnics and open houses. Sitting down at a table and sharing a meal with a family has encouraged meaningful conversation. At FitzGerald Community School, providing Parent Information Nights and inviting engaging speakers has proven to be an effective strategy. Topics during the 2017-18 school year included: parent/school meet and greet; what to expect when a student attends FitzGerald; and how to transition from middle school to high school.|Met||2018
30103060133785|Oxford Preparatory Academy - Saddleback Valley|3|Many parents and other stakeholders who participated in giving input represented the diversity of the school including all significant subgroups. These participants also had a diverse array of experiences and opinions about the school. Parents and other stakeholders were also asked to share their thoughts on the schools successes and challenges, especially focusing on what they considered important to the academic achievement of their students. OPA SOC utilized stakeholders’ input to directly assist in the development and review of the annual LCAP. Through this engagement and various feedback meetings, the annual survey that aligned to the 8 State Priorities allowed site leaders, staff, students, parents, and any additional stakeholders the opportunity to directly weigh in on the forming and review of the LCAP. Based on the moderate level of participation rates from the survey, (attendance at meetings, additional outreach and events, stakeholders had a voice in the goals and actions of this years’ LCAP. The direct focus will be geared toward all students that also include significant subgroups. As a result of gaining a moderate level of engagement and feedback from our stakeholders, rankings and comments regarding the eight (8) State Priorities were directly accounted for in the LCAP. Stakeholder input directly impacted the goals created for this years’ LCAP. Parents suggested OPA SOC expand the use of Multiple Intelligences within the classroom curriculum. They suggested increased use of technology in the classroom program along with the increase of 1 to 1 devices in grades K-2. They recommended additional clubs including drama, and music be added to the program. Suggestions were made for more intervention and positive behavior support. Staff made recommendations on adopting CCSS aligned English Language Arts curriculum, a writing program, more hands on science curriculum, a schoolwide program, a grammar program grades 68, a computer teacher working with students, chrome books for each student grades 2, and IPADS for each student in K-1st classrooms. For professional development teachers requested additional training in MI, classroom management, educational technology, PLCS, training on any new curriculum, and NGSS, standards, differentiated instruction, data analysis and a writing program. They requested a student monitoring system to help monitor academic progress. Students made suggestions on positive behavior support, more student activities, including sports, academic support, and more technology. As a result of stakeholder engagement, consideration of student outcomes on the California School Dashboard, and other local measures, the current actions and services have been continued and/or expanded, including intervention and support academically, social emotionally, and behaviorally with work in the area of MTSS, and school climate.||Met||2018
16638830000000|Central Union Elementary|3||Based on the Spring 2018 Parent LCAP Survey, the majority of parents/guardians report that input from Parent/Guardians in decision making is adequately sought (70% Agree, 24% Neutral, and 5% Disagree). Although the percentage of those agreeing remained constant, the percent disagreeing declined by 2% from the previous year.      On that same survey, 78% of parents/guardians reported that Parental Participation in Programs is Adequately Promoted with only 15% Neutral and 6% Disagreeing. This reflects a 2% increase in parent/guardians agreeing and a decline of 1% parents/guardians disagreeing.      The LEA chose to use the District's LCAP Survey because it is provided to all parent/guardians seeing input from the entire parent stakeholder community. These findings relate to LCFF Priorities 2 (Implementation of State Standards) and 4 (Pupil Achievement) in the District's LCAP Goal #1 which focuses on ensuring students are prepared for 21st Century Learning and Beyond.|Met||2018
07770240134072|Rocketship Futuro Academy|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 29% of parents attend at least one event per month. 90% of parents attended at least one school event per month.|2018
19647330125625|KIPP Scholar Academy|3|The findings from the Spring 2018 KIPP parent survey again reflect successes at the school level in keeping parents informed and engaged, as well as a large majority, over 80%, of parents reporting they feel welcome, informed, and aware of involvement opportunities at their child's school. KIPP LA administers an online parent survey at all schools each year.  The survey used by KIPP LA schools is administered by the KIPP Foundation, and is used both as a local measure of KIPP LA public schools' progress in meeting their parent engagement goals, as well as KIPP LA's performance as compared to KIPP national schools.  This two-fold comparison enables our LA schools to learn from our own local schools and national schools regarding promising parental engagement practices.||Met||2018
42691040000000|Ballard Elementary|3|Input and communication for key stakeholder groups occurs in a variety of formats. Stakeholders engage in meaningful dialogue and provide input through formal groups such as the School Board, Parent Teacher Association Membership and Executive Board, Parent/Community Forums, Ballard School District Certificated and Classified Staff.  Ballard's small size allows ongoing interaction and conversation with all members of the school community on issues related to school programs, school improvement, and student achievement.    Regularly scheduled meetings throughout the year included Superintendent/Principal reports and subsequent discussion about key LCAP components.  These meetings included:  School Board Meetings:  August 9, September 13, October 11,  November 29, January 10, February 28, March 14, April18,  May 9, June 25 and June 27.  PTA/LCAP Meetings (membership):  September 8, October 4 (evening), November 3, January 19, April 13  PTA/LCAP Meetings (Executive Board/Site Council):  July 17, September 14, February 15, April 12  Parent/Community Forums:  August 24, May 7 (at Solvang School)  The Ballard School District conducts monthly surveys of parents that align with the Local Control and Accountability Plan. Because Ballard is a very small, one-school district, the superintendent/principal meets regularly with parents before and after school, and at school events and meetings. Parents are also encouraged to call, email, or schedule appointments when they have concerns/questions/feedback that they would like to discuss. The superintendent/principal estimates that he communicates (mostly face to face) with a parent/guardian from each family several times each month. (Ballard School has approximately 90 families, and 132 students.) The monthly survey is open-ended and focuses on parent engagement and feedback related to school programs and school climate. Parent participation at Ballard School remains high. Approximately 97% of the families participate in the fall and winter parent/teacher conferences. A similar number participate in school events such as Spring Sing, Open House, Barn Bash, and other events for students. Parents report they feel they have an input into decision making and feel welcome when they visit the school. Other findings indicate that parents feel the school communicates well with parents. Parents from over 50% of the school’s families volunteer in the classrooms at some point during the school year. Parents engage in meaningful dialogue and provide input on the LCAP through formal groups such as the School Board, Parent Teacher Association Membership and Executive Board/School Site Council, Parent/Community Forums, Ballard School District Certificated and Classified Staff. Ballard's small size allows ongoing interaction and conversation with all members of the school community on issues related to school programs, school improvement, and student achievement.||Met||2018
37680496119564|Dehesa Charter|3||In the fall of each year a survey is given to parents asking for input regarding engagement and participation in school programs. The survey is internally designed asking for feedback on parent/student participation in school programs including the LCAP. Results are reported to the school governing board at regularly scheduled meetings. Parents state they believe their input is valued by the school and appreciate being highly involved in decision making. Overall parents report being highly satisfied with programs and academic support provided by the school. Surveys are chosen for reliability and ease of use. Findings inform and substantiate LCAP goals.|Met||2018
29663160000000|Chicago Park Elementary|3|Each year the Chicago Park School Site Council administers an annual survey to TK-8th grade parents/guardians.  The data from the Site Council Parent Survey is used for stakeholder input in the development of the following year’s LCAP.  A key finding on the most recent survey was a need to improve recess activity options for our students. Some other findings include parents wanting to continue after school language, Spanish, enrichment and offer more art choices for students.||Met||2018
41690050132076|Rocketship Redwood City|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.||Met|Our goal, based on a 2016-17 baseline, was to have 15% of parents attend at least one event per month. 52% of parents attended at least one school event per month.|2018
56724700000000|Mesa Union Elementary|3||Mesa Union School District, as part of the Local Control Accountability Plan (LCAP) development process, annually surveys its stakeholders (i.e., students, parents, community members, certificated and classified staff and administration). The survey's strategically developed questions focus on collecting stakeholder input regarding progress towards meeting District LCAP goals. Monthly scheduled meetings with stakeholder groups are held to allow for the evaluation of survey results, discussion of implemented strategies, and the exchange of ideas to increase District and site level parent involvement and engagement. In addition to the District's Parent Advisory and Parent English Learner Councils, Mesa Union's K-8 School's Site and Parent English Learner Councils, which require equitable composition between school personnel and parents, provide an opportunity for school level evaluation and plan development regarding expenditures and programs that are encompassed in the School Plan for Student Achievement (SPSA). Tightly aligned LCAP and SPSA plans are reviewed and approved by School Board Trustees each year. The District's LCAP survey was administered in January of 2018. Survey responses indicate that 84% of stakeholders believe the District provides a welcoming and safe environment.  This is a 14% increase from reported survey results from the previous year. Forty-seven percent report that they are members of the Parent Faculty Organization (PFO) a 2% increase in membership as compared to 2017. Fifty-eight percent of parents attended one or more district or school family workshops demonstrating an increase of 13% from the previous year. Forty-four percent of parents reported that they attended one or more coffee meetings with the Superintendent and Principal, a 1% decrease from 2017. Finally, 2% of parents reported that they joined the PFO for the first time in 2017. The District will continue to focus on increasing parent participation in District Parent Advisory Councils, school-sponsored activities, and volunteerism. In response to requests by survey participants, the District will work towards expanding its parent workshop offerings|Met||2018
37684110000000|Sweetwater Union High|3|SUHSD actively engages parents and guardians seeking input and feedback on our LCAP and district programs.  At the district level, our District Parent Advisory Council (DPAC) and District-level English Learner Advisory Committee (DELAC) meetings are held monthly throughout the school year, where parents receive updates and are given the opportunity to provide feedback and input on LCAP goals, the EL Master Plan, Parent Involvement Policies, and other initiatives.  At the school sites, School Site Councils (SSC) and English Learner Advisory Committees (ELAC) have multiple opportunities to discuss and provide feedback on school and district programs and initiatives.    Our Hanover Survey indicates that a high percentage of parents are attending school activities (71%) and Open House (80%).  In an effort to continue to involve parents in providing feedback, SUHSD held the 2nd Annual State of the District Event in February 2018, where over 600 parents, students, staff, and community members participated in discussions, facilitated by students, which centered on our LCAP goals.  We received valuable input which contributed directly to revisions to our LCAP.    In 2017-18 implementation of the Community Relations Facilitator support to sites led to increased communication with parents, awareness of needs, increased community to school connectedness, and provided welcoming spaces for parents to meet and participate in programs such as ESL classes and Parent Institutes.  Additionally, the Community Relations Facilitator hired at the district level  and our State and Federal district TOSA have supported our increase in parent leadership.  Our 2018-19 goals include additional PD for the Community Relation Facilitators and parent leaders under the direction of our district Principal on Special Assignment at State and Federal programs.||Met||2018
44697996049720|Linscott Charter|3||Linscott offered many opportunities for parents and teachers to engage in trainings that enhance their ability to collaborate and participate in teaching students and governance of the school. Our governing board consists of 4 elected parents and 4 volunteer staff members who attend a Summer Workshop on their job as board members. Our School Safety Plan, Budget Development, and LCAP Approval processes all include Study Sessions advertised and open to the pubic for review and input. Our teachers hold Parent Orientation meetings each afternoon of the first week of school each year to communicate with parent volunteers regarding the skills parents would like to share with the classroom and tasks that the teacher needs help with. Our Fall Forum, held each October, gathers parent input on school related topics such as charter renewal, facilities upgrades, student performance, school safety, etc. Four times per year, teachers hold classroom meetings in the evening for parents to build relationships with one another, listen to a guest speaker in a topic of importance, or plan and organize a special class event.|Met||2018
27751500000000|Big Sur Unified|3||The superintendent/principal and his staff work regularly to develop their skills professionally in engaging parents and the community. Because of limited access to the school site, parent involvement is a challenge the superintendent hopes to increase through weekly email that show what the school site is doing and how parents can get involved. Also, because of the location of the school, parent participation is not regular, but is an area the superintendent hopes to increase in future years. Interpretation services are available to Spanish speaking parents. Parents are invited to come to all field trips students attend. Training on effective parent/guardian professionakl development has been completed within the last two years.|Met||2018
12627370000000|Cuddeback Union Elementary|3|School Climate – Parent Survey (18-19) Statement Cuddeback  Rating Percent Responding Teachers at this school communicate with parents about their student’s progress and expectations. Strongly disagree 0  Disagree 5  Neither disagree or agree 14  Agree 36  Strongly Agree 45 Parents feel welcomed and encouraged to participate at this school. Strongly disagree 4  Disagree 0  Neither disagree or agree 14  Agree 27  Strongly Agree 55 Cuddeback School staff takes parent concerns seriously and values their input. Strongly disagree 5  Disagree 0  Neither disagree or agree 9  Agree 36  Strongly Agree 50 I believe that my child is safe at Cuddeback  School. Strongly disagree 4  Disagree 0  Neither disagree or agree 0  Agree 28  Strongly Agree 68 As a parent, I would like the school to include me more in the educational decisions and governance of the district. Strongly disagree 0  Disagree 0  Neither disagree or agree 64  Agree 32  Strongly Agree 4|LEA’s progress related to seeking input from parents/guardians in school and district decision making:  Cuddeback Union Elementary School District seeks input from parents/guardians in a number of ways.  The school invites decision-making input from stakeholders through the Parent Advisory Committee. Additional opportunities for input are available during intake meetings, online surveys, and family events.  Additional formal input meetings, including LCAP advisory meetings and monthly Board of Trustees meetings, are scheduled throughout the 18-19 school year.   LEA’s progress related to promoting parental participation in programs:  Cuddeback Union Elementary School District promotes parental participation in a variety of ways.  The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, and parent participation if extracurricular activities.  The District promotes participation in a very active Parent Teacher Organization as well. Also, the District plans to provide professional development for staff on how to promote parent participation.    Athough CUESD historically has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.  Why the LEA chose the selected measures:  The Cuddeback UESD LCAP includes the goal #3 promotes a learning environment that is rich in parental involvement that supports student academic, social, and emotional development.  In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities.  By focusing on formal and informal meeting opportunities, encouraging parental input, and maintaining a positive school climate, we will create an environment that allows for full participation in the school community.|Met||2018
13632300000000|Westmorland Union Elementary|3||We continue to maintain an ongoing improvement approach that was guided and was crafted as a result of continuous feedback provided by parents, teachers, and students.  We have been pleased with the fact that we have a committed group of parents, teachers, and students serving as part of our School Site Council, Migrant, and DELAC committees.  These stakeholders provide ongoing feedback as they serve as members of these committees. In addition we use surveys twice a year designed to receive feedback from parents, teachers, students, and community members in terms of: (1) Teaching and Learning; (2) Fiscal and Facilities; (3) Progress Monitoring; (4) Access and Equity; (5) Parent Community Involvement; and (6) Communication.   Data from these tools have provided insightful information that has been used as we develop and as we implement professional development opportunities for all stakeholders designed to (1) Ensure that teachers and families have the knowledge and tools to help students with ; (2) Train parents, teachers, and students to successfully participate in curricular and budgetary decision making; (3) Identify and integrate resources and services from community to strengthen school programs, family practices, and student learning and development; and (4) Ensure staff and family access to train in effective school, family, and community partnerships.|Met||2018
19647330125864|Ednovate - USC Hybrid High College Prep|3||Parents provide important input and feedback on the governance and operation of USC Hybrid High School both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), School Site Council (SSC), English Learner Advisory Committee (ELAC), and School Wellness Committee (SWC). The councils and committees provide an ongoing opportunity for two-way communication and feedback between parents and the school, including processes for parents to initiate desired activities, plan events or provide input to the school’s leadership. Their main responsibility is to analyze dashboard data (academics, attendance, behavior, community service, and fitness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard, LCAP, and pertinent policies and procedures. Hybrid High staff provides logistical support to ensure that communication about meetings and processes reach all parents in a timely fashion. Parents are also encouraged to:  -Attend parent education programs -Serve as mentors and volunteers -Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school -Meet with teachers as questions and concerns arise and attending student parent conferences.  USC Hybrid High holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades, attendance, and behavior records through the Parent Portal of Hybrid High’s student information system, Illuminate. At Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a non-binding contract indicating they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The contract encourages parents/guardians to fulfill the following “parent responsibilities”:  -Attend parent-teacher conferences every ten weeks -Monitor homework assignments on a daily basis  -Provide time and space for their child to do homework each night -Talk with their child about school -Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School, including supporting the assigning of Detention or Suspension when necessary -Treat USC Hybrid High School faculty and staff with respect|Met|Parents have opportunities for input both formally and informally throughout the school year. In addition to being encouraged to serve and comment on the School Site Council, English Learners Advisory Committee, and School Wellness Council, parents are openly invited to come into the school and observe and provide feedback. We also offer in-house surveys on customer experience which offer another forum for valuable input and actionable feedback.|2018
43693856046452|Farnham Charter|3|Cambrian School District promotes a welcoming and inclusive environment for all parents, families, and community stakeholders as partners in the education and support of all students' success in school.  We have placed an emphasis to increase participation in parent advisories and committees, provide parent information and education nights, and improve communication and feedback on the district's LCAP using stakeholder surveys and input forums.      The District’s efforts began in September by developing an engagement process and timeline for the adoption of the 2018- 2019 plan. Stakeholder meetings were then held to include a mid-year Local Control Accountability Plan progress updates, including regular updates to the Board of Trustees throughout the year on the 4 LCAP goals.        Cambrian School District also conducted several informational meetings and surveys to consult and gather input from various stakeholder groups.  The district used the Annual LCAP Community Survey to assess parents/families involvement their children’s school life.  The total responses from our 2017-18 Survey of 747 parents/families, an increase of 223 respondents from 2016-17.   In addition, 76% of parents/families who responded to the survey said they “feel involved in school life at their child’s school.” In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 91 parents responded, an increase of 33 responses from the prior year.  Parents were given the option to give ideas and suggestions on how to improve Cambrian School District’s English Learner Services. Overall, parents stated the need for additional staff and resources to provide more support for EL students such as after-school programs, and more strategies to specifically support developing writers. Other suggestions addressed were parent outreach throughout the school year, and more community support to build an understanding of CSD’s English Learner Services and processes. Some parents stated that they were happy and satisfied with CSD’s English Learner Services offered.  The district has seen a steady increase in parent participation in district and site-specific involvement/engagement opportunities. The belief is that a collaborative partnership with parents contributes to student academic growth.||Met||2018
19647330102483|N.E.W. Academy Canoga Park|3|N.E.W. Academy Canoga Park receives financial assistance from Title I, Part A (Title I) of the Elementary and Secondary Education Act. Schools, like N.E.W. Academy Canoga Park, with a high numbers or high percentages of children from low-income families receive this help to ensure that all children meet challenging state academic standards. Federal funds currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state. It is important that we get feedback from our students' parents in regards to academics, school climate, home/school communication, and parent education among other areas. N.E.W. Academy Canoga Park distributes an annual survey during Spring, the data collected from these surveys are reviewed and analyzed. The school uses the data collected to establish programs, provide resources and make the necessary adjustments to academic instruction or any other area identified.  The data collected in Spring of 2018 indicated the following areas of strength and areas of need. Strengths: The school keeps parents well informed of the activities taking place at the school. Parents feel they receive clear information regarding their child's academic progress. Parents communicate with their child's teacher on an ongoing basis: in person, via phone and via applications such as Bloomz and Remind. Parents indicated they prefer to communicate via telephone or through a school newsletter and bulletins. The school considers parents' opinions when it comes to decisions concerning children. The school has opportunities for parents to get involved in activities that support the instructional program of children. The school provides training and encourages families to work with their children at home. The school administration, staff and teachers have created a welcoming and safe environment for all. Areas of Need: Parents who participated in the survey indicated the times events are scheduled are not convenient for them and would prefer most events be scheduled in the morning. Parents would like to receive additional training in the areas of homework help, ESL, computer literacy, and GED (high school diploma). Parents would like to see the Language Academy advertised.  N.E.W. Academy Canoga Park has taken the following steps to ensure we address the areas of need. We are creating video testimonials that show parents, students, teachers, and administrators' perspectives regarding dual language immersion and the research supporting it. We are exploring different times to hold events and giving parents enough advanced notice so they can make arrangements if necessary. We have hired two Family Advocates/Parent Coordinators to help create a Parent Center for parents to learn and explore areas of interest including but not limited to: computer literacy, homework help, volunteering, etc. We will offer workshops for parents in the areas of math, science, language arts, etc.||Met||2018
01611190131805|The Academy of Alameda Elementary|3|The Academy of Alameda used the parent/guardian survey from Panorama Education to get feedback and input from the school's parent community.  The school chose this survey because it is robust, research based, nationally normed, and includes companion surveys for both students and staff.  Furthermore, this survey not only provided feedback on parent/guardian decision making and participation in programs, but it also gave the school metrics on school climate and culture, which the school used to incorporate into its Local Control and Accountability Plan--specifically in the section of the LCAP that addresses state priorities five and six.  The key findings from the survey related to input from parents/guardians in school and district decision making was that families would like more frequent meetings of the school's Family Alliance--the primary mechanism by which they give ongoing feedback to the school.  The key findings from the survey related to promoting parental participation in programs was that 90% of the families indicated that they felt the school communicated well with them regarding opportunities for involvement in the school; 85% of them felt a sense of belonging within the school community; and 96% of families responded that they felt the school communicated well with families from their culture.  Approximately 50% of the school's families took the survey and all of the data from the survey was used to inform the development of the school's LCAP.  The school has plans to increase survey participation in coming years.||Met||2018
14766870000000|Bishop Unified|3|Our annual climate survey provides data for indicators related to parental connectedness to the school, student engagement in learning, and the extent to which we observe standards aligned instruction in the classrooms. A. Seeking Input in School/District Decision Maklng - results from our annual survey (N98) - show that a majority of parents agree (80 percent) that our school district encourages parent participation. This district maintains a number of school level advisory committees including ELAC, Site Councils, and other Parent Advisory Committees. Administrators meet regularly with the District English Language Learner Advisory Committee as well as the Indian Parent Advisory Council. Fall and Spring parent conferences are offered at the K-5 Level and Student-Led Conferences take place at the 6-8 school level. In addition, the school district offers the Aeries Parent Portal for parents that allows access to student grades, assignments, attendance and other important student measures. Parents are also encouraged to attend and participate in District Governing Board Meetings, the majority of our school board members are parents of students in the district and school board meetings include opportunities for students to be recognized for their outstanding achievements. B. Promoting Participation in Programs - The Bishop Unified School District has access and provides interpretation and translation services in Spanish to our Spanish speaking population. All important district and/or school level notifications, academic reports, and general information are provided in English and Spanish. A number of parent workshops are held yearly for parents that include topics on drug and alcohol prevention, college and career readiness, financial aid, family math and science nights, social media/cyber bullying, and other topics related to the social/emotional and academic growth of our students.The measure of parent/guardian participation was chosen because we believe in the importance of parental involvement. We believe that the student populations that work with will be best served by creating a strong collaboration between our schools and parents. Similarly, by measuring translation/interpretation services we know that we are able to reach all parents.||Met||2018
19645270000000|El Rancho Unified|3|1. Key findings seeking input in school and district decision making: The El Rancho Unified School District distributed a survey in the winter of 2017 to parents and the learning community. Based on survey data, 622 respondents provided input and/or comments related to the work being done in the district. Out of 622 surveys, ninety-eight (98%) were parents of students in grades TK – 12. Seventy-five percent (75%) of parents indicated they are involved in decision-making committees at their school site or at the district level. 2. Key findings-promoting parental participation in programs: Ninety-three percent (93%) of parents indicated they feel welcomed at school. Ninety-one (91%) of parents feel they are invited to attend meetings, school events, and programs. Eighty-two percent (82%) of parents feel comfortable communicating with the administration/principal regarding concerns and questions. 3. Why the district chose the selected survey and whether findings relate to the goals established for other LCFF priorities in the LCAP. The district selected the survey option because a survey was already in place to elicit input from parents. The findings relate to the district’s LCAP Goal 5, to “actively promote and invest in engaging parents and students in classroom activities and extended learning opportunities.”||Met||2018
49753580114934|Village Charter|3||VCS is governed by a Board of Directors that has a majority membership of current parents. We have a PA that is open and well attended. PA reports out at monthly Board meetings. Adjustments have been made to PA meetings dates to allow for greater attendance. Director hosts quarterly grade level parent meetings. Annual individual parent meetings with Director will be reinstated in Spring 2019.|Met||2018
30665550000000|Laguna Beach Unified|3|Meaningful engagement of parents, pupils, and other stakeholders is critical to the development of LBUSD goals and actions. Along with our parents/guardians, Laguna Beach community members provide input for decision-making through meetings, committees, and teams such as Board Study Sessions, the LCAP Advisory Committee, School Site Councils (SSC), PTA Council, and the District English Learner Advisory Committee (DELAC). Each of these groups meets several times during the school year to drive goals and services. In our annual parent survey, 71 percent of respondents are satisfied that LBUSD communication to parent, guardians, and the community. Schools and the District also facilitates a range of events for families, including many parent education nights, as well as partnerships with Laguna College of Art and Design, Saddleback College, and Irvine Valley College. Additionally, 82 percent of parents/guardians agree or strongly agree that LBUSD partners with local businesses and community organizations. In regards to district and school plans, 68 percent agree or strongly agree that LBUSD encourages parents’ input in school/district goals and actions plans. The District continues to seek and increase input from parents/guardians, as well as their participation in school and district programs, through ongoing committees, meetings, surveys, and social media.||Met||2018
19647330112201|PUC Excel Charter Academy|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to provide feedback and suggestions at school events, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement:  100% Parent access to opportunities for participation, and input on decision-making: Family Meetings, School Advisory Council, Coffee with the Principal,  School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings. School will engage with outside organization to provide training and development for Parent Engagement.  PUC Excel received a score of 4.25 of 5 in 2017-18.  The school has specific and consistent rituals and routines in place to support clear and well communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.  Specific to a trend analysis of the survey results show the following:  The family survey results are high.  Excel’s favorable average is 85%.  The family survey for PUC Excel shows that the families have high expectations for their child to graduate high school and attend college.  Families feel they can talk to teachers and that their child can get extra help.  Ultimately, families share that they are satisfied with overall education.  Based on the results from the family survey, it would benefit the school to continue a focus on Bullying and Teasing.  Additionally, continue to support instilling a sense of PRIDE in PUC Excel.  Additional Data Gathering sources:  The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
43693856046445|Fammatre Elementary|3|Cambrian School District promotes a welcoming and inclusive environment for all parents, families, and community stakeholders as partners in the education and support of all students' success in school.  We have placed an emphasis to increase participation in parent advisories and committees, provide parent information and education nights, and improve communication and feedback on the district's LCAP using stakeholder surveys and input forums.      The District’s efforts began in September by developing an engagement process and timeline for the adoption of the 2018- 2019 plan. Stakeholder meetings were then held to include a mid-year Local Control Accountability Plan progress updates, including regular updates to the Board of Trustees throughout the year on the 4 LCAP goals.       Cambrian School District also conducted several informational meetings and surveys to consult and gather input from various stakeholder groups.  The district used the Annual LCAP Community Survey to assess parents/families involvement their children’s school life.  The total responses from our 2017-18 Survey of 747 parents/families, an increase of 223 respondents from 2016-17.   In addition, 76% of parents/families who responded to the survey said they “feel involved in school life at their child’s school.”  In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 91 parents responded, an increase of 33 responses from the prior year.  Parents were given the option to give ideas and suggestions on how to improve Cambrian School District’s English Learner Services. Overall, parents stated the need for additional staff and resources to provide more support for EL students such as after-school programs, and more strategies to specifically support developing writers. Other suggestions addressed were parent outreach throughout the school year, and more community support to build an understanding of CSD’s English Learner Services and processes. Some parents stated that they were happy and satisfied with CSD’s English Learner Services offered.  The district has seen a steady increase in parent participation in district and site-specific involvement/engagement opportunities. The belief is that a collaborative partnership with parents contributes to student academic growth.||Met||2018
10623230000000|Monroe Elementary|3|Local surveys are distributed annually; healthy kids and LCFF/LCAP.  From these surveys we have surmised the following:  The overall effectiveness shared with us at parent meetings was that our community was better able to access school-related information and details about our program. Parents/community members expressed that they were more likely to reach out to the school because there was translation available for them to ask questions. They praised our staff for being accessible and providing opportunities for them to share out at meetings both formally and informally as needed. Over the year, we noticed that parents/community members were showing more activity in participation as well as being more expressive in their thoughts and ideas. Our conversations became more meaningful and in depth as the year progressed.   School Climate survey: A)  Percent of responses for high levels of school connectedness B)  Percent of responses for feeling safe at school We maintained our goal based on the information of the climate survey; addressed the concerns and surveyed the various student groups on campus to measure the percent of responses for high levels of school connectedness and percent of responses for feeling safe at school.  The percent of students reporting high levels of school connectedness = 95% and the percent of students reporting feeling safe at school =95%.||Met||2018
49709120128074|Cesar Chavez Language Academy|3|Parents are involved in Leadership at site, including how to spend LCAP and Title I dollars. We have a Bilingual Advisory Board (Site Council)/ELAC which is all parents of English Learners. Based on their feedback, we make decisions about how to spend money for our unduplicated students. We hold monthly Coffee Chats with the parents, where we update them on events happening at school, including schoolwide data, intervention programs, enrichment, social emotional programs, and seek input as to how to improve programs for students. We also hold monthly Parent Foundation Meetings, similiar to PTA, where parents give feedback about school programs.|Our teachers also give input on our LCAP plan and how to spend LCFF money. They priortize spending based on student data and needs, including Professional Development. We have a lot of parent participation: Parent education nights happen three-five times per year, Coffee Chats, BAB/Site Council meetings. We have sign in sheets from each meeting/workshop. All of our staff is bilingual, and are able to translate for English or Spanish speaking parents. We offer a lof of Professional Development for our teachers, we had three days of paid PD prior to the start of school. We also include our teachers in all of the District PD as well as additional PD for our site (Center for Applied Linguistics, Writing). This year, we have implemented the BEST program at our site, including the ToolBox (social/emotional curriculum) for all students.|Met||2018
19647331931864|Grover Cleveland Charter High|3||1. Parents are, and have been since before Cleveland became a district affiliated charter, full voting members of the Governance Council (CGC) and School Site Council (SSC). Parents of students in the school's bilingual education program make up the English Language Advisory Committee who make monthly recommendations to the SSC regarding issues of importance to their daughters and sons. The school's Humanities Magnet has a large, 1,500 members, Parent Association whose members are invariably elected members of the CGC and SSC. The SAS Parent Association, though considerably smaller than the Magnet Parent Association, at 200 members, also has representation on the CGC and SSC. The Korean Parent Association is another organization that participates in the school activities. When our College Office sponsors College Night, presenters are either bilingual in Spanish and English, or simultaneous translation is provided with the use of electronic equipment. Important school meeting such as IEP and 504 annual meetings supply translation for parents who may not be fluent in English.   2. Cleveland's Parent Center, staffed by our award-winning director, conducts monthly workshops to address issues of importance to the community including computer classes, English classes, mental health classes (Healthy-Mind-Positive Attitude), drug abuse classes, and monthly meetings with the counselors and administrators.   3. One of the most important local indicators is the 2017-2018 School Experience Survey (SES) that indicated that 87% of Cleveland parents agreed or strongly agreed that the school included them in important decisions about their child's education. 84% agreed or strongly agreed that the school provided instructional resources for parents to help support their child's education. Finally, 97% of parents feel that the school staff expect Cleveland students to graduate and 96% feel that school staff expect Cleveland students to attend to college.|Met||2018
34765050130757|Highlands Community Charter|3|All of of our students are 22 years of age and older and do not require parent participation. Many of our students are parents themselves. We apply the rule that parent participation equals student participation. We do not administer a parent survey, instead we administer a student survey.||Met||2018
27660920129239|Dual Language Academy of the Monterey Peninsula|3|The school engaged its School Governance Council in the development and adoption of its Local Control Accountability Plan. A engagement meeting was held in May 2018 to provide input and approve the plan. Additionally, the school participated in the overall Monterey Peninsula Unified School District community engagement of its LCAP. The findings and feedback from the MPUSD (DLAMP) are below.  “Your Input Matters … Join the Conversation!” continued as the theme of this year’s MPUSD’s stakeholder process this year. This year, the district promoted community input through its online English and Spanish surveys. The district printed postcards inviting stakeholders to participate, and the postcards were made available at school sites and district and school wide events. Paper copies were made available upon request, and stakeholders were provided an opportunity to use computers in the district office if they did not have access to a home computer. A total of 493 surveys were completed this year – a 51.2% increase over last year. Responses reflected an equal mix of parents/guardians, community members and staff, as well as an even distribution across school sites both elementary and middle.  In an effort to maximize community input at already publicized and regularly attended meetings, the district invited the public to provide input to the LCAP during its Board meetings on February 13, March 13, and April 10 during LCAP update presentations. Additionally, the district offered a community engagement meeting on April 30 for stakeholder groups, and on May 16 for the District English Learner Advisory Committee. During the two stakeholder meeting, stakeholders were provided an overview of district accomplishments and the LCAP process. Participants broke into one of five break-out stations to provide input on the stage priorities grouped as follows:  - Basic Services/Course Access - Implementation of State Standards/Student Achievement - Student Engagement - Parent Involvement - School Climate  The district made a significant effort to solicit student voice, and engaged with students at our middle and high schools in face-to-face meetings. During the meetings, the Superintendent and/or Chief of Communications asked students a series of question prompts to gather input on what they valued at school, what they would like to see more of at their school, and what may or may not be working, and areas where the district and their school could improve. More than 200 students were engaged in person this year from our middle and high schools.  HIGHLIGHTS FROM PARENT INVOLVEMENT PORTION OF SURVEY  Priority 3: Parental Involvement: On the online survey, respondents ranked the following priorities as extremely important or important:  • 94% Parent resources (e.g., parent engagement workshops and classes, web-based tools to assist students in homework support) • 94% Parent/student activities (e.g., art nights, math nights, college and financial aid planning rights, visit||Met||2018
19647330132282|Ednovate - East College Prep|3||USC East College Prep used multiple channels to engage with our community of stakeholders, including: -Admin planning meetings: evaluated strategic plan data to identify areas of opportunity for future years, proposed initial goals for stakeholders to respond to. -Coffee with the Principal meetings -PAC meetings -School Site Council (SSC), English Learner Advisory Committee (ELAC), and School Wellness Committee (SWC) meetings -Quarterly parent/guardian and student satisfaction surveys requesting input and feedback -Board approval at the Board of Directors meeting open to the public  Parents provide important input and feedback on the governance and operation of the school both informally and formally. Parents have the opportunity to participate in school decisions through thePAC, SSC, ELAC, and SWC. This provides ongoing opportunities for two-way communication and feedback between parents and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership. Our staff provides logistical support to ensure that communication are invited to regular “Coffee with the principal” meetings, where we provide updates on what’s going on at school and solicit feedback from parents. These are followed by SSC, ELAC, and SWC meetings to allow for parents to discuss and provide input on the LCAP and pertinent policies such as the EL Master Plan and School Wellness Policy. All communications are in English and Spanish to ensure our families all understand and are able to contribute.  The school also holds mandatory parent-teacher conferences every quarter. We communicate with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through biweekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades, attendance, and behavior records through the Parent Portal of our student information system, Illuminate. Families are also encouraged to attend parent education programs. We strive to continue to fortify and maintain a school culture where parents and families are embraced as partners in the education of their children.|Met|Parents have opportunities for input both formally and informally throughout the school year. In addition to being encouraged to serve and comment on the School Site Council, English Learners Advisory Committee, and School Wellness Council, parents are openly invited to come into the school and observe and provide feedback. We also offer in-house surveys on customer experience which offer another forum for valuable input and actionable feedback.|2018
30103060134056|Orange County Academy of Sciences and Arts|3|We provided an opportunity for all families to participate in a school-climate survey in May 2018. This survey included questions related to the following areas: overall satisfaction, academics and instructional staff. Families from all grade spans provided response to the survey. After evaluating the responses to the survey questions, it was clear that there were three important focus areas that we needed to address during the upcoming school year. These focus areas were: Continue our improvement with school-wide positive behavior; 2) Improve differentiation to ensure each student is achieving at his/her academic level; 3. Increase professional development to focus on our Special Education population. As a result of the survey, administration worked with parents in order to launch our PTSA organization to support both positive school climate with greater parent involvement and academic rigor by bringing programs and support to the school. Additionally, we established our first Parent Council to provide multiple opportunities for parents to volunteer on campus on a daily basis, allowing parents to have a voice in how programs are implemented to best serve the students on our campus. We chose to develop our own survey so that we could ask for feedback directly on the areas that were of most concern to the school's staff. The goals which were established in our LCAP for the 2018-19 year were directly connected to the focus areas identified during evaluation of the survey, as listed above.||Met||2018
19647330102426|PUC Milagro Charter|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to talk to teachers at this school about how to help my child learn better, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement:  100% Parent access to opportunities for participation, and input on decision-making: Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement. PUC Milagro received a score of 4.54 of 5 in 2017-18.  The school has specific and consistent rituals and routines in place to support clear and well communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.  Specific to a trend analysis of the survey results show the following:  The family survey shows a high level of satisfaction.  Milagro’s favorable average is 92%.  Families feel there are High expectations for their child to graduate high school and attend college.  Families feel they can talk to teachers and are welcomed in the school.  Families feel the students are treated with respect.  PUC Milagro had very high marks in the family survey, the parents shared that they would like the school to focus on disruptive students and teasing and bullying.  Additional Data Gathering sources:  The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
41690216112213|San Carlos Charter Learning Center|3||"SCCLC is a small, independent charter school community and, as such, we have many opportunities for integrated and meaningful input from our parent community. One of our key pillars is family/community involvement. Goal 4 in our 2018 -2019 LCAP is: ""Create opportunities for families to feel connected to CLC and equipped to positively contribute to the learning experience for all learners, including their children"".  A. Examples of parent input in decision making: - Our Governing Board of Directors is comprised of a majority of parents. The BOD meetings are open and collaborative and involved feedback and dialogue with parents in attendance.  - Parent team working with Executive Director and Director of Learner Services to develop communication tools to help parents understand and navigate the multiple tiers of support for learners (General Ed-->Special Ed) - Parent Resource Team works closely with administration and Volunteer Coordinator to include and support parent (questions, input, feedback, important issues that are in the parent community). An important area of focus is to schedule and promote school-wide community building opportunities B. Attendance at Parent Education night explaining the multiple measures of success and a deep dive into the learners' academic performance"|Met||2018
36738580000000|Baker Valley Unified|3||"Our District has made significant progress on promoting parental participation in programs, seeking their input, and why the measures and findings relate to our LCAP goals. We have developed quarterly workshops for parents, students, and community members that focus on sharing and distributing information on academic programs, the Arts, and the NGSS. The students and staff are able to interpret and translate for understanding. For example, last quarter,  the District held ""Authors Night"". Students read to parents with discussion tables setup for input with grade-level selected curriculum. The author of Honest History, a published magazine presented their curriculum to our audience and shared that our District is adopting their curriculum. Teachers and parents discussed the curriculum  and asked for input. All (11) K-12 teachers participated in this event. Over 70% of parents were present. In summary, these workshops started as a grass-root effort by the Superintendent, who lead parent workshops on: Cheese-making, cooking, and bread making to garner parent engagement, Then, over a period of time, teachers conducted their workshops through the school years.  Our continuing goal is to increase parent engagement."|Met|The measures were selected based on LCAP input to increase teacher PD and encourage parents to work collaboratively.|2018
34752830112425|Natomas Pacific Pathways Prep|3|NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. The parent survey was designed to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Our survey results indicate that over 99% of parents felt like their child was safe on campus and 95% of parents felt like their child had a good relationship with at least one adult on campus and the Advisory Program was a benefit to their child. 95% of parents also reported the school communicates effectively and regularly. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to LCAP goals, which directly impact the school and grade level goals.||Met||2018
30103060133983|Ednovate - Legacy College Prep.|3||Parents will provide important input and feedback on the governance and operation of the school both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), School Site Council (SSC), English Learner Advisory Committee (ELAC), and School Wellness Committee (SWC). This provides ongoing opportunities for two-way communication and feedback between parents and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership on the LCAP and pertinent policies and procedures. Our staff provides logistical support to ensure that communication are invited to regular “Coffee with the principal” meetings, where we provide updates on what’s going on at school and solicit feedback from parents. All communications are in English and Spanish to ensure our families all understand and are able to contribute. The school also holds mandatory parent-teacher conferences every quarter. We communicate with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through biweekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades, attendance, and behavior records through the Parent Portal of our student information system, Illuminate. Families are also encouraged to attend parent education programs. We strive to continue to fortify and maintain a school culture where parents and families are embraced as partners in the education of their children.|Met|Parents have opportunities for input both formally and informally throughout the school year. In addition to being encouraged to serve and comment on the School Site Council, English Learners Advisory Committee, and School Wellness Council, parents are openly invited to come into the school and observe and provide feedback. We also offer in-house surveys on customer experience which offer another forum for valuable input and actionable feedback. The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. We ensure communication about meetings and processes reach all parents in a timely fashion.|2018
41688820000000|Burlingame Elementary|3|Burlingame School District (BSD) conducted a parent Local Control Accountability Plan (LCAP) survey in 2016.  The survey measured parent engagement, as it is outlined in the district's LCAP document in the Engagement goals section.  The district's objective was to achieve a positive response rate of 80% or higher on the following questions:  (1) Asked for input regarding their child's educational experience. The 2016 Survey Results: 90% felt asked for input regarding their child's educational experience  (2) Satisfaction with level of communication  2016 Survey Results: 88% were satisfied with communication  (3) Encouraged to participate at school  2016 Survey Results: 94% felt encouraged to participate at school.    During the 2018-19 school year, BSD will be conducting a follow-up parent and staff LCAP survey.  The results will inform the goals, actions, and services for the future LCAP.||Met||2018
01612590130633|Lighthouse Community Charter|3|In January 2018, families at all grade levels took a family survey that looked at four areas: Connection; Support of Learning; School-Family Partnership; and Voice. 20% of students had at least one family member take the survey. We used sections from the Road Map Family Engagement Survey, developed by the Equitable Parent-School Relationship Project at the University of Washington because it aligns with our school goals as named in the LCAP, specifically Goal 3: Lighthouse Families are connected to the school and each other as partner's in their children's education. Overall, there were 69% positive responses to the questions related to Parent Decision-Making and Voice. The highest percentage of agreement was with the statement, “I feel comfortable talking to school staff about my concerns,” with 74% of respondents agreeing with the statement. The least agreement was with the statement, “My school helps me develop my leadership skills,” with 62% of parents agreeing, 13% disagreeing. The remaining 25% of respondents were neutral. Latino family members were the most likely to agree with statements related to voice, with 76% positive responses. African American family members were the least likely to agree with statements related to voice, with 55% positive responses. On School-Family Partnership questions, there were 78% positive responses. The highest percentage of agreement was with the statement, “I feel respected by my child’s teachers,” with 88% of respondents agreeing with the statement. No question had under 70% positive responses. Latino family members were most likely to have positive responses in the Family Partnership section, with 83% positive responses; African American families were the least likely to have positive responses, at 59%. This year, we are continuing our family work through the LCAP, including quarterly parent-teacher-student conferences and Family Liaison outreach. Specifically in relation to voice questions, family meetings have been scheduled to hear about and give feedback on specific programs, as well as developing family leadership through Padres Comprometidos and Crew Parents programs, and have hired a Community Organizer to support parent leadership development.||Met||2018
19647330135723|Ednovate - Brio College Prep|3||Parents will provide important input and feedback on the governance and operation of the school both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), School Site Council (SSC), English Learner Advisory Committee (ELAC), and School Wellness Committee (SWC). This provides ongoing opportunities for two-way communication and feedback between parents and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership on the LCAP and pertinent policies and procedures. Our staff provides logistical support to ensure that communication are invited to regular “Coffee with the principal” meetings, where we provide updates on what’s going on at school and solicit feedback from parents. All communications are in English and Spanish to ensure our families all understand and are able to contribute. The school also holds mandatory parent-teacher conferences every quarter. We communicate with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through biweekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades, attendance, and behavior records through the Parent Portal of our student information system, Illuminate. Families are also encouraged to attend parent education programs. We strive to continue to fortify and maintain a school culture where parents and families are embraced as partners in the education of their children.|Met|Parents have opportunities for input both formally and informally throughout the school year. In addition to being encouraged to serve and comment on the School Site Council, English Learners Advisory Committee, and School Wellness Council, parents are openly invited to come into the school and observe and provide feedback. We also offer in-house surveys on customer experience which offer another forum for valuable input and actionable feedback. The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. We ensure communications about meetings and processes reach all parents in a timely fashion.|2018
58727360121632|Paragon Collegiate Academy|3|Paragon Collegiate Academy's responses to the prompts are: 1.  The key findings were that 77.50% of our parents/guardians agreed that Paragon wants and seeks their input relative to district/school decision making on a regular basis. 2.  The key findings were that our program/event flyers are the best way to promote parental participation in programs and events and that our Bright Arrow Automated Parent Notification System was the next best way to promote parental participation in school-wide programs and events.  However, in our bi-annual survey, Paragon's staff agreed that the best way to promote parental participation is by attending our monthly Parent, Teacher, and Student Association Meetings.  Everything that happens here at Paragon is discussed at those meetings. 3.  Paragon's Board of Directors met and created the bi-annual surveys based on our Mission and the LCAP State Priorities in order to receive the highest level of return in relation to parent/guardian input.  So, absolutely it relates to Paragon's LCAP.||Met||2018
19101990137679|Magnolia Science Academy 5|3||MSA-5 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-5 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-5 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-5 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 35% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-5 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 40% of our students.  MSA-5 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-5 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
19647330117630|Magnolia Science Academy 5|3||MSA-5 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-5 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-5 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-5 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 35% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-5 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 40% of our students.  MSA-5 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-5 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
01611920127696|Knowledge Enlightens You (KEY) Academy|3|KEY Academy values parents as partners. We have made it our goal to include parents in the decision-making progress and we are committed to increasing parent participation in the decision making activities. Parents are invited to attend meetings that focus on understanding our goals and encourage their input on the action steps of our plan. An annual survey is given to parents and is a tool that administration uses to access how parents are feeling and allows administration to make informed decisions on how to continue to make our parents our partners. Every parent receives a survey seeking input about our school. Last year 93% of our parents responded that they are satisfied with our progress and program. 88% of parents responded the hey feel encouraged to participate and that KEY Academy includes and values their opinions and input in to the program.||Met||2018
19647330119974|PUC Santa Rosa Charter Academy|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to provide feedback and suggestions at school events, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement:  100% Parent access to opportunities for participation, and input on decision-making, Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement. PUC Santa Rosa received a score of 4,46 of 5 in 2017-18.  The school has specific and consistent rituals and routines in place to support clear and well communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.  Specific to a trend analysis of the survey results show the following:  The family survey results are high.  PUC Santa Rosa’s favorable average is 91%.  The family survey for PUC Santa Rosa shows that families are satisfied with the school and PUC Santa Rosa had a high return rate which further shows that feedback is important to the families and the leaders. Families have high expectations for their child to graduate high school and attend college.  Families feel they can talk to teachers and feel welcome at the school.  Based on data from the family survey, PUC Santa Rosa would benefit from a continued focus on addressing Disruptive students and the sense of Teasing and Bullying.  Additionally, the families would like to see growth in the sense of pride at Santa Rosa.     Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
19647330135715|Ednovate - Esperanza College Prep|3||Parents will provide important input and feedback on the governance and operation of the school both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), School Site Council (SSC), English Learner Advisory Committee (ELAC), and School Wellness Committee (SWC). This provides ongoing opportunities for two-way communication and feedback between parents and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership on the LCAP and pertinent policies and procedures. Our staff provides logistical support to ensure that communication are invited to regular “Coffee with the principal” meetings, where we provide updates on what’s going on at school and solicit feedback from parents. All communications are in English and Spanish to ensure our families all understand and are able to contribute. The school also holds mandatory parent-teacher conferences every quarter. We communicate with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through biweekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades, attendance, and behavior records through the Parent Portal of our student information system, Illuminate. Families are also encouraged to attend parent education programs. We strive to continue to fortify and maintain a school culture where parents and families are embraced as partners in the education of their children.|Met|Parents have opportunities for input both formally and informally throughout the school year. In addition to being encouraged to serve and comment on the School Site Council, English Learners Advisory Committee, and School Wellness Council, parents are openly invited to come into the school and observe and provide feedback. We also offer in-house surveys on customer experience which offer another forum for valuable input and actionable feedback. The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. We ensure communication about meetings and processes reach all parents in a timely fashion.|2018
24656496025381|Ballico-Cressey Community Charter|3|Parent Survey - Thoughts on LCAP Goals and State Priorities 82% Agree that the district provides equal access for all through digital learning environments 67% Agree that the district provides academic and extracurricular support programs and people during the school day 76% Agree that the district provides opportunities for continued learning during the summer recess 70% Agree that the district offers English Language Development during the school day to help English Language Learners become proficient and reach academic goals. 80% Agree the district offers a high-quality physical education program in grades TK through 8th grade 71% Agree the district provides opportunities for students to receive additional instruction/support during the school day to help reach academic goals. 75% Agree the district provides a wide variety of after-school activities 55% Agree the district provides adequate informational and parent-learning event opportunities. 60% Agree the district provides parents access to school leaders and staff responds quickly and appropriately to issues 80% Agree the district provides a safe school environment and facilities  What is import to Parents? 67% Feel it is important that the district continues to maintain small class sizes 84% Feel it is important that the district hires and retains highly qualified teachers 60% Fell it is important that the district's employees are paid at the same rate or better than a majority of Merced County Schools 57% Feel it is important to have high test scores to show how our school is doing 57% Feel it is important for BCSD to prepare students to become productive citizens in a democratic society 71% Fell it is important for BCSD to continue to provide one on one digital learning 53% Feel it is important for BCSD to provide hands-on learning through AG STEM, PBL, and Maker Space opportunities tied to the common core curriculum. 72% Feel it is important for BCSD to provide additional services for students before and after school to help them reach their academic goals 74% Feel it is important to provide additional services for students during the school day to help them reach their academic goals (EL, SPED, Academic Supports in and out of the classroom) 75% Feel two-way communication between parents and staff are important 70% Feel it is important to provide digital access to parents about their student's academic progress  The district put together the survey based on goals and measures within the LCAP. The questions selected were to address multiple areas across academics, safety, and promoting the social and emotional welfare of students. The district utilizes a Parent communication tool that allows two-way communication so parents always have access to the district to voice concerns, ask questions, or give feedback. The district provides parents with resources that allow them to access the digital curriculum and student information.||Met||2018
19645190000000|El Monte Union High|3|A parent survey was used districtwide to solicit parent input. There were about 150 parent responses to the survey, although parent input was also gathered through LCAP Committee meetings, Parent Advisory Committee, District English Learner Advisory Committee and each sites' English Learner Advisory Committee. The majority of parents expressed their agreement with the district/school providing many opportunities for parents to participate in different programs and provide input. Only four percent (4%) disagreed.  Survey results also assisted in addressing other State priorities and goals in the LCAP. The majority of parents agreed that the school has a positive climate (only 3% disagreed). The results were similar from the parent survey on questions that relate to student engagement and school safety. The majority of parents stated they feel the school is safe and promotes students' success. A google sheet is used to gather data on parent participation at each site. Both survey results and data from the google sheet were used to provide parents with a wider variety of opportunities for participation this school year.||Met||2018
37683380111898|Albert Einstein Academy Charter Middle|3|Data collected during internal and external assessments (surveys), parent universities with topics ranging from math to IB to the Language continuum and “Pastries with the Principal” common themes were identified. The assessment data and input received from the various stakeholders’ serves to align our school’s LCAP and IB Self Study all of whose primary focus is to improve student achievement. Provide Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learner. Implement benchmarks assessments to ensure high quality teaching and learning. Provide academic intervention/support for struggling students to create a learning centered culture. Expand parent opportunities and workshops in multiple languages to support their child’s academic progress to cultivate a culture of learning. Expand student choice and voice to increase student engagement. Strategically manage data to align resources to maximize the impact on student learning.||Met||2018
07100740129528|Caliber: Beta Academy|3|Caliber: Beta Academy is committed to engaging Caliber families to partner with Caliber staff in support of our students’ academic and social and emotional learning goals. This goal is included in our LCAP.    A comprehensive survey has been administered to parents each year at Caliber: Beta Academy to evaluate our progress in this area.  Our survey was internally written with input from other charter networks, and the results of the survey indicate a high level of satisfaction with our campus and our school.  87% of parents agree that the school has a positive impact on their child’s academic performance, and more than 80% agree with statements about quality of teachers, student/teacher relationships, and teacher/parent relationships.   Another LCAP goal is centered around parent involvement. Over 77% of parents felt satisfied with the opportunities available to have input on school-based decisions. Our School Site Council and ELAC held the required number of meetings. This year we will begin the committee meetings earlier in the school year, and we also added a Caliber parent to our Board of Directors.   We also worked to improve our version of report cards, personalized Learning Plans (PLPs), using parent feedback from the previous year.   Training was held throughout the year to support teachers in completing and sharing the PLPs for each student.  PLPs were sent home three times this year, and there were opportunities for parents to meet with teachers to discuss them. We have an active core parent community.  Throughout the year we had opportunities for families to volunteer in the classroom, common areas, and on special projects/events such as our new library, Fall and Spring Festivals, and 8th grade graduation.||Met||2018
01612590106906|Bay Area Technology|3||Bay Area Technology School has made great efforts to seek input from multiple stakeholder groups, including parents and students.  Parent involvement in school programs is important to the fluid operation of the school, but to participate in the local governing board and advisory committees is key for providing critical feedback to the school.  With the significant amount of change the school has undergone over the past few months, parents have given key information on the impact of students, families and community through scheduled board and parent meetings and special parent nights and activities.  While it is welcomed and encouraged for parents to attend board meetings, attendance has been poor and there could be a greater effort to increase attendance, forming a connection between families and board members and providing firsthand information to those who need it, especially since translation services are provided on a regular basis, and notices are sent home in all the primary language groups. The Board is adopting new practices to encourage participation and create a welcoming environment. Parent, student and staff surveys will be used this year as an additional way to get input on major decisions facing the Board. Parents/guardians have in the past, and will continue to have opportunities to attend workshops that are linked to both student learning and student development and growth as identified in 2018/19 LCAP.  At least two parent nights took place in 2017/18 addressing areas such as  homeschool communication, school procedures and communications, and use of the designated digital programs to support student learning, which were well attended and provided positive feedback for connection to the school. There was no formal parent survey used in the spring of 2018, but a brief middle school parent survey showed a need for school communication and ability for parent participation. It also needs to be noted that a concern still exists in that the primary parent involvement lies in the hands of a small select group of very involved parents, and with the lack of an active parent club, not enough parents attend the board meetings and other events. As with most organizations, the leadership comes from a small handful and it is difficult to get a large turnout. A focal point for the 2018/19 LCAP is to increase parent engagement and participation. Although not offered in the past, training will be offered to staff to support this goal, and input will be taken from parents as to areas of interest.|Met|Because of the nature of the student population served and the focus for the school, Bay Area technology  is limited in its opportunity  to take input from parents on a regular basis. Bay Tech is working on a plan to increase opportunities for parents to give input and participate in their child's educational program at times and using strategies that better meet the needs of the families involved.   Goals in the LCAP address this, and provide for  workshops and training for parents.|2018
19647330122556|Citizens of the World Charter School Hollywood|3|Once a year, on behalf of CWC Hollywood, Citizens of the World Charter Schools conducts stakeholder surveys. These results are based on a 59% parent participation rate. Seventy-seven (77) percent of parents agree/strongly agree that ‘My child's school provides forums and opportunities for parents to understand and engage in major decisions’. Seventy-nine (79) percent of parents agree/strongly agree ‘If I were passionate or concerned about an issue at the school, I know how I can get involved to have a voice in the issue or concern’.  The data collected from our family survey serves as an important source of information in tracking our progress toward our school's goals. Specifically, our family survey provides information on parent engagement, satisfaction with our education program, feedback on the CWC Way, and finally, family input regarding priorities for our school. Several of family survey questions are included as Expected Annual Measurable Outcomes in our Local Control Accountability Plan (LCAP), specifically focused on Goals 3 and 4. The survey overall informs the planned actions and services for Goals 3 and 4 as outlined in our LCAP.||Met||2018
19645920100354|Hawthorne Math and Science Academy|3|HMSA has implemented a variety of measures to enhance the ability of parents and guardians to seek input in school decision making processes.  The school has created a Parent Academy for the parents and guardians of 9th grade students that focuses not only on the academic and social-emotional needs of their children, but also on how best to advocate for their child and how to get involved at HMSA.  The HMSA counselors have focused efforts on having parents complete a needs assessment regarding the topics that they are interested in knowing more about at the parent workshops and on the quality of the experience.  HMSA also continues to document the promotion of and full representation on the School Site Council and the English Learner Advisory Committee, with representatives from each serving on the District Advisory Council and the District English Learner Advisory Committee, respectively. Results from HMSA’S 2017-18 Family Event Attendance Tracking Form reflect 3,718 documented instances of family visits to schools for activities and events.  This represents an increase compared to the 3,610 documented instances in the prior year.   HMSA chose the selected measures due to the fact that they represent a large sample group and because the data gathered via the tools was considered to be both current and accurate. The findings are directly related to the school’s goal to increase parent involvement and participation as a means to creating a more inclusive and optimal learning environment, which is set forth in the Local Control and Accountability Plan (LCAP).  They also relate to the various goals established in connection with the other Local Control Funding Formula priorities, as increased family participation and involvement in decision making is seen to have had a positive effect on academic performance, disciplinary outcomes, attendance, and overall school climate.||Met|HMSA has strengthened the home-school connection by: utilizing the services of a Family Outreach Teacher on Special Assignment; increasing opportunities for parents and guardians to visit the school campus; creating a targeted Hawthorne Parent Academy for parents and guardians of students in 9th grade; enhancing volunteer recruitment efforts; publishing an article in a  quarterly informational magazine/newsletter; and maintaining a highly-active parent organization that coordinates numerous school events and activities.|2018
19647330106427|Synergy Charter Academy|3||Parents have an opportunity to be involved in direct decision making through a variety of ways. One such way is the School Operations Committee. The Committee reviews, monitors, and makes recommendations to the Charter School’s Board regarding the Charter School’s LCAP and Single School District Plan and policies such as the Title I Parent Involvement Policy. Parents/guardians are also encouraged to participate in the Charter School’s English Learner Advisory Committee (ELAC). Both committees meet quarterly and meeting times and agendas are announced via newsletters and flyers and are open to the school community and the public. Additionally, all Synergy parents/guardians are invited to share their views on various issues by attending parent meetings and events such as Breakfast with the Director/Principal, attending Board of Directors meetings and completing parent surveys.  Parents/guardians will participate in parent conferences twice a year, where the progress of their children will be communicated to them regularly. Synergy also uses various methods of communicating with parents/guardians, including newsletters, flyers, brochures, the Charter School website, and parent meetings. Materials that are sent home are translated into English and Spanish, the two main languages of the Charter School’s families. Additionally, parents/guardians are invited to participate in Back to School Day, student showcases, performances, and award ceremonies.  Parent education is of vital importance to the success of the Charter School and voluntary workshops are held on a regular basis. Workshops cover various topics such as the health and nutrition of their children, parenting skills, understanding the college admissions process, how to help students with homework, and planning family activities. These workshops are intended to help parents/guardians to be their children’s main “teacher” outside of the classroom, thereby providing a comprehensive educational plan that includes both the Charter School and home. The workshops also intend to help parents/guardians understand Synergy Kinetic Academy’s instructional approaches and high-expectations, enabling them to better reinforce these concepts at home.  Progress on Parent Engagement is measured by the Parent Survey and Parent Participation in Parent Conferences. On the last survey administered, 100% of parents gave the school a grade of an A or B. Parent Conference participation was 97%, 12% above the school's goal.|Met||2018
19101990135582|LA's Promise Charter High #1|3||"The LEA administers an annual School Climate and Culture Survey during the spring semester to engage all stakeholders on campus.The survey is administered to students and staff electronically, and through a paper survey to families in order to maximize participation. The participation rate was high for all stakeholders, and the data was used to reflect on current practice, and plan for growth and progress.  The schools' parent agency, LA Promise Fund, supports the school through an established and active Parent Engagement Team (PET). The role of PET is to impart research-based practice to engage parents at high levels. Activities through the year include parent education workshops, volunteerism, and events to involve and inform families including Coffee with the Principal and a myriad of community events. Seventy-five percent of parents conveyed that the school ""encourages them to be involved in the school community."" Over 80% of families attended at least two school sponsored events to include award assemblies, orientations, conferences, and cultural celebrations. The school relied on web and text parent communication, newsletters, personal calls to families, and social media for parent and family outreach. The school shared progress regarding student learning through parent/team and student-led conferences."|Met|The school has evidence of growth and progress towards the state academic standards. The LEA sets benchmarks for teacher and student growth, that were met in the inaugural year and will be further developed as the school builds instructional leadership capacity among new teachers.|2018
19101990135368|Alma Fuerte Public|3||Alma Fuerte has created a School Advisory Committee and is recruiting and selecting at least three parent representatives to serve on this year's Committee. The Committee serves as the Title 1 and LCAP Committee.  Upcoming meeting dates are being posted and circulated via email and letters in both English and Spanish. We have strong parent attendance in our parent-teacher conferences this fall, with an average of 90% of parents attending. Parents also volunteer at school regularly.  Over half of our parents have participated in schoolwide events (volunteering for service projects, fall festival, field trips, etc.) or classroom projects. Most of these parents have participated in more than one event.    Parents receive regular communication via school e-mail blasts weekly, classroom newsletters, and as needed for individual responses to student needs. We also administered a school wide parent survey to 100% of our parents at the end of the last school year, requesting parent feedback across a variety of school culture and climate and academic topics.  As a result of this feedback, we made adjustments to the frequency of our home/school communications and other changes. Nearly half of our team is fluent in Spanish, with translation services provided by our Associate Director of Operations who also functions as our Parent and Community Engagement Liaison.  She facilitates home/school communication, helps design schoolwide events, parent information nights, etc. We also hosted two parent information workshops last school year (one in Spanish and one in English), focusing on social-emotional learning and child development. The measures relating to parent participation levels at parent-teacher conferences, parent workshops, and the levels of volunteering for classroom and schoolwide opportunities were selected to demonstrate the connectedness and shared commitment among our families to our school.  We have discussed the School Advisory Committee and parent survey to reflect our progress in creating a formal avenue for parent input and participation.|Met||2018
31668520138008|Golden Valley Tahoe|3|Golden Valley Charter School sends an annual survey to each parent with a 50% completion rate.  Parents are offered free childcare for educational programs and speakers.  The goals in the LCAP are surveyed and there is a live annual town hall meeting each semester.  Based upon parent feedback, GVCS offers more online ways to participate in decision making.  LCFF funds have been allocated based upon feedback from community participants.||Met||2018
19647330126177|Citizens of the World Charter School Silver Lake|3|Once a year, on behalf of Citizens of the World Charter School Silver Lake, Citizens of the Word Charter Schools conducts stakeholder surveys. These results are based on a 65% parent participation rate. An average of 74% of parents agree/strongly agree that ‘My child's school provides forums and opportunities for parents to understand and engage in major decisions’. Seventy-seven (77) percent of parents agree/strongly agree ‘If I were passionate or concerned about an issue at the school, I know how I can get involved to have a voice in the issue or concern’. The data collected from our family survey serves as an important source of information in tracking our progress toward our school's goals. Specifically, our family survey provides information on parent engagement, satisfaction with our education program, feedback on the CWC Way, and finally, family input regarding priorities for our school. Several of family survey questions are included as Expected Annual Measurable Outcomes in our Local Control Accountability Plan (LCAP), specifically focused on Goals 3 and 4. The survey overall informs the planned actions and services for Goals 3 and 4 as outlined in our LCAP.||Met||2018
19647330129619|PUC Community Charter Elementary|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to talk to teachers at this school about how to help my child learn better, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement: 100% Parent access to opportunities for participation, and input on decision-making, Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement.  PUC CCES received a score of 4.21 of 5 in 2017-18.  The school has specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.  Specific to a trend analysis of the survey results show the following:  The family survey results are high.  PUC CCES’ favorable average is 86%.  The family survey for PUC CCES shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The results shows that families feel welcome and the school has high expectations for the students.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college. The family survey results for PUC CCES make reference to the need for strategies in dealing with disruptive students.   Additional Data Gathering sources:  The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
43694500121483|Alpha: Cornerstone Academy Preparatory|3|Every year we administer an internally created parent survey to all Alpha Public Schools families.  This survey is used to gauge parent engagement and satisfaction with the Alpha experience.  Cornerstone also maintains a very active parent organization who's members organize field trips and school fundraising events among other responsibilities.||Met||2018
01612590134015|Lodestar: A Lighthouse Community Charter Public|3|In January 2018, families at all grade levels took a family survey that looked at four areas: Connection; Support of Learning; School-Family Partnership; and Voice. 44% of students had a family member take the survey. We used sections from the Road Map Family Engagement Survey, developed by the Equitable Parent-School Relationship Project at the University of Washington because it aligns with our school goals, as named in the LCAP, specifically Goal 3: Lodestar Families are connected to the school and each other as partners in their children’s education. Overall, there were 74% positive responses to the questions related to parent decision-making and voice, a decrease of 4% from last year. The highest percentage of agreement was with the statement, “I feel comfortable talking to school staff about my concerns,” with 88% of respondents agreeing with the statement. The least agreement was with the statement, “My school helps me develop my leadership skills,” with 58% of parents agreeing and 13% disagreeing. Remaining responses were neutral. On School-Family Partnership questions, there were 94% positive responses, statistically the same as last year. The highest percentage of agreement was with the statement, “I feel respected by my child’s teachers,” with 98% of respondents agreeing with the statement. No question had under 85% positive responses. LCAP efforts in relation to Parent Engagement focus on continuing to do community-building and partnership work, including Student-Led Conferences three times per year and twice annual expos of student learning. In order to increase parent voice in decision-making, Lodestar has invested in a part-time Family Liaison and a Community Organizer to support parent leadership.||Met||2018
37681630000000|Julian Union Elementary|3||We administered the California Healthy Kids Survey (CHKS) and the end of last school year. We haven't received the results from thats survey yet, but will be used this year as the baseline for data. We meet with parents through our LCAP committee and through other groups including: English Language Liaison parent group, Pathways community outreach meeting, and Indian advisory meeting. We continue to work to gather more input from our parents and community members.|Met||2018
01612590108944|Lighthouse Community Charter High|3|In January 2018, families at all grade levels took a family survey that looked at four areas: Connection; Support of Learning; School-Family Partnership; and Voice. 20% of students had a family member take the survey. We used sections from the Road Map Family Engagement Survey, developed by the Equitable Parent-School Relationship Project at the University of Washington because it aligns with our school goals, as named in the LCAP. Overall, there were 69% positive responses to the questions related to Parent Decision-Making and Voice. The highest percentage of agreement was with the statement, “I feel comfortable talking to school staff about my concerns,” with 74% of respondents agreeing with the statement. The least agreement was with the statement, “My school helps me develop my leadership skills,” with 62% of parents agreeing and 13% disagreeing. Remaining respondents were neutral. Latino family members were the most likely to agree with statements related to voice, with 76% positive responses. African American family members were the least likely to agree with statements related to voice, with 55% positive responses. On School-Family Partnership questions, there were 78% positive responses, a decrease of 7 points from last year. The highest percentage of agreement was with the statement, “I feel respected by my child’s teachers,” with 88% of respondents agreeing with the statement. No question had under 70% positive responses. Latino family members were most likely to have positive responses in the Family Partnership section, with 83% positive responses; African American families were the least likely to have positive responses, at 59%. This year, we are continuing our family work through the LCAP, including quarterly parent-teacher-student conferences and Family Liaison outreach. Specifically in relation to voice questions, family meetings have been scheduled to hear about and give feedback on specific programs, as well as developing family leadership through Padres Comprometidos and Crew Parents programs, and have hired a Community Organizer to support parent leadership development.||Met||2018
20652010000000|Chowchilla Union High|3|CUHSD conducted a parent survey during Parent-Teacher Conferences this year along with the Healthy Kids Survey including the parent section. The key findings of both surveys are that most parents rate highly in the areas of seeking input from parents/guardians and district decision making.  So far this school year, CUHSD has conducted the following events for parents/guardians to attend:  Back to School Carnival Night, School Site Council and ELAC/DELAC Meetings and Parent Teacher Conferences to inform and gather information from parents/guardians. CUHSD gets parent/guardian support with all of our sporting events, Band events, Club events and the Counselor/Teacher contacts.  CUHSD communicates with parents/guardians constantly through the school's regularly updated website, Smart T.V. Monitor in the front office, social media blasts and the marquee located at the school's entrance.  CUHSD chose the selected surveys to maintain and improve on the goals established for other LCFF priorities and in the LCAP.||Met||2018
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to provide feedback and suggestions at school events, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement:  100% Parent access to opportunities for participation, and input on decision-making, Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement.  PUC CCMS received a score of 4.44 of 5 in 2017-18.  PUC CCECHS received a score of 4.10 of 5 in 2017-18.  Both schools have specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. Both schools demonstrate growth and improvement over the year.  Both schools has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. Both schools provide a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.  Specific to a trend analysis of the survey results show the following:  The family survey results are high.  PUC CCMS’ favorable average is 91%.  PUC CCECHS’ favorable average is 80%.  The family survey for PUC CCMS shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The family survey for PUC CCECHS show many similarities. The results show that families feel welcome and the school has high expectations for the students.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college. The family survey results for PUC CCMS and PUC CCECHS make reference to having sufficient opportunities to get involved at the school and more effective strategies to address disruptive students.  Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board review||Met||2018
30664640124743|Oxford Preparatory Academy - South Orange County|3|Many parents and other stakeholders who participated in giving input represented the diversity of the school including all significant subgroups. These participants also had a diverse array of experiences and opinions about the school. Parents and other stakeholders were also asked to share their thoughts on the schools successes and challenges, especially focusing on what they considered important to the academic achievement of their students. OPA SOC utilized stakeholders’ input to directly assist in the development and review of the annual LCAP. Through this engagement and various feedback meetings, the annual survey that aligned to the 8 State Priorities allowed site leaders, staff, students, parents, and any additional stakeholders the opportunity to directly weigh in on the forming and review of the LCAP. Based on the moderate level of participation rates from the survey, (attendance at meetings, additional outreach and events, stakeholders had a voice in the goals and actions of this years’ LCAP. The direct focus will be geared toward all students that also include significant subgroups. As a result of gaining a moderate level of engagement and feedback from our stakeholders, rankings and comments regarding the eight (8) State Priorities were directly accounted for in the LCAP. Stakeholder input directly impacted the goals created for this years’ LCAP. Parents suggested OPA SOC expand the use of Multiple Intelligences within the classroom curriculum. They suggested increased use of technology in the classroom program along with the increase of 1 to 1 devices in grades K-2. They recommended additional clubs including drama, and music be added to the program. Suggestions were made for more intervention and positive behavior support. Staff made recommendations on adopting CCSS aligned English Language Arts curriculum, a writing program, more hands on science curriculum, a schoolwide program, a grammar program grades 68, a computer teacher working with students, chrome books for each student grades 2, and IPADS for each student in K-1st classrooms. For professional development teachers requested additional training in MI, classroom management, educational technology, PLCS, training on any new curriculum, and NGSS, standards, differentiated instruction, data analysis and a writing program. They requested a student monitoring system to help monitor academic progress. Students made suggestions on positive behavior support, more student activities, including sports, academic support, and more technology. As a result of stakeholder engagement, consideration of student outcomes on the California School Dashboard, and other local measures, the current actions and services have been continued and/or expanded, including intervention and support academically, social emotionally, and behaviorally with work in the area of MTSS, and school climate.||Met||2018
36678920000000|Trona Joint Unified|3||Trona District staff remain vigilant in seeking training and outside input in ways to engage parents and community in district decision making as it relates to LCAP.  Parents are invited and have participated in Local Control workshops and are made aware of the provisions of the LCAP through School Site Council, district sponsored workshops and other community outreach programs like the monthly senior citizen council meetings and the Community Council on Governmental affairs meeting which is held quarterly.  In any of the mentioned meetings, if translation services are needed it will be provided.  The district continues to provide a parent project class that is held each semester for a 10 week class.  Other programs that encourage parent participation are our secondary school's Get Focused/Stay Focused and AVID.  Get Focused/Stay Focused encourages students through a rigorous, research-based curriculum to determine what they want out of life and how to obtain/reach those goals.  There is a parent component to this program.|Met|Trona Joint Unified has contracted with Desert Mountain SELPA to provide comprehensive PBIS training for all staff.  An area of concern indicated on the California Dashboard was the suspension/expulsion rate for both elementary and secondary.  The focus on the Positive Behavior support instruction from the SELPA has resulted in a sharp decrease in both schools' suspension rates.  Both schools also participated in a program called Synergy.  Synergy facilitators have been on both campuses three times in the first semester of the 18-19 school year.  Both campuses have a marked increase in student perceptions of a positive school climate.|2018
41688740000000|Brisbane Elementary|3|District administrators chose to administer a survey in order to best quantify the level of parent involvement in the schools. All survey responses were aggregated so as not to call out any one school.   96% of parents agreed/strongly agreed that the school valued their involvement. 82% of parents agreed/strongly agreed that they were invited to contribute to group discussions at school and that their voice mattered. 97% of parents agreed/strongly agreed that the school is good at staying in touch with school happenings. 88% of parents agreed/strongly agreed that the school provided different options for parents to be involved. 69% of parents agreed/strongly agreed that they are invited to help plan family involvement activities.  However, only 32% of parents agreed/strongly agreed that they are involved or regularly attend decision-making committees at the school or district level.  As with our LCAP goal, the District will be looking at ways to encourage more parent participation. Indeed, only 35% of parents who received the survey responded. We plan to expand the survey beyond the single grade-span requirement and issue multiple reminders as a way to encourage more responses. Beyond the survey, each school is working to increase the number of parents who participate in school or district committees and who attend evening events.||Met||2018
09618380000000|Buckeye Union Elementary|3||Summary of parent engagement may be found at https://docs.google.com/document/d/1zwdMDSw4TwWTMpG0ZkOA415DLpze5-2oLmoa0nsBCos/edit?usp=sharing|Met||2018
19647336120489|Para Los Niños Charter|3|PLN Charter Elementary School administered its survey with a national partner using valid and reliable questions that could be compared to the over 1,000 other LEAs across the country who administered the same parent/family survey.  Here is a summary of the results.  When asked 6 questions related to the degree to which families become involved with and interact with their child's school, our results were near the 60th percentile on this topic.  We also asked a series of questions on barriers to engagement--or factors that can create challenges for families to interact with or become involved with their child's school.  Compared to all schools in the national dataset, our school is near the 70th percentile on this topic.  During the school year, the school held monthly meetings for each of its 3 committees where parents/guardians had opportunities to provide input on school and district decisions being made.  Generally speaking, there is an opportunity to improve in each of these areas.  One area for improvement is to increase the response rate of the family survey.  The response rate was about 30%, which was impacted by the timing of the survey.  The timeline was adjusted this year to reflect an earlier administration and a longer window of submission.  In addition, using data to drive the topics covered in parent meetings has also been a focus for this year.||Met||2018
39103970121723|San Joaquin Building Futures Academy|3|Based on the survey information, Building Futures Academy is doing well communicating with families and providing opportunities for parents and students to have a voice in their student’s education. Many of the students in BFA are parents themselves.    Particularly positive was feedback regarding parents/guardians and students feeling that their involvement in their or their student’s education was valued with an 89% return of strongly agreeing or agreeing with this statement.  Also, 92% of parents/guardians and students felt that they or their student’s teacher(s) ask to meet at least once a year in a face to face meeting regarding how they or their student is doing in school.  It should be noted that the BFA parents/guardians are invited to meet with the teacher at the end of every quarter in a parent/teacher/student conference.  This provides three separate conferences for parents/guardians and students to meet with the teacher(s).    Areas worthy of further exploration include making sure that translation services are something all families are aware of if needed with 45% answering the question in a neutral or “I don’t know” response.  Another area worth reviewing includes providing all families with information regarding resources in the community.  29% of families answered the question that they did not know, were neutral to or strongly disagreed with resources being provided.  Parent/Guardian and student feedback is essential for a successful program. The survey was selected because it provided questions essential to seeking input from parents/guardians. The survey promoted parent participation and helped review successes in the program and also where the program may be falling short in parent participation. The parent/guardian/student survey gave BFA staff an opportunity to review current LCAP and WASC goals, making sure the program is staying on track and meeting the needs of all students. It should be noted that students at BFA are only age appropriate to complete the grade span of 9-12 above.||Met||2018
19647330129593|PUC Inspire Charter Academy|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  I am able to provide feedback and suggestions at school events, I am able to talk to teachers at this school about my child’s academic progress, I feel welcomed in this school, I have had sufficient opportunities to get involved in supporting the school.  The LCAP goals centered on parent engagement: 100% Parent access to opportunities for participation, and input on decision-making,Family Meetings, School Advisory Council, Coffee with the Principal, School will provide a minimum of 6 Family Meetings, School will invite 2 parents to attend all School Advisory Council Meetings, School will engage with outside organization to provide training and development for Parent Engagement.  PUC ICA received a score of 4.12 of 5 in 2017-18.    The school has specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.    Specific to a trend analysis of the survey results show the following:   The family survey results are high.  PUC ICA’s favorable average is 83%.  The family survey for PUC ICA shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The results shows that families feel welcome and the school has high expectations for the students.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college. The family survey results for PUC ICA make reference to needing support for finding someone to help their child with homework if the parent is not able to.  Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
19647330112235|Los Feliz Charter School for the Arts|3|LFCSA’s Parent Survey is conducted annually in the spring. The comprehensive survey includes 63 questions that covers: Demographic data, Student engagement, Parent engagement, Administration and teacher facilitation, Condition of learning (including Respect and Safety), and School Climate.  The survey was created by the Los Feliz Charter School for the Arts’ administration team, working from a template from the Harvard Graduate School of Education’s “Harvard Parent Engagement Survey.” LFCSA’s Parent Survey has questions directly related to LCAP goals for parent engagement: Continued improvement in parent education and communications, with a focus on School Climate (Engagement) and Access (Conditions of Learning.) The overall average increase in positive response to questions from 2016-2017 to 2017-2018 was 8.9% for LFCSA parents. Specifically, several quality indicators below demonstrate that LFCSA parents are consistently increasing in school participation and rating their school experience as positive: Involvement with committees or the PTA increased +8.8%; Meetings in person with teachers increased +5.2%;  Overall approach to discipline works well increased +7.3%; Administrators at the  school create a school environment that helps children learn increased +14.8%; Confidence in parent’s ability to make sure his/her child's school meets his/her child's learning needs increased +6.7%.  LFCSA leadership and the School Site Council annually analyze the results from this survey to inform programming that assists parents in meaningfully participating in their child's education.  LFCSA believes strongly that student achievement and school culture are greatly influenced by parental involvement with the school and, therefore, frequently provides and promotes diverse opportunities for parent engagement. These include participation in formal parent groups, e.g. School Site Council, LFCSA Parent Teacher Association, School Committees (Social-Emotional Learning, Safety and Wellness, etc.), and Room Parents.  Additionally, LFCSA invests in parent professional development and support, provided in 2017-2018 by consultant Ruth Beaglehole to promote “Empathy and Care in the Classroom,” which included monthly parent support group meetings, in addition to individual classroom community meetings to strengthen parent engagement within their classrooms.||Met||2018
19647330126193|Citizens of the World Charter School Mar Vista|3|Once a year, on behalf of Citizens of the World Charter School Mar Vista, Citizens of the World Charter Schools conducts stakeholder surveys. Included in this is a Family Survey. These results are based on a 75% parent participation rate. Seventy-two (72) percent of parents agree/strongly agree that ‘My child's school provides forums and opportunities for parents to understand and engage in major decisions’. Seventy-three (73)  percent of parents agree/strongly agree ‘If I were passionate or concerned about an issue at the school, I know how I can get involved to have a voice in the issue or concern’. The data collected from our family survey serves as an important source of information in tracking our progress toward our school's goals. Specifically, our family survey provides information on parent engagement, satisfaction with our education program, feedback on the CWC Way, and finally, family input regarding priorities for our school. Several of family survey questions are included as Expected Annual Measurable Outcomes in our Local Control Accountability Plan (LCAP), specifically focused on Goals 3 and 4. The survey overall informs the planned actions and services for Goals 3 and 4 as outlined in our LCAP.||Met||2018
30666216085328|Santiago Middle|3|"Before entering Santiago, the parents and students attend registration conferences to sign the Santiago Character Contract which explains the responsibilities that come with being a part of the school.  One important responsibility is the culture that we have established with parents being highly involved with volunteer opportunities. The following voluntary opportunities include the following but not limited to: working in the cafeteria, supplying labor for construction projects, doing maintenance tasks, chaperoning field trips and dances, washing clothes for P.E., providing refreshments, planning and implementing the 8th grade promotion party, attending Interdisciplinary Unit Culminating Events and parent education evening activities.  The middle school student is at times hesitant to have their parent involved.  Santiago Middle School has a very active parent group. The PTSA supports the school by providing positive rewards for students via the STRIVE program and other purchases requested by the school; they are also involved with Reflections and promotional activities . The PTSA has supported drug education and prevention through their efforts during Red Ribbon Week program. Santiago continues to offer a Parent Center located in a room off the library. School beautification has been an ongoing priority as well as community service. The parent newsletter (translated into Spanish every week), School Messenger, a Santiago App for parent/community members phones to receive text updates, as well as email and  voicemail systems enhance communication between the home and the school. E-mail is available for all staff and the addresses are made available to all parents as an added tool for communication. Our families are also kept up to date on the parent portal where they can track their student's progress.   Parent classes are offered in Spanish.  We have an active ELAC group who sends a representative to the district meetings to bring back news to our group.  Our EL staff and the Special Ed staff provide an additional communication opportunity. These two departments host an additional, specialized Back to School Night for their families in order to provide focused information and question and answer sessions. Santiago provides ongoing support for the academically at-risk students through ""Skills"" classes, before school Math and English as well as a formal after school intervention program.  Additionally, the Honors Program teachers present an information evening to familiarize incoming families with programs offered at Santiago.  Parents at Santiago work on planning committees, negotiating committees, attend school board meetings, sit on interview panels, sit on our Charter Board, and continue to provide moral support for staff and students as the school grows as an independent charter.  Parents are actively involved on the campus on a daily basis.    Throughout all its activities, Santiago attempts to make all families of all backgrounds feel welc"||Met||2018
19647330102442|PUC Lakeview Charter Academy|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:   • I am able to provide feedback and suggestions at school events. • I am able to talk to teachers at this school about my child’s academic progress,  • I feel welcomed in this school,  • I have had sufficient opportunities to get involved in supporting the school.    The LCAP goals centered on parent engagement:   • 100% Parent access to opportunities for participation, and input on decision-making,  o Family Meetings, School Advisory Council, Coffee with the Principal,  • School will provide a minimum of 6 Family Meetings,  • School will invite 2 parents to attend all School Advisory Council Meetings,  • School will engage with outside organization to provide training and development for Parent Engagement.     PUC LCA received a score of 4.44 of 5 in 2017-18.    The school has specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism. Specific to a trend analysis of the survey results show the following: The family survey for PUC LCA shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The results shows that families feel welcome and the school has high expectations for the students.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college. The family survey results for PUC LCA make reference to the need for strategies in dealing with disruptive students.  This continues to be a focus area for improvement.  Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
39686190000000|New Hope Elementary|3|New Hope Elementary School District (NHESD) is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Various programs and events have been established to initiate outreach and make connections with parents, including:  Back to School Nights (Grades TK-4 and 5-8), Monthly Parent Involvement Activities, Parent Conferences for Trimesters One and Two, Parent Training for “CHALK” our on-line grading program, and Family Math Night.  Establishing these connections and developing relationships leads to greater parent involvement.  In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when serving on committees such as School Site Council (SSC), the District English Learner Advisory Committee (DELAC), and Parent Club (2018-19)   NHESD’s 2017 Parent Involvement survey revealed that 85% of the total questions asked had a 60-80% positive rating.  Such findings include:  (1) School Communication – 62% had an approval of 80-100%, (2) Parent Involvement – 66% had a 60-80% approval, (3) School Climate – 83% had an approval of 60-100% approval, and (4) Student Expectations and Achievement – 83% had a 60-100% approval rating .   The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement.  NHESD can gather information on the quantity and quality of parent participation in events and programs as well as establish opportunities for parents to participate in the school decision-making process.  NHESD will gather input from parents during events and activities to supplement feedback received on our parent culture survey in order to more comprehensively assess parental perceptions of school participation. This survey was chosen because it gathers information directly from parents and creates opportunities to measure parent perception in addition to quantifiable measures.   The survey also allows NHESD to report out to committees and the School Board on the findings.||Met||2018
49707630000000|Horicon Elementary|3|Parent and Student School Climate Survey are annually given.  The baseline from the reports parents and students showed that students feel safe at school 94% of the time and 95% of parents agree or strongly agree that Horicon School is a safe place for their child. This met the LCAP goal that Parent and Student School Climate Survey should be annually given;  Baseline for parents and students feeling safe at school showed 95% agree or strongly agree that Horicon School is a safe place for their child. A volunteer log was created and monitored.  It resulted in showing that Horicon holds an average of 21 parent and community volunteers who worked steadily throughout the school year with students and staff on the campus in 2017/18, for an average of 1.56 days per week.  This met the LCAP goal of Maintaining or increasing family and community involvement, including parents of English Learners and socioeconomically disadvantaged families, in the classroom and afterschool activities by 10% based on volunteer log, site council, ELAC, and Soul Shoppe parent nights.  Horicon maintained the opportunities for parent input on decisions made by the Board of Trustees.  Programs at Horicon elementary School District that provides opportunities for parents and families,  including parents of English Learners and socioeconomically disadvantaged families, to have input on decisions are School Site Council, Public Input during monthly Board of Trustees Meetings, and the annual parent surveys.  Horicon provides the after-school program, with opportunities for involvement from parents and community members.||Met|ACTUAL 1.07 After School Program was provided by classified personnel ESTIMATED ACTUAL MGMT 4750 (LCFF) OBJ 2106, 3xxx, 4318:  Supplemental Certificated and Classified employee salary and benefits with supplies  $6,360   ACTUAL    2.01 Parent Education and Awareness Parent members on SSC and other volunteers coordinated a fundraiser (holiday wrapping, yearbook, Halloween Carnival) and parent night events such as Soul Shoppe, Back to school night, and an end of the year bash. •  Communication went home concerning events going on at school through newsletter and class letters. One Call was established as a phone messaging system that went to all parents to discuss important issues that are/were going on at school. ESTIMATED ACTUAL MGMT 0100 (Elem Ed) OBJ 5814: $6,265 Bully workshops  MGMT 7300 (Operations) OBJ 5911: $145 One Call now    Parents: Survey sent out in March with a less than 50% return rate. The survey was sent out in English and Spanish.  Parent Survey night was hosted in April. Students: The Superintendent/ Principal visited classrooms in March to talk with students about the school, what they enjoy about school and how they see the school improving.  Student Surveys were completed in April. Teachers/Staff: Survey sent out to Teachers/Staff with a 30% return rate Collective Bargaining Unit: Negotiations were held on two occasions during the year, with agreements being reached in April of 2018.|2018
31669510135871|John Adams Academy - Lincoln|3|To gauge parent perspectives on school climate and engagement, John Adams Academy asked its parents to complete the 2018-19 John Adams Academy - LCAP Parent School Climate and Engagement Survey and the 2018-19 John Adams Academy Satisfaction Survey. The surveys were offered online to parents to determine perspectives on overall satisfaction, school safety, and connectedness.  The surveys also inform goals on updates as outlined in the Academy’s LCAP to enhance the collaborative and open process that keep families connected to the Academy. A summary of key findings are as follows: • 90% of all parents responding that they would recommend the Academy to a friend or family member.  • 100% of the respondents of the School Climate Survey agreed that the Academy effectively communicated the purpose of its           mission and vision.  • 100% also believed that the Academy treated all families with respect.    The most common themes centered on specific satisfaction with the culture, teachers, and curriculum. Themes for growth identified in the survey were a need for updates on the new campus and a need to grow enrichment activities. The Academy will continue to use the data collected from this engagement to inform its decision-making.||Met||2018
54718370000000|Burton Elementary|3|1.  The survey data showed that parents were able to provide input to the district in regards to the LCAP as they were invited to share their opinions and what/if anything they wanted to change.  The input from parents continued to be in alignment with current LCAP goals and actions. 2. Overall survey results demonstrate that most of the parents are satisfied with the quality of education and educational programs that the district is providing to the students of Burton School District.  Additionally there is strong support from the parents for the programs and activities funded out of LCAP.  Parents, through the surveys, also were able to share what type of parental programs they would like to see.  As a result of this the district brought in PIQE for the 2018-2019 school year to help parents get a better understanding of the school environment. 3.  The survey allows for the district to solicit and collect feedback anonymously regarding the goals and actions related to the LCAP as well as those tied to the state priorities.  Due to these reasons we believe this survey allows for us to be the most responsive to parents needs and allow for them to provide their honest feedback as to the job we are doing as a district meeting the needs of their students.||Met|The district is committed to continuing to improve the quality of parent involvement as evidenced by the addition of PIQE classes during the 2018-2019 school year.|2018
31668520109827|Newcastle Charter|3|The Newcastle Elementary School District administered three smaller surveys to parents during the 2017-2018 school year instead of one large survey.  Some of the key findings of seeking input from parents in decision making were found not only in the survey questions but also in the free response at the end of the survey.  Parents felt there were opportunities to give input, but would like to give more input during a time of change, such as the one the district in currently undergoing in facilities.  There were multiple outlets to share ideas, thoughts, and concerns through board meetings, District Advisory Committee, School Site Council, Parent Teacher Club, and one-on-one meetings with administration, but a concern was still shared about how parents can continue to be involved. Some of the key findings from the survey related to promoting parental participation in programs indicated that parents would like to see a variety of ways of being involved, as holding meetings and events in the evenings can make it difficult for some families to attend.  Parents suggested using technology as an avenue to share out information and involve parents in programs through webinars and videos posted online to include those who cannot attend in person.  Overall, parents did share they feel included in school events and felt welcomed to participate in activities on campus.  The district chose to this administer this specific survey because it was created and tailored to give feedback unique to our needs and parent population.  Most questions were aligned with LCAP actions/services and gave information for reporting progress throughout the year.  Some questions related to culture and climate, which was indicated as a need for the district.  The information provided by parents through the survey process was included in LCAP development and as part of setting new actions/goals for the 2018-2019 school year.|This option was not selected.  The district selected Option 1: Survey.|Met|Not applicable.|2018
01612590115238|ARISE High|3|ARISE is committed to ensuring parent engagement and developed Goal 2 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: The ARISE community will nurture, train, and discipline our entire school to embody our core values of respect, persevere, build, and lead. ACTIONS: ARISE engages in the following actions to support this goal: 1) Hold weekly informal “Informative Monday” parent meetings and monthly formal Parent Meetings to engage parents in their students’ academic and personal development. ASSESSMENT: ARISE utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with voice in decision making as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI). ANALYSIS: On the baseline administration of the SCAI,  survey, parents rated their voice in decision making at 4.78 on a scale of 1 - 5. A rating of 3.5 or higher is correlated with increased achievement rates for students. 2017-18 PROGRESS: ARISE achieved progress in this goal area as follows: 1) Held weekly informal “Informative Monday” parent meetings and monthly formal Parent Meetings to engage parents in their students’ academic and personal development. Student Led Conferences (SLCs) were held twice, supporting transparency and building agency for families and students. An internal survey was administered following each SLC, to provide input on the school and inform the program.||Met||2018
30667460000000|Westminster|3|Westminster School District administered the California School Parent Survey (CSPS) in 2017-18 in order to add another dimension to the semi-annual staff and student surveys.  In total, 402 parent surveys were completed.  The results showed that 96% of parents either strongly agreed or agreed that the school encourages parental involvement.  In addition, 97% either strongly agreed or agreed that the school encourages parents to be an active partner in educating their child and 87% strongly agreed or agreed that the school actively seeks the input of parents before making important decisions.  As a part of the 2017-18 LCAP development process, 428 parents responded to the district survey.  The results of the parent involvement section of the survey showed that 99% agreed that WSD values and promotes parent involvement.  The District local LCAP survey is used to gather input and prioritize LCFF funding.||Met||2018
19647330122606|PUC Lakeview Charter High|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:  • I am able to provide feedback and suggestions at school events.,  • I am able to talk to teachers at this school about my child’s academic progress,  • I feel welcomed in this school,  • I have had sufficient opportunities to get involved in supporting the school.    The LCAP goals centered on parent engagement:  • 100% Parent access to opportunities for participation, and input on decision-making,  o Family Meetings, School Advisory Council, Coffee with the Principal,  • School will provide a minimum of 6 Family Meetings,  • School will invite 2 parents to attend all School Advisory Council Meetings,  • School will engage with outside organization to provide training and development for Parent Engagement.     PUC LCHS received a score 4.24 of 5 in 2017-18.  The school has specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.   Specific to a trend analysis of the survey results show the following:    The family survey results are high.  PUC LCHS’ favorable average is 87%.  The family survey for PUC LCHS shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The results shows that families feel welcome and the school has high expectations for the students.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college. The family survey results for PUC LCHS make reference to the need for sufficient opportunities to participate in the school.  Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
36679343630761|Excelsior Charter|3|Excelsior Charter Schools (ECS) administers an internally developed school survey annually to parents/guardians in order to seek input regarding the schools decision making processes and parent engagement. The survey was developed with the input of all stakeholders and is modified as necessary to meet the needs of the school community. The survey results are shared with the public and the ECS Governing Board annually. Results are also utilized to inform the school's annual LCAP update. Survey questions on the selected measure aligns with the school's current LCAP: Goal 2 Student Safety, Goal 3 College and Career Readiness, Goal 4 Academic Skills, and Goal 5 Stakeholder Involvement. 372 parents/guardians responded to the survey. Key findings from the survey are as follows: 97% of parents indicated that ECS is a safe environment. (Goal 2 Students Safety) 100% of parents indicated that the Governing Board is open to hearing from parents (Goal 5 Stakeholder Involvement) 98% of parents indicated that ECS provides a high-quality academic program (Goal 4 Academic Skills) 97% of parents indicated that ECS is preparing their student(s) to be a successful adults (Goal 3 College and Career Readiness) 97% of parents indicated that ECS policies, practices, and behaviors reflect high expectations for all students (Goal 3 Academic Skills, Goal 4 College and Career Readiness).  83% of parents indicated that ECS provided opportunities for parents to be a part of the decision making process.  91% of parents indicated that ECS promotes multiple opportunities for parent engagement.||Met||2018
04615316112585|HomeTech Charter|3|HomeTech meets with each family at the end of each semester.  At that time, we ask for feedback on a number of different areas of our school environment.  Last year, we received a total of 98 surveys (50 from parents, 38 from students, and 10 from staff).  The top two choices for each priority are listed below.  Priority 1: Student Achievement 50 More academic supports for kids (e.g. tutoring) 39 Stronger academic programs (i.e. what your child learns during the school day)  Priority 2: Student Engagement 57 Extracurricular activities (e.g. clubs, sports, band, etc.) 46 Connecting students to community resources (e.g. internships, resource centers, partnerships, mentors)  Priority 3: Other Student Outcomes 68 Connecting classroom learning to real-world experiences (e.g. career pathways, linked learning, internships) 51 Concurrent enrollment with Butte College and ROP courses  Priority 4: School Climate 45 Social and emotional learning (recognizing and managing emotions, caring about others, making good decisions and developing positive relationships) 40 Maintain small class sizes  Priority 5: Parental Involvement 50 School-Family Communication (e.g. automated phone calls, newsletters, bulletins, and websites) 49 Student Study Teams (e.g. tools for families to support students learning at home)  Priority 6: Basic Services 47 Access to teaching materials and textbooks 46 Technology (e.g. wiring and internet speed at school)  Priority 7: Implementation of Common Core Standards 53 Academic supports for students (e.g. summer school, before/after-school tutoring, intervention class) 50 Technology supports (e.g. computers, software)  Priority 8: Course Access 54 Graduation requirements consistent with California State University (CSU) and University of California (UC) entrance criteria (e.g. A - G) 54 Access to specialized programs (e.g. Gifted And Talented Education (GATE), Linked Learning Pathways, academic criteria-based programs)  This information was used in the development of our LCAP involving all stakeholders from HomeTech.||Met||2018
19647330133280|PUC Nueva Esperanza Charter Academy|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:   • I am able to provide feedback and suggestions at school events, • I am able to talk to teachers at this school about my child’s academic progress,  • I feel welcomed in this school.  • I have had sufficient opportunities to get involved in supporting the school.    The LCAP goals centered on parent engagement:  • 100% Parent access to opportunities for participation, and input on decision-making,  o Family Meetings, School Advisory Council, Coffee with the Principal,  • School will provide a minimum of 6 Family Meetings,  • School will invite 2 parents to attend all School Advisory Council Meetings,  • School will engage with outside organization to provide training and development for Parent Engagement.    PUC NECA received a score of 4.21 of 5 in 2017-18.    The school has specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.   Specific to a trend analysis of the survey results show the following:    The family survey results are high.  PUC NECA’s favorable average is 84%.  The family survey for PUC NECA shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The family survey results for PUC NECA make reference to a desire for the school to have a focus on effective strategies for dealing with disruptive students.    Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes annually.||Met||2018
38771310137307|KIPP Bayview Elementary|3|Parent feedback is used to inform our school goals (LCAP) and make actionable changes from year to year. The survey identifies areas for growth and will be conducted each winter. KIPP Bayview will provide parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). The school will provide more than five (5) KIPP Parent Association meetings this school year for which all families will be informed and invited to attend, after school in the evening hours. At KIPP Bayview we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, creating lasting change that will stay with them throughout their experiences, at our school and beyond.||Met||2018
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|3|The family survey is conducted annually in the spring.  The comprehensive survey consists of 5 categories; Facilitation, Family Expectations, Respect, Safety and School Climate.  The survey was created by the PUC Schools Charter Management organization.  The family survey has questions related to LCAP goals centered on parent engagement:   • I am able to provide feedback and suggestions at school events,   • I am able to talk to teachers at this school about my child’s academic progress,  • I feel welcomed in this school,  • I have had sufficient opportunities to get involved in supporting the school.    The LCAP goals centered on parent engagement:   • 100% Parent access to opportunities for participation, and input on decision-making,  o Family Meetings, School Advisory Council, Coffee with the Principal,  • School will provide a minimum of 6 Family Meetings,  • School will invite 2 parents to attend all School Advisory Council Meetings,  • School will engage with outside organization to provide training and development for Parent Engagement.     PUC TCA MS received a score of  4.37 of 5  in 2017-18 and PUC TCHS received a score of 4.20 of 5  in 2017-18.    The school has specific and consistent rituals and routines in place to support clear and well-communicated school site rules and expectations. The school demonstrates growth and improvement over the year. The school has systems in place for students to reflect on academic and personal growth. Occasional problems with student behavior occur. The inter-relational climate reflects a good morale and some collaboration amongst the staff. The school provides a good amount of resources and learning experiences for students to meet academic expectations. Parents are comfortable on campus; they are asked to participate in events and have some contact with teachers beyond just formal meetings. Teachers care about students and provide help. The school campus is clean, safe, and free from vandalism.    Specific to a trend analysis of the survey results show the following:    The family survey results are high for both schools.  PUC TCA MS’ favorable average is 91%.  PUC TCHS’ favorable average is 84%.  The family survey for PUC TCA MS shows that families feel welcome, are able to talk to teachers and are satisfied with overall education at the school.  The family survey for PUC TCHS show many similarities. The results shows that families feel welcome and the school has high expectations for the students.  They see adults who will do whatever they can to support their children. The families have high expectations for their child to graduate high school and attend college. The family survey results for PUC TCA MS and HS make reference to having sufficient opportunities to get involved at the school.  Additional Data Gathering sources: The school also collects data from their monthly School Advisory Council (SAC) meetings and Coffee with the Principal meetings.  The school board reviews SAC meeting notes||Met||2018
43694270000000|East Side Union High|3|ESUHSD administers an annual LCAP parent survey seeking responses to prioritize LCAP focus and action funding. This survey was designed by the LCAP Student Advisory Committee which is comprised of teams of students from each district school. The committee designed this survey based on current priorities listed in the LCAP and data indicating areas of need. The survey was administered to students and parents. There was a total of 6,370 responses 837 of which were parent and guardian responses. The priorities listed below show the percent of parents that support increased focus, work and funding in the stated areas. The key priorities noted from the parental involvement portion of the survey are: 55.2% Communication with Teachers and Counselors 42.1% Involvement in College and Career Plans 38.8% Checking student grades 34.5% Parent Volunteers 26.2% Parent attendance at school meetings 22.9% Parent participation in school activities  Parents of English Language Learners valued attendance at school meetings above all other forms of involvement.||Met||2018
04755070000000|Gridley Unified|3|Parents  across the district were asked to complete the California School Parent Survey in the spring of 2018 in both English and Spanish modalities, with outreach through social media, word of mouth, mailers, website postings, and take-home information. This survey was chosen as it was readily available as part of our Healthy Kids Survey process and was available in the key language in the district - English and Spanish - and is considered a standard assessment of California parental satisfaction with schools. A total of 75 parents responded to the survey across the district. Key findings from the survey around parental engagement included: Feelings of welcome and participation declined on almost every question as the age of parents’ students increased. Exceptions (Elementary-Middle-High): Attendance at school or class event  (74-75-85) Service at school as volunteer   (46-8-69) Attended a general school meeting   (95-100-69) Served on a school committee    (84-92-69) Parents universally felt markedly unconsulted in important decision making processes (45 average, 54-42-15) In summary, Gridley Unified needs to improve school to home communication and increase effort recruitment of parents as partners in education. Additional funding has been set aside in the LCAP to boost parental participation through classes targeted at parents. The trend to decrease parental participation as students age was also noted as an area for address in the upcoming LCAP cycle and in longer term school planning.||Met|The reporting in the prior year for this indicator was limited to a description of parental opportunities in the district. With the addition of viable survey data, the district staff are better informed about specific areas of need and parental perceptions about their opportunity levels for participation. Although there are a number of opportunities for parental input into decision making, parents clearly felt that there needed to be greater outreach to bring them in - this is an area of growth for the district.|2018
19101990115212|Magnolia Science Academy 2|3||MSA-2 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-2 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-2 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-2 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with the Principal, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-2 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 25% of our students.  MSA-2 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met||2018
39754990000000|Tracy Joint Unified|3|2018 Parent Survey Responses: 852 parents responded  SURVEYS During the 2017-2018 school year, increasing LCAP stakeholder engagement was a top priority. Title 1 Parent Advisory Committee met monthly to discuss TUSD LCAP Actions and Services related to student learning and providing a safe learning environment. The LCAP survey responses indicate the average percentage of parents, students, and staff that marked agree and strongly agree related to survey questions aligned to climate and safety. The goal of TUSD is maintain a 75% or higher in both areas. The results demonstrated a small decline in parent perception of climate and safety, an increase in student perception of climate and a decrease in safety. TUSD staff indicated and increase in climate and a slight decrease in safety. 2017 Parents Results: Climate 86%; Safety 91% 2018 Parents Results: Climate 82%; Safety 88% Face to face meetings as well as survey results from all TUSD Stakeholder groups have served to confirm that many of the actions initiated during the 2017-18 school year are at various levels of implementation and appear to be of value to the school community at large. TUSD analyzed the results with administrators and are collectively working on what we can do as a district to continue to improve climate and safety for all of our stakeholders.   Parent liaisons will continue to increase communication and develop a plan reflecting parent workshops to support: literacy, developing foundational understanding of numeracy, and community resources. (LCAP Goal 2, Action 10) Increase Social Emotional Counseling Services at all sites. (LCAP Goal 2, Action 2 Increase academic intervention services to students at all sites. (LCAP Goal 1, Action 30) As a result of the LCAP stakeholder engagement survey data, TUSD District Business Services and Student Services Department will work with sites to ensure safety drills are scheduled and facilitated regularly. (LCAP Goal 2)||Met||2018
09618380107227|Charter Montessori Valley View Campus|3||Summary of parent engagement may be found at https://docs.google.com/document/d/1zwdMDSw4TwWTMpG0ZkOA415DLpze5-2oLmoa0nsBCos/edit?usp=sharing|Met||2018
36678680000000|Rim of the World Unified|3|Rim of the World Unified School District is Rim of committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. We chose to administer the California Healthy Kids Survey (CHKS) to our parents in both the 2017-18 and 2018-19 school years as a means of measuring the district’s progress on state priority three, Parent Engagement. We selected the CHKS survey in order to align all of the surveys we administer for our local measures, parents, staff, and students. These surveys help us measure progress in both state priorities three and six, Parent Engagement and School Climate. In 2016-17 we had 142 parents complete the survey: 70 from elementary school, 35 from middle school, and 35 from the high school.    The results indicated: 59% of parents completing the survey agreed that schools allow input and welcome parent contributions. 68% agreed that school encourages them to be active partners with the schools and 27% agreed that schools actively seek the input of parents before making decisions, indicating an area for improvement. In relationship to academics, 61% of parents surveyed indicated that school promotes academic success for all students and 61% agreed that the learning environment is supportive and inviting. We have administered the CHKS survey again for the 2018-19 school year. Data reports are not yet available as the survey window is still open to encourage more participation in completing the survey. We currently have 107 completed surveys recorded. The survey is available on our district website under the Educational Services tab. We will be looking at comparison data from 2107-18 to 2018-19 to determine areas of strength and needed improvement. It is Rim of the World's desire to utilize the information gathered from these parent surveys to focus on the needs and voices of our families and incorporate them into our district's LCAP||Met||2018
09100900136036|John Adams Academy - El Dorado Hills|3|To gauge parent perspectives on school climate and engagement, John Adams Academy asked its parents to complete the 2018-19 John Adams Academy - LCAP Parent School Climate and Engagement Survey and the 2018-19 John Adams Academy Satisfaction Survey. The surveys were offered online to parents to determine perspectives on overall satisfaction, school safety, and connectedness.  The surveys also inform goals on updates as outlined in the Academy’s LCAP to enhance the collaborative and open process. A summary of key findings are as follows: • 90% of all parents responding state that they would recommend the Academy to a friend or family member.  • 97% of the respondents of the School Climate Survey agreed that the Academy effectively communicated the purpose of its mission and vision.  • 100% indicated that the Academy treated all families with respect.   The most common themes centered on specific satisfaction with the culture, teachers, curriculum, mission, and vision. As an area of growth, parents expressed a desire for more study halls. The Academy will continue to use the data collected from this engagement to inform its decision-making.||Met||2018
43104390106534|Bullis Charter|3|In order to seek input from parents and guardians in school and district decision making, BCS administered a survey through Panorama Education to parents in May, 2018. 479 K-8 parents completed the survey, and the results indicated the following: 95% of parents/guardians strongly agree or agree that BCS has a positive and motivating culture/atmosphere, and 93% of parents/guardians strongly agree or agree that the school offers them ways to be involved in their student’s education. 94% of parents/guardians strongly agree or agree they are well-informed about what is going on at BCS, and 80% of parents/guardians strongly agree or agree that they are familiar with the strategic plan. Additionally, 90% of parents/guardians strongly agree or agree that they feel welcome accepted at the school. The positive culture noted in the parent survey lends itself to an extraordinary number of parents who volunteered in many roles at BCS. Throughout the 2017-18 school year, over 800 parent volunteers contribute approximately 11,000 hours to both academic and programmatic services at BCS. These services included the annual Walkathon, Family BBQ, Spring Picnic, Summer BBQs, Bear Guides, Spring Gala, and many other activities that are attended by school and community members alike. Parents are environmental experts who act as docents for our erosion preservation program; a parent with catering experience runs our hot lunch program, and parents with a library background who work with staff to order and stock our library as well as to staff it every day all play an integral role supporting student learning. BCS is also fortunate to be able to utilize parents whose expertise and experience greatly enhance the quality of the programs we are able to provide to our students. Because our parents are so knowledgeable about and committed to our school mission, they are often entrusted with responsibilities and will work side-by-side with staff on projects which directly impact learning opportunities for our students. BCS selected this particular survey in order to seek input from all stakeholders and will incorporate these findings into next year’s LCAP.||Met||2018
54718370109009|Summit Charter Academy|3|1.  The survey data showed that parents were able to provide input to the district in regards to the LCAP as they were invited to share their opinions and what/if anything they wanted to change.  The input from parents continued to be in alignment with current LCAP goals and actions. 2. Overall survey results demonstrate that most of the parents are satisfied with the quality of education and educational programs that the district is providing to the students of Burton School District.  Additionally there is strong support from the parents for the programs and activities funded out of LCAP.  Parents, through the surveys, also were able to share what type of parental programs they would like to see.  As a result of this the district brought in PIQE for the 2018-2019 school year to help parents get a better understanding of the school environment. 3.  The survey allows for the district to solicit and collect feedback anonymously regarding the goals and actions related to the LCAP as well as those tied to the state priorities.  Due to these reasons we believe this survey allows for us to be the most responsive to parents needs and allow for them to provide their honest feedback as to the job we are doing as a district meeting the needs of their students.||Met||2018
43771490137315|KIPP Navigate College Prep|3|Parent feedback is used to inform our school goals (LCAP) and make actionable changes from year to year. The survey identifies areas for growth and will be conducted each winter. KIPP Navigate will provide parents with the opportunity to meet with teachers via progress conference meetings held in the beginning, middle and end of the school year (3-times). The school will provide more than five (5) KIPP Parent Association meetings this school year for which all families will be informed and invited to attend, after school in the evening hours. At KIPP Navigate we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, creating lasting change that will stay with them throughout their experiences, at our school and beyond.||Met||2018
37683380119610|Gompers Preparatory Academy|3||Gompers Preparatory Academy (GPA) is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement and performed over 500 hours of volunteer activities during the 2017-2018 school year, including: attending various classes provided by the school’s Family Support Center; accepting multiple opportunities to volunteer both in and out of the classroom, to enhance school performance.  Parent Involvement has been at the core of the decision making for GPA. The Board of Directors for GPA is comprised of several members of each of the following stakeholder groups: teachers, staff, parents, leaders from our community, local business, and education. The Board of Directors meets bi-monthly, with active subcommittees (Finance, Development, Education) meeting as needed to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/ learning process.   Involvement opportunities include: monthly Parent Student Teacher Connections (PTSC) meetings, academic events: open house, reading nights, STEM fairs, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, School Site Council (SSC), English Language Advisory Committee (ELAC), parent education courses, student assessment data presentations, WASC surveys, development of WASC Student Learning Objectives, and fundraising.  Furthermore, informal meetings are encouraged by adopting the “Open Door” Policy for school Director and Leadership Team, which encourages feedback from parents, with timely follow-up and implementation, as needed. The school ensures the parents and school community understand student achievement of the academic standards/ Student Learning Objectives through the curricular/ co-curricular program.   As a school that serves many students whose parents/ guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including but not limited to: autodialer messages to parents/ guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receives constantly informal and formal trainings on effective parents/ guarding engagement as part of our ongoing professional development.|Met||2018
27659950000000|Chualar Union|3||Chualar Unified School District prides itself in having an active and involved community. Our teachers and administrators seek the expertise of of our partners at the Monterey County Office of Education who provide ongoing trainings. These trainings include tools and strategies to decompress data and reports to therefore deliver better information and results to parents and community members. One measure Chualar has used successfully for years is promoting and encouraging parent involvement through our various committees formed to address the unified goals in our Local Control and Accountability Plan. To ensure that a diverse group of parents are able to be involved in the decision making process our committees meet in the evening hours of the days, are always provided translation services, and in some cases child-care for their children. Committees such as School Site Council, English Learner Advisory Committee, Parent-Teacher Committee, Parent Leader Training are comprised of parents, teachers, and administration. Further parent involvement and input is encouraged at our Open House nights, Parent Teacher Conferences, Board Meetings, Safety Committee Meetings, etc. such meetings are translated by our trained teachers-aids or our administrative secretary. The community plays a vital role in the success of Chualar Elementary School through their strong community representation. By forming committees and having stakeholder involvement we ensure that the goals set forth by our School Board for the Local Control & Accountability Plan are met with a high level of standards through the many levels of scrutiny.|Met||2018
19647330117895|Synergy Kinetic Academy|3||Parents have an opportunity to be involved in direct decision making through a variety of ways. One such way is the School Operations Committee. The Committee reviews, monitors, and makes recommendations to the Charter School’s Board regarding the Charter School’s LCAP and Single School District Plan and policies such as the Title I Parent Involvement Policy. Parents/guardians are also encouraged to participate in the Charter School’s English Learner Advisory Committee (ELAC). Both committees meet quarterly and meeting times and agendas are announced via newsletters and flyers and are open to the school community and the public. Additionally, all Synergy parents/guardians are invited to share their views on various issues by attending parent meetings and events such as Breakfast with the Director/Principal, attending Board of Directors meetings, and completing parent surveys.  Parents/guardians will participate in parent conferences twice a year, where the progress of their children will be communicated to them regularly. Synergy also uses various methods of communicating with parents/guardians, including newsletters, flyers, brochures, the Charter School website, and parent meetings. Materials that are sent home are translated into English and Spanish, the two main languages of the Charter School’s families. Additionally, parents/guardians are invited to participate in Back to School Day, student showcases, performances, and award ceremonies.  Parent education is of vital importance to the success of the Charter School and voluntary workshops are held on a regular basis. Workshops cover various topics such as the health and nutrition of their children, parenting skills, understanding the college admissions process, how to help students with homework, and planning family activities. These workshops are intended to help parents/guardians to be their children’s main “teacher” outside of the classroom, thereby providing a comprehensive educational plan that includes both the Charter School and home. The workshops also intend to help parents/guardians understand Synergy Kinetic Academy’s instructional approaches and high-expectations, enabling them to better reinforce these concepts at home.  Progress on Parent Engagement is measured by the Parent Survey and Parent Participation in Parent Conferences. On the last survey administered, 100% of parents gave the school a grade of an A or B. Parent Conference participation was 90%, 10% above the school's goal.|Met||2018
19647090100602|Lennox Mathematics, Science and Technology Academy|3||Parents are encouraged to get involved in their child’s learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through the parent coordinator, website, letters, e-mail, and PowerSchool.  ParentSquare, which was implemented during the 2017-18 school year, has further increased communication with parents via email and text messages. Currently, 99% of families are contactable through ParentSquare and it has been positively received by parents. It has increased communication between teachers and parents largely due to straightforward interface and its translation feature. During the 2017-18 academic school year, 96% Lennox Mathematics Science and Technology families participated in the California School Parent Survey. Below are the key findings of the survey related to seeking input from parents/guardians in school decision making: 1. Over 97% of participants agree or strongly agree Lennox Academy allows input and welcomes parents’ contributions. 2. Over 97% participants agree or strongly agree Lennox Academy actively seeks the input of parents before making important decisions. These are the key findings from the survey related to promoting parental participation in programs: 1. Over 90% of participants agree or strongly agree Lennox Academy encourages parents to be an active partner with the school in educating their child. 2. Over 90% of participants agree or strongly agree they feel welcome to participate at Lennox Academy. 3. 70% of participants feel Lennox Academy does very well at providing information on their expected role at their child’s school; while 21% of the participants feel it was just ok. 4. 61% of participants feel Lennox Academy does very well at providing information on how to help their child plan for college or vocational school; while 28% of the participants feel it was just ok. Lennox Academy selected the California School Parent Survey as a tool to gauge how parents/guardians feel about their participation in their child’s education. Lennox Academy’s LCAP goal #1 states: “All students at LMSTA will learn in a safe, positive and collaborative environment with strong parent and community support that furthers the learning of all students.” The California School Parent Survey serves as a tool that provides data on how to the site needs to move forward to encourage parental involvement and ensure parents their voice and feedback are vital in moving the school forward. Based on survey results, a road to college parent workshop was offered again this year during the evening along with the morning parenting workshops.|Met|Lennox Academy offered parent workshops during the 2017-18 school year that focused on parenting classes, understanding college admission and requirements, and increasing communication between student and parent. There was a total of 129 parents that attended the parent educational workshops during the 2017-18 school year.  This past year, a system was put in place to track unduplicated parent counts at the parent workshops.  46% of parents (9th – 12th) completed their volunteer commitment hours for the year. Practices changed and we no longer require this commitment from parents. Volunteer hour completion rates for the 17-18 school year were as follows: 44% of 9th grade parents completed commitment, 42% of 10th grade parents completed commitment, 43% of 11th grade parents completed commitment, and 55% of 12th grade parents completed commitment.|2018
12629760115154|Trillium Charter|3|We have modified our annual parent evaluations to include specific information relating to the state priorities and the goals we have developed for each priority. The information we compile from these surveys is combined with feedback from staff members, students, board members, and other stake holders to measure progress of current goals or guide the development of new goals. 2017-2018 parent surveys and event sign-in sheets informed us that the majority of parents (98%) find information about events, fundraisers, volunteer opportunities, parent conferences, and field trips easy to access. 2% of our parent population have difficulty accessing online communication or are otherwise limited in their ability to volunteer their time. Despite these limitations, we have record of 100% of parents participating in at least one school event for three consecutive years. We also learned that a high percentage of parents (28%) are not well-informed about requesting independent study but are willing to do so. 96% of Trillium parents report that they feel very comfortable talking directly with our office and/or teaching staff regarding their children and are also satisfied with follow-up action taken when concerns are raised. There is some ongoing ambiguity about the role of the District in relation to Trillium's day-to day operations.||Met||2018
19647330117846|Para Los Niños Middle|3|PLN Charter Middle School administered its survey with a national partner using valid and reliable questions that could be compared to the over 1,000 other LEAs across the country who administered the same parent/family survey.  Here is a summary of the results.  When asked 6 questions related to the degree to which families become involved with and interact with their child's school, our results were near the 70th percentile on this topic.  We also asked a series of questions on barriers to engagement--or factors that can create challenges for families to interact with or become involved with their child's school.  Compared to all schools in the national dataset, our school is near the 10th percentile on this topic.  Although this seems very low and there is much work to be done to increase the results in all areas, the national average was closer to 85th percentile.  During the school year, the school held monthly meetings for each of its committees where parents/guardians had opportunities to provide input on school and district decisions being made.||Met||2018
13631980000000|Meadows Union Elementary|3|The LEA's progress was on at least one measure related to seeking input from parents/guardians in school and district decision making.  Meadows Union Elementary surveyed parents in October 2017 to seek input on parents perceptions of needs in our school.  The school collected at least 300 surveys in both English and Spanish as part of the parent-teacher conference information packet.  This represents over 70% of all families in the district.  The survey included five questions with a rating of Yes, No, Not Sure.  In addition, the survey included an open ended question: What can Meadows do to increase opportunities to raise student achievement.  The results were as follows:  93% felt adequate access/communication with the school and teachers. 95% felt welcome to visit the school and classroom at any time. 82% felt school provided adequate communication regarding school activities and events. 75% felt involved in the decision making at their child’s school. 83% feel their child is safe at school.||Met||2018
54722070000000|Three Rivers Union Elementary|3|Three Rivers school normally does a parent survey but we did not do one during the 2017-2018 school year, We do receive parent input in a variety of ways: attendance at school board meetings, School Site Council, Eagle Booster Club, conversations and meetings with the Principal/Superintendent and conversations with the teacher. We have solid communication with our parents. They do not hesitate to speak up and let administration know concerns and compliments. We have an awesome group of active, participating parents.||Met||2018
19753410000000|Redondo Beach Unified|3|On an annual basis, the RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD.  The CSPS also allows the District to establish baseline targets for parent survey results.  In each grade span, the RBUSD reported an increasing percentage of parents reporting school encourages them to be an active partner with the school in educating their child as determined by the CSPS. Elementary School:  87% Strongly Agree/Agree Middle School:  79% Strongly Agree/Agree High School:  90% Strongly Agree/Agree  Additional CSPS metrics are stated in the District's LCAP.  Based on the results of parent feedback, the RBUSD is continuing its current efforts to improve parent engagement, involvement, and satisfaction.  The results from the CSPS directly relate to measuring District goal #4- Increase parent engagement, involvement, and satisfaction as outlined in the LCAP.||Met||2018
43694274330676|San Jose Conservation Corps Charter|3||As a school, SJCCCS makes every effort to involve the families and parents of our students, to the extent possible. As nearly all students are 18 years of age or older, the majority of communication is done directly with students. Furthermore, many students are living on their own or are raising children of their own. As such, there are no requirements for parent volunteerism at the school. Parents of minors, however, are required to attend a parent orientation.  SJCCCS does make an effort to include families in the school community. Parents and families are invited and encouraged to come to community events such as Breaking Barriers Day and Diversity Day as well as participate in AmeriCorps service projects such as those completed on the AmeriCorps National Day of Service.|Met||2018
50757390131185|Fusion Charter|3|Fusion Charter took every opportunity to engage with stakeholders about the needs of the students. An online LCAP survey link was distributed during the Spring of 2018. A total of 24 responses were received, including responses to two open-ended questions about improving attendance and learning. The responses were in agreement with the 121 responses received in 2017. Parents, students, and staff members were invited the first Friday of the month to the School Site Council. The agenda included a review of LCAP goals at each noon meeting (9/1/2017,10/6/2017, 11/3/2017, 1/5/2018, 3/2/2018, 5/4/2018). Additional parent meetings were held in the evenings on 9/12/2017 and 5/10/2018 (Open House and Parent Title 1 meeting). The Parent Survey was subsequently administered via telephone in June and received 40 responses (compared to 19 in 2017). One hundred percent agreed that their calls, emails and notes are answered promptly and 97.5% agreed that “I feel welcome when I enter the school.” A full 97.5% of parents responded positively to each of the following statements “How well does the school staff create a safe learning environment and have respect for the students?” and “My child receives the extra academic help when it’s needed.” All parent communications are delivered in both English and Spanish. Translations into other languages are available through the Aeries Communication system if needed. Parent meetings are translated as needed for full participation by all parents.||Met||2018
19647330124198|Extera Public|3|1. Out of the 217 responses, our key findings for 2017-2018 related to parent/guardian input are: 1) 87% of parents/guardians are not worried about raising concerns they have with the school, which increased 2% from the previous year. 2) 94% of parents/guardians reported favorably that they feel a sense of belonging to the school community, which increased 4% from the previous year. 3) 90% of parents/guardians reported having no problem at all in communicating with the school, which increased 4% from the previous year. Our School Site Council is compromised of 50% Extera Public School parents/guardians who provided input about our LCAP and voted for its approval.  After a short period of absence, we now have an active parent representative on our governing board can contribute the vital parent perspective in school and district decision making.  2. Out of the 217 responses, our key findings for 2017-2018 in the area of promoting parental participating are: 1) 91% of parents/guardians reported favorably that the school provides sufficient information about involvement opportunities, which increased 1% from the previous year. 2) 27% of parents/guardians reported that they are involved at the school, which is down 3% from the previous year. In looking at another category of survey data, Barriers to Engagement, we have learned that the largest barrier to parent/guardian engagement are busy schedules, 28% of parents cited being too busy as a barrier for getting involved at the school.  Since we have not reached our goal of 35% of parents reporting being involved in school, we will continue our efforts outlined in our LCAP Goal 2. Our LCAP Goal 2 outlines the following actions: Ongoing parent outreach led by part-time parent liaisons, all parent engagement is provided in both English and Spanish, and ongoing community engagement led by a full-time community liaison.  3. Extera Public School contracts our survey administrations through Panorama Education which provides tools to collect valid and reliable feedback about a wide range of the topics that matter most—from engagement and communication, to school climate and culture. We have have selected the Family-School Relationships Survey as one of the surveys we administer because it was developed at the Harvard Graduate School of Education to provide schools with a clear picture of family attitudes about several key topics. This survey was selected intentionally to measure our LCFF priority to improve parent involvement at Extera Public School and the measurements for success have been outlined in our LCAP for Goal 2. The survey results also serve as a measurement for our LCAP Goal 3, which is to improve the School Climate at Extera Public School.||Met||2018
49708706066344|Olivet Elementary Charter|3|"Olivet is most proud of creating a student-centered learning environment for all students where students feel safe and love learning. Increased parent engagement has taken place through monthly coffee talk meetings with the principal at drop off time. The meetings are coordinated with the school's PTO, and LCAP questions are answered and discussed. Olivet has increased attendance rates and decreased truancy rates, and decreased suspension rates. Students report meaningful participation in school and feeling connected to the school. Olivet is able to enlist highly qualified teachers. Olivet’s stakeholder engagement has been high because we have found different ways to engage stakeholders through board meetings, workshops, surveys, and LCAP informational/review sessions. Olivet partners with educational research organizations to learn more about parents’ perspectives and experience(s) at our school. Parent surveys utilize parent perspectives on school culture and climate in order to utilize the input in deciding student needs, goals, services, and programs for the 18-19 school year. Survey participants also provided input on student needs related to school safety, school climate, and intervention support. Survey results were used to develop actions in Olivet’s LCAP Goals 2, 3, and 4. Based on feedback from stakeholder groups, Olivet is utilizing LCFF funds to improve student achievement and meet the needs of all students. The overall effectiveness of Olivet’s goal 4 is evidenced by increased participation in parent events and student learning activities. Survey results indicated that parents were better able to access information on school events and to gain a clear understanding of instructional goals to support their child's education. Parents felt an increased sense of connection and engagement with the school community. Attendance at Olivet Parent Meetings was low (but growing). Results from the Spring My Voice parent survey show that 15% of Olivet parents agree or strongly agree that “parent evenings/meetings are worth attending."" Olivet has improved in making sure communications with families are in both Spanish and English. The improved website and grading/report card portal are now available to students and their families. This year, Olivet also increased parent workshops and made Outreach worker translation available at more school events, as well. 220 Olivet parents attended the end-of-year BBQ. The annual Olivet Harvest Fair was cancelled due to the Northern California fires. There were also 25 consistent and regular parent volunteers. Engagement statistics increased on social media sites, website, and e-newsletters as follows: 75 Twitter followers; 5.0/5.0 stars on Facebook; 150 Facebook followers; and 155 Facebook page likes. Programs for the 17-18 school year. Survey participants also provided input on student needs related to school safety, school climate, and intervention support. Survey results were used to develop actions in Olive"||Met||2018
38769190132159|OnePurpose|3|OnePurpose School (OP) ?is committed to ensuring parent engagement?, and has developed Goal 4 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: ?OP believes families are our students' first teachers. We believe collaboration among stakeholders - especially families - is the only way to achieve our shared goals. Toward that end, we hold the following goals for our family involvement: 1) OP will engage with families to build agency, supporting them in understanding: what their students need to know and be able to do, class goals, and ways they can support their child in reaching these goals, 2) OP families will view themselves as an integral part of the school's work and success and, consequently, take leadership roles at the school, and 3) OP families will hold a high level of satisfaction with OP. ASSESSMENT: OP utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with the academic program as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI) assessment, 2) Percent of families who attend Parent Teacher Conferences (PTCs), and 3) Percent of families who attend one or more Family Learning Night. RESULTS: 1) The SCAI data found high levels of satisfaction with Community Relations (Dimension 8), with average ratings of 4.27 from Families. Ratings of 3.5 or higher are correlated with increased academic achievement. 2) 81% of families attended their child’s PTC. 3) 80% of families attended one or more Family Learning Night. PROGRESS: OP engaged in specific ?actions, as detailed in the LCAP, that realized progress toward the goal. 1) Family Engagement - The OnePurpose Parent Group (OPPG) was formed in 2016-17, and has provided opportunities for family leadership in the life of the school during 2017-18. They have orchestrated a variety of events on their own, in partnership with the school leadership, and in partnership with the other school on our campus. In addition, the school has forged a partnership with Five Keys, who now offers courses on site for families in areas such as the GED or ELD. Teachers maintain strong communication with families, using text as an easy and well-received vehicle for ongoing communication. 2) Expositions - Expositions of student work helped make learning transparent and highlightkey evidence of student mastery. These events were highly attended by families and built ownership of learning for students. 3) Parent-Teacher Conferences - Parent Teacher Conferences were held three times over the year to support families in identifying their child’s strengths and areas of challenge, setting goals for advancing learning, and identifying specific strategies each team member can employ for supporting attainment of those goals.||Met||2018
19756971996693|School of Arts and Enterprise|3||The SAE opted to measure its seeking of parent input into school decision making by analyzing the opportunities and participation of parents in its advisory committee structure, called School as a Whole.  When analyzing this measure, SAE finds it has greatly increased the amount of parent  input in school decision-making over the past two years, specifically as seen in the involvement of parents in reviewing, monitoring, and revising aspects of the school’s LCAP.  The SAE has a unique tradition of stakeholder engagement in its School As a Whole (SAW) meeting format.  These SAW meetings have been a foundational part of the school culture and vehicle for parent voice from the school’s inception.  However, beginning in the spring of 2017, the school shifted to incorporate much more specific content and parent input around the Local Control Accountability Plan for the school.  Since then, the quarterly SAW meetings have been consistently utilized for the LCAP cycle of continuous improvement, including monitoring of progress on LCAP actions, goals and metrics, providing input on any changes.  The SAE also provides regular opportunities for parent input in meetings such as Coffee with the Directors, Parent Support Group, and Steering Committee.   The SAE opted to measure its promotion of parent participation in programs by analyzing parent attendance at SAW meetings, parent participation in a new communication platform, and the amount of translation of written materials and spoken communication in Spanish for Spanish-speaking parents.   In order to promote parent participation in programs, the school engaged in goal setting around the number of families attending School as a Whole (SAW) meetings, the number of families participating in Parentsquare, a school-home communication platform, and the percentage of communications and publications translated into Spanish.  The school did not meet its goal of 100 families average attendance at SAW meetings but achieved an average of 30 families in attendance for the 2017-18 school year.  The school exceeded its goal of 700 families participating in Parentsquare, with 720 families participating.   The school translated 75% of communications and publications into Spanish, falling short of its 90% goal for written publications and communications but provided in person translation as needed 100% of the time.|Met|The SAE opted to measure its seeking of parent input into school decision making by analyzing the opportunities and participation of parents in its advisory committee structure, called School as a Whole.  When analyzing this measure, SAE finds it has greatly increased the amount of parent  input in school decision-making over the past two years, specifically as seen in the involvement of parents in reviewing, monitoring, and revising aspects of the school’s LCAP.  The SAE has a unique tradition of stakeholder engagement in its School As a Whole (SAW) meeting format.  These SAW meetings have been a foundational part of the school culture and vehicle for parent voice from the school’s inception.  However, beginning in the spring of 2017, the school shifted to incorporate much more specific content and parent input around the Local Control Accountability Plan for the school.  Since then, the quarterly SAW meetings have been consistently utilized for the LCAP cycle of continuous improvement, including monitoring of progress on LCAP actions, goals and metrics, providing input on any changes.  The SAE also provides regular opportunities for parent input in meetings such as Coffee with the Directors, Parent Support Group, and Steering Committee.   The SAE opted to measure its promotion of parent participation in programs by analyzing parent attendance at SAW meetings, parent participation in a new communication platform, and the amount of translation of written materials and spoken|2018
19647330129858|Everest Value|3|For the 2017-2018 school year, Everest followed the same local parent satisfaction survey that was given the past year. In reflection of the previous year, Everest decided to provide the surveys in paper form during the parent-teacher conferences. This year’s data provided great insight on how parents feel about their involvement in the school, their input in regards to informing school wide decisions, parent connectedness and overall satisfaction. The findings served to make modifications to our school's program and improve communication with parents which align to multiple goals in Local Control and Accountability plan. The following are some of the findings from this survey: ·         83% of parents feel that the school keeps them well informed about all school activities ·         85% of parents feel like the school allows input and welcomes parent’s contributions ·         85% of parents feel like the school actively seeks the input of parents before making important decisions Based on these percentages, it is obvious that Everest has made a great effort to keep parents informed and involved in their child’s school. Part of this includes various opportunities to be part of meetings or committees that inform school policies such as Coffee with the Principal, Parent Wednesdays, School Site Council, LCAP committee, and ELAC committee. The following findings give insight to the parent connectedness and engagement at Everest: ·         85% of parents feel like the school is a safe place for their child ·         88% attended a school or class event, such as a talent show, sports event, or family night ·         83% of parents feel like they’re welcome to participate at school ·         67% of parents have volunteered in the past year. Based on these numbers it shows that Everest has made great strides to get parents to feel connected and welcome at school. The data has demonstrated that a high number of parents have attended an event hosted by the school but not that many parents have volunteered throughout the year. In an effort to have more parent volunteers, this year Everest has provided various ways to get parents more involved and offer leadership opportunities  ·         Thanksgiving Staff Brunch  ·         Haunted House/Fall Festival Parent Committee  ·         Middle School trip Parent Committee (Sept – April 2018)  ·         School Partner Engagement Committee (Site visits to school partners 4/11/2018)  ·         Music and Arts Parent Committee ( Sept- June 2018)  ·         Staff Appreciation Luncheon (May, 2018)  ·         Parent Representative Building Inspection ( 9/28/2017)  ·         Parent Representative for Picture Day  ·         Parent Representative for Coffee with the Cops  Every Fall and Spring||Met||2018
15638260000000|Tehachapi Unified|3||"The Tehachapi Unified School District utilizes the California School Parent Survey to annually measure its progress in (1) seeking input from parents in decision making; and (2) promoting parental participation in programs.The results of this survey are reported annually to the Board of Trustees at a regularly scheduled School Board meeting.The California School Parent Survey was chosen to gather data on parent opinions because it solicits responses on a variety of issues,including academic supports, discipline facilities and parental involvement. The series of questions regarding parental involvement are informative and provide guidance to the TUSD LCAP Advisory Board as they recommend policies and  practices to increase parent engagement.  Key  findings from the parental involvement  section of the California School  Parent Survey include the  following:( I ) 68% of respondents indicated that they strongly agree  with the statement that their school allows input and welcomes parents ' contributions and 72% agreed or strongly agreed that they feel welcome to participate at the school.(2)85% of respondents indicated that they strongly agree or agree with the statement that their school encourages them to be an active partner with the school in the education of their child. Although 94% a/the respondents agreed or strongly agreed that they felt school staff treat them with respect and 78% agreed or strongly agreed that the school staff are helpful , 61% agreed or strongly agreed that staff take parent concerns seriously(4) Only 33% of respondents agreed with the statement that the school actively seeks the input of parents before making important decisions. Of the participants in the 2017-2018 TUSD California School Parent Survey, 94%had attended a school or class event:67% had served as volunteers in their student's classroom or elsewhere in the school; 89% attended  a general school meeting;33% had attended a PTSO meeting;and 89% had gone to a regularly scheduled parent-teacher conference with their child's teacher.The findings of the California School Parent Survey inform decisions made and evaluation of LCAP Goal 5 :""Provide supportive opportunities for parents to meaningfully participate in the education of all students."" Strategies that use the survey data to measure progress include the following: 5.1 Maintain existing parental advisory groups and develop a series of parent workshops a/each school site 5.2 Provide professional development in the area of parent education and A-G requirements 5.3 Provide professional development for staff on utilizing Aeries and technology to communicate with parents 5.4 Provide support and education to special education parents through TASK meetings 5.5 Provide workshops for caregivers on  increasing accountability, .focusing on homeless and foster youth."|Met||2018
01100170137448|Aurum Preparatory Academy|3|Aurum Preparatory Academy (Aurum Prep) is committed to ensuring parent engagement and developed Goal 2 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: Welcoming School Culture. ACTIONS: Aurum Prep engages in the following actions to support this goal: 1) Develop the Growth, Optimism, Leadership, and Design abilities of all stakeholders - students, families, and staff; 2) Promote student and family agency through active goal setting and monitoring in Advisory and Student Led Conferences; 3) Promote family engagement through school events and exhibitions, volunteer opportunities, family learning events, and student led conferences. ASSESSMENT: Aurum Prep utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with voice in decision making as measured by Annual Survey; 2) Average Daily Attendance, as a measure of family buy-in.||Met||2018
56768280000000|Santa Paula Unified|3||The Santa Paula Unified School District is committed to provide meaningful parent/guardian engagement opportunities.  A variety of district advisory meetings and activities to involve parents/guardians in the LCAP process included the discussion and review of district goals, state and local data as well as proposed actions and services.  A 40% increase was noted across all district advisory committees, District English Learner Advisory (DELAC), Parent District Advisory Committees (PDAC), Migrant Parent Advisory Committee (MPAC), and LCAP District Advisory Committee.   Throughout the 2017-2018 school year, parents were provided a variety of workshops linked to student learning and social emotional development.  Parents/Guardians of students in grades Tk-2nd grade were provided a three-series parent and child workshop addressing mathematics, reading the environment, and comprehension skills.  Over a hundred parents and students attended the spring 2018 family conference.  The conference provided over 16 workshops addressing academics, social-emotional, and community resources.  Parents/Guardians also participated in field trips to Ventura Community College and the University of California Santa Barbara.  Parents Institute Quality Education (PIQE) served all school sites by providing two days of Science, Technology, Engineering, and Mathematics (STEM) training.  Six parents from different school sites attended the annual California Association of Bilingual Educators (CABE) Conference in March of 2018.  The topics ranged from understanding LCAP and the CADashboard, bilingual education, dual immersion, and parent involvement.  As a result, parents formed their own parent group in conjunction with the district. The goal of the parent group is to increase parent/guardian participation across all school sites.  The first action taken by the group was to develop a parent survey to elicit topics of interest for future parent involvement opportunities.|Met||2018
19647330124560|Synergy Quantum Academy|3||Parents have an opportunity to be involved in direct decision making through a variety of ways. One such way is the School Operations Committee. The Committee reviews, monitors, and makes recommendations to the Charter School’s Board regarding the Charter School’s LCAP and Single School District Plan and policies such as the Title I Parent Involvement Policy. Parents/guardians are also encouraged to participate in the Charter School’s English Learner Advisory Committee (ELAC). Both committees meet quarterly and meeting times and agendas are announced via newsletters and flyers and are open to the school community and the public. Additionally, all Synergy parents/guardians are invited to share their views on various issues by attending parent meetings and events such as Breakfast with the Director/Principal, attending Board of Directors meetings, and completing parent surveys.  Parents/guardians will participate in parent conferences twice a year, where the progress of their children will be communicated to them regularly. Synergy also uses various methods of communicating with parents/guardians, including newsletters, flyers, brochures, the Charter School website, and parent meetings. Materials that are sent home are translated into English and Spanish, the two main languages of the Charter School’s families. Additionally, parents/guardians are invited to participate in Back to School Day, student showcases, performances, and award ceremonies.  Parent education is of vital importance to the success of the Charter School and voluntary workshops are held on a regular basis. Workshops cover various topics such as the health and nutrition of their children, parenting skills, understanding the college admissions process, how to help students with homework, and planning family activities. These workshops are intended to help parents/guardians to be their children’s main “teacher” outside of the classroom, thereby providing a comprehensive educational plan that includes both the Charter School and home. The workshops also intend to help parents/guardians understand Synergy Kinetic Academy’s instructional approaches and high-expectations, enabling them to better reinforce these concepts at home.  Progress on Parent Engagement is measured by the Parent Survey and Parent Participation in Parent Conferences. On the last survey administered, 100% of parents gave the school a grade of an A or B. Parent Conference participation was 81%, 6% above the school's goal.|Met||2018
19647336018204|Montague Charter Academy|3|1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making;  The results of our 2017-2018 Parent Survey show that majority of parents at Montague Charter Academy (84%) feel they have had an opportunity to be involved at school.  Even though this is a high percentage of parents indicating that they have had opportunities to become involved at MCA, we want to ensure all of our families feel they have the opportunity to be involved in decision making at our school.  Montague will continue to encourage parents to join and participate in our standing committees where decisions to help improve the school are made.  2. The key findings from the survey related to promoting parental participation in programs; and  The key findings of our Parent Survey indicate that the percentage of parent involvement at Montague Charter Academy needs to continue to increase.  Montague continues to openly recruit and ask for participation from parents in our multitude of committees, volunteer at school activities, and actively take part in our collaborative board meetings.   We found that the parents that do not actively participate have an intense work schedule or work hours that make it difficult to attend school functions.    3.  Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.  Montague Charter Academy chose this particular survey because the questions were correlated to the goals in our Local Control and Accountability Plan. The findings are associated with the goals established for our LCFF priorities.||Met||2018
19646420000000|Keppel Union Elementary|3|In an effort to seek input from parents and in promoting parental participation in programs, Keppel Union School District conducted a Needs Assessment Survey in March of 2018. This survey was given to parents of K-5 and 6-8 grade students.  The results were collapsed into one percentage by section. This tool was selected since it yields findings that are related to Priority 3. The following are the findings from the survey seeking input from parents which were placed into two categories: 1.  Key findings from the survey related to seeking input from parents/guardians in school and district decision making: • 80% of our parents indicate teachers and schools always keep them informed by providing materials in a language they understand • 97% of our parents indicate someone is always available at the school’s office who speaks their first language • 80% of our parents indicate ELAC meetings and other activities are always scheduled at convenient times and are conducted in their first language. • 73% of our parents indicate they are always offered training so that they can understand the Master Plan for English Learners, the proficiency levels and the reclassification process.  These percentages demonstrate a high level of satisfaction from parents at both grade level spans where parents feel like the schools value their input and provide them with information relative to that input.  2.  Key findings from the survey related to promoting parental participation in programs • 87% of our parents indicate they always feel welcomed at their child’s school • 76% of our parents indicate they always are considered a partner in their child’s education • 73% of our parents indicate the teachers and schools always view their involvement as a valuable part of the school program, including the review of English Language Development material and programs.  The above percentages also demonstrate parents are able to participate in programs promoted by the sites. Parents feel that the school does a great job in considering as partners of their school.    3. This survey related to the goals in State Priority 3 and provided the district with some areas of reinforcement as well as areas to continue to improve upon.  Next year, it may be a good idea to ask these two specific questions in a questionnaire and segregate the data by school site to determine a level of satisfaction by site so that school principals can have concrete parent data to review.||Met||2018
39103970120717|one.Charter|3|Based on the survey information, one.Charter Academy of Visual and Performing Arts is doing well communicating with families and providing opportunities for parents and students to have a voice in their child’s education.  Overall; parents, students, and staff feel they contribute positively to the school learning environment.  Particularly positive was feedback regarding parents/guardians and students feeling that their involvement in their or their student’s education was valued with an 88% return of strongly agreeing or agreeing with this statement.  Also, 85% of parents/guardians and students felt that they or their student’s teacher(s) ask to meet at least once a year in a face to face meeting regarding how they or their student is doing in school.  It should be noted that the one.Charter Academy, parents/guardians are invited to come visit the teacher at the end of every quarter in a parent/teacher/student conference. This provides three separate conferences for parents/guardians and students to meet with the teacher(s) throughout the year.  Areas worthy of further exploration may include making sure that translation services are something all families are aware of if needed with 40% answering the question in a neutral or “I don’t know” response.  Another area of review may be providing all families with information regarding resources in the community.  33% of families answered the question that they did not know, were neutral or strongly disagreed with resources being provided.  It’s important to listen to parents and students.  This feedback is essential for a successful program.||Met||2018
19101990127522|Optimist Charter|3|1. Given our revolving residential student population, average length of stay is 4.5 months; we complete a student/parent/staff survey once a year.  Thus, the statistics are for that student/parent population is on that given day.  38% of our parents answered the survey.  86%of our parents stated that Optimist is treating them with respect, they are satisfied with our services, and that the school program is assisting their child.  While in our residential placement, our therapists and case managers act as the student’s guardian and relate directly with the parent/guardians.   We administer a survey annually with all staff.  Last year 37.6% of all Optimist Youth Homes and Family Services staff participated in the survey.  91.9% of all staff agrees that our agency is successful in helping the children and families it serves.  96.8% of the staff also agree with enjoying their job.  We hold Site Council meetings 10 times a year and have good representation from all staff and students in the agency.  Agenda items are sent out before the meeting and minutes are distributed right after the meeting.  Involvement from parent representatives, students, and staff is highly regarded.  30% of students are SPED and have I.E.P.’s.  Parent/guardian representative is imperative in these meetings and occurs regularly.  Overall, parents/guardians report a high level of satisfaction in these meetings and the services we offer their children.  Many times parents/guardians comment on how impressed they are with the explanation and written content of our IEP’s and they express their gratitude on the services we are providing.    We held 10 board meetings last year and discuss all issues and statistical information at these meetings.  These board meetings are recorded and operated according to The Brown Act and are reviewed by our authorizer, LACOE.  2. Parental/agency representative participation in our program is validated by the surveys we administer annually and by the comments of parents/guardians in IEP’s.  The Site Council is a very valuable tool for all parties to participate in the operation of the school program which has been a highly successful forum.  3. Our surveys were chosen based on research and modified by our agency based on the uniqueness of our program.  Goals for our LCAP were incorporated into our survey.||Met||2018
30665220000000|Garden Grove Unified|3|The goals of the GGUSD LCAP are aligned to the GGUSD Strategic Plan. All goals, metrics, actions/services, and expenditures within the LCAP are organized and framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success. The Annual Strategic Plan Survey contains items that help us measure how well we are doing as a district. The survey also provides parents/guardians an opportunity to provide input into school and district decision making, allowing for open response comments to address strengths and areas of need. Findings from this survey impact the development of the LCAP. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to engage in decision-making. These committees include: District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs. GGUSD also hosts various parent nights to engage families and promote parental participation in programs. Key findings from parents/guardians input used to impact school and district-level decision making include:  -Goal 1 (Academic Skills): extended learning opportunities/tutoring; teaching and academics; more enrichment activities for students; after school programs; increased technology; special education support; incentives and awards; support for English learners and advanced learners.  -Goal 2 (Personal Skills): motivation; food; communication; facilities maintenance; more bilingual personnel; welcoming school climate; parent education offerings; help for parents on how to support their children at home; increased availability of psychologists/mental health; discipline and rules.  -Goal 3 (Lifelong Success): increased availability of school counseling.   Family-school partnerships are important to the success of our district. The Strategic Plan Survey also measures parent/adult climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation.  Key findings from the 2018 survey include:  • Parents feel that the school promotes parent participation in programs (5% disagree) • Schools give parents information about joining parent committees (5% disagree) • The school district seeks parent input (4% disagree)  The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. A number of district initiatives, projects, and programs are focused on the topics discussed above and are a part of ongoing district work.||Met||2018
49708960000000|Rincon Valley Union Elementary|3||For the 2017-18 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making.  A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC).  Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization.  Those schools with at least 50 or more English learners also have a functioning ELAC.  Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office.      For the 2017-18 school year, the Rincon Valley Union School District continued to expanded its use of a social-emotional program, Restorative Practices.  In order to ensure our families understood this relatively new program, the District held a parent training in the Fall 2017.  Rincon Valley Union School District also planned a Parent University to actively engage parents in trainings and provide school and community resources.  The Parent University changed focus after the North Bay fires in October and instead the District held a Resource Fair.  This event included many parents and was well attended by school and community families.     The District chose these measures because they are aligned to the District’s parent involvement strategy woven into its LCAP.  The District, working with teachers, principals, and parent groups, determined to embed Priority 3 LCAP goals, actions, and services through three lenses: Parents as decision-makers Parents as participants Parents as learners|Met||2018
49706496051635|Cinnabar Charter|3|Lea provides parent opportunity to attend and participate in  CEF, Site Council, Lunch Clubs, volunteering, and weekly adult education Nights teaching second language parents to better communicate.  The attendance of parent participation has increased since previous years, nearly 3 times.  This has given our parents, especially second language families, a voice.  These goals are in our LCAP.||Met||2018
19651100000000|Whittier City Elementary|3|In the Spring of 2018, the Whittier City School District administered the LCAP Community Survey to collect input from parents regarding academic programs, parent engagement, communication, and school climate.  The survey was administered in English and Spanish to all parents in TK-8th grade.  The District received survey responses from a total of 1,123 families, a 45% increase from last year’s total of 774. The survey was available hard copy and online. The district received a total of 646 paper surveys and 477 online submissions.  The Whittier City School District chose to administer this survey to inform our Local Control and Accountability Plan.  Survey results were reviewed in all committees and results supported the development of goals and actions in every priority area.   Based on these survey results the Whittier City School District can conclude that our parents feel positively about our schools.  Overall, on survey items requesting feedback about our schools and programs, over 90% of parents mostly responded with “strongly agree” and “agree”. Our goal is to continue to put systems in place to improve communication between the school, students and parents, increase opportunities for parent engagement, and provide a rigorous academic program for our students.  Parent responses indicate that they receive regular communication and feel comfortable communicating with their child’s teacher.  When asked, ‘There is good communication between the school and parents’, 90% of parents responded either strongly agree or agree. When asked, ‘I feel comfortable communicating with teachers regarding concerns or questions’, 93% of parents responded either strongly agree or agree.      Parents also feel there are opportunities for parent engagement.  When asked, ‘My child’s school offers events on a regular basis’, 92% of parents responded either strongly agree or agree.    Furthermore, parents feel that the academic programs offered in the Whittier City School District are rigorous and meet their child’s needs.  When asked, ‘I am pleased with the education my child is receiving at school’, 92% of parents responded either strongly agree or agree.  When asked, ‘The school staff has high expectations for student achievement’, 92% of parents responded either strongly agree or agree. WCSD is proud of the great strides it has made in this area and will continue to strengthen collaboration with parents, community liaisons, and site leadership.||Met||2018
15634200000000|Di Giorgio Elementary|3|A parental survey in both English and Spanish was sent home to parents in grades K-5 and 6-8. The survey consisted of 64 questions on various topics. Many of the questions were related to whether parents felt included in District decisions involving their children. A majority of parents strongly agree or agree that the District encourages parents to be an active partner in the education of their children and actively seeks the input of parents before making important decisions.  A majority of parents strongly agree or agree that they feel welcome to participate at this school ; attended a school or class event; attended a general school meeting such as open house and attended regularly scheduled parent-teacher conferences with their child's teacher. The District chose a survey because we felt it was the easiest way for parents to communicate their concerns to the District. One of the District's goals is to establish and maintain an environment where students feel safe and engaged in their learning every day and based on the results of the survey we learned that a majority of parents feel that harassment or bullying and physical fighting between students is either not a problem or a small problem.||Met||2018
07617880000000|Pittsburg Unified|3||PUSD uses a combination of use of the CA Healthy Kids Survey and local documentation, attendance sheets, training schedules and reports and board discussions around strategies for supporting and strengthening Parent Engagement.    Highlights of measures/processes include:  CA Healthy Kids Survey.  Of parents who took the survey in 2017-18: 81% Agree or Strongly Agree that School Allows Input and Welcomes Parents' Contributions 64% Agree or Strongly Agree that Schools Actively Seek the Input of Parents before making Important Decisions. 84% Agree or Strongly Agree that Schools encourage Parents to be Active Partners in Educating their Children.  Personnel Dedicated to Parent Support: All school sites are provided with Family Liaisons; and central office staff support this cadre of Family Liaisons to help ensure stronger communication and collaboration with parents and to provide parents with training opportunities and to help ensure parents have important information and a voice in key decisions affecting their children and school/district policies.  Translation: Central and site translation services are in place, and official notices and correspondences are translated into home languages.  Communications: Expansion of information available through the PUSD website and the PUSD Aeries Parent Portal (parents can review their child's academic and behavioral information and other key information, and communicate through the Portal, directly with staff and/or through or with assistance of Family Liaisons); PeachJar is used to issue timely information and notices by school site in English and Spanish; auto-dialers and email communications are provided bi/multi-lingually; sites also make use of apps/social media communication tools such as Facebook, REMIND and Class Dojo.   Governing/decision-making groups of parents and staff are convened: such as school site councils, ELAC (site) and DELAC (district).  Training for participation in these is provided to both parents and staff.  Extensive training and supports are provided by the district/site Family Liaisons, with parent input into these; these meetings/events are reported upon in Board meetings, including types of meetings/events and numbers of participants, for open discussion.|Met||2018
31668450121418|John Adams Academy|3|To gauge parent perspectives on school climate and engagement, John Adams Academy asked its parents to complete the 2018-19 John Adams Academy - LCAP Parent School Climate and Engagement Survey and the 2018-19 John Adams Academy Satisfaction Survey. The surveys were offered online to parents to determine perspectives on overall satisfaction, school safety, and connectedness.  The surveys also inform goals on updates as outlined in the Academy’s LCAP to enhance the collaborative and open process. A summary of key findings are as follows: • 90% of all parents responding indicated that they would recommend the Academy to a friend or family member. •  86% of the respondents of the School Climate Survey agreed that the Academy effectively communicated the purpose of its mission and vision. • 85% of all parents responding reported that the Academy staff treated all parents with respect. The most common themes centered on specific satisfaction with the culture, values, teachers, and curriculum. Parents expressed concerns about the number of new teachers and a need to increase overall communication. The Academy will continue to use the data collected from this engagement to inform its decision-making||Met||2018
38684780107300|City Arts and Tech High|3|At CAT, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Leadership Council Meetings where students, families, and staff come together to discuss school priorities and take action on our priorities. We measure our progress on this commitment by tracking parent/guardian attendance at our meetings, including LCAP review meetings. We have seen a sizable increase in parent/guardian attendance at Leadership Council Meetings since adding CAT staff and students to our monthly meetings in 2017-18. In addition to the Leadership Council, CAT has a robust family conference ritual twice a year where families are asked to meet with their student and his/her advisor. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and last year 63% of our students were accepted to four-year colleges.||Met||2018
49708960102525|Rincon Valley Charter|3||For the 2017-18 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making.  A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC).  Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization.  Those schools with at least 50 or more English learners also have a functioning ELAC.  Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office.      For the 2017-18 school year, the Rincon Valley Union School District continued to expanded its use of a social-emotional program, Restorative Practices.  In order to ensure our families understood this relatively new program, the District held a parent training in the Fall 2017.  Rincon Valley Union School District also planned a Parent University to actively engage parents in trainings and provide school and community resources.  The Parent University changed focus after the North Bay fires in October and instead the District held a Resource Fair.  This event included many parents and was well attended by school and community families.     The District chose these measures because they are aligned to the District’s parent involvement strategy woven into its LCAP.  The District, working with teachers, principals, and parent groups, determined to embed Priority 3 LCAP goals, actions, and services through three lenses: Parents as decision-makers Parents as participants Parents as learners|Met||2018
49738820123786|Credo High|3|Each spring Credo solicits parent input through a parent-wide survey. In the spring of 2018 Credo had 320 enrolled students and 201 parents responding to the survey. In addition to responses to the core set of 24 questions, parents submitted a total of 252 open-ended comments on a range of topics including diversity, equity, opportunities for parent engagement, and overall satisfaction and concerns.  With regular seasonal music performances, poetry slams, annual class plays, and a growing college planning program for parents and students, and regular athletic events, 31% of respondents visit Credo every few months, 38% of respondents visit monthly and 20% visit weekly or more.  Thirty six percent of respondents have helped out at Credo once or twice over the school year; Twenty percent have helped out every few months; Six percent monthly and 6.5% weekly or more.  Parents are overwhelmingly (80% of respondents) interested in participating in college planning events while 60% of respondents say they would participate in lectures and activities around the Credo Waldorf high school curriculum.  Parent feedback formed the basis for Credo's LCAP focus in two areas: 1) Maintaining a healthy school climate as Credo continues to rapidly grow and 2) Increasing professional development of faculty to deepen Waldorf pedagogy and establish equity for students across all classes.  Credo will continue to administer this survey in the spring with minor adjustments to the questions so that we can target feedback to the schools' emergent needs.||Met||2018
38684780123505|Mission Preparatory|3|In May of 2018, all families at Mission Prep were given the opportunity to complete a survey regarding their feelings and thoughts about Mission Prep. 97% of families completed the survey. The results of the survey showed that more than 90% of families at Mission Prep Agree or Strongly Agree that they are satisfied with the educational program at Mission Prep. A significant number of families relayed that they wanted to have additional opportunities to engage with teachers and administrators to give feedback regarding the educational program. In order to provide additional touch points for families to give feedback, new programming for families was planned over the summer and implemented in September 2018. With new opportunities to engage our families in place, we are focusing our efforts on increasing family engagement at culture events, as well as the monthly family meetings where feedback can be shared in a small group setting with teachers and administrators.||Met||2018
49708966052070|Village Elementary Charter|3||For the 2017-18 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making.  A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC).  Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization.  Those schools with at least 50 or more English learners also have a functioning ELAC.  Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office.      For the 2017-18 school year, the Rincon Valley Union School District continued to expanded its use of a social-emotional program, Restorative Practices.  In order to ensure our families understood this relatively new program, the District held a parent training in the Fall 2017.  Rincon Valley Union School District also planned a Parent University to actively engage parents in trainings and provide school and community resources.  The Parent University changed focus after the North Bay fires in October and instead the District held a Resource Fair.  This event included many parents and was well attended by school and community families.     The District chose these measures because they are aligned to the District’s parent involvement strategy woven into its LCAP.  The District, working with teachers, principals, and parent groups, determined to embed Priority 3 LCAP goals, actions, and services through three lenses: Parents as decision-makers Parents as participants Parents as learners|Met||2018
19753090131383|SIATech Academy South|3|SIATech Academy South submitted a survey to students through its accreditation process, Speak Up Survey to obtain feedback on technology and access, and seeks parental feedback on the LCAP data reports and annual update. Since SIATech Academy South serves 16-24 year old students there is less parental engagement then in traditional schools, however the school tries to contact parents through email, recorded webinars, and events.||Met||2018
49708966085229|Binkley Elementary Charter|3||For the 2017-18 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making.  A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC).  Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization.  Those schools with at least 50 or more English learners also have a functioning ELAC.  Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office.      For the 2017-18 school year, the Rincon Valley Union School District continued to expanded its use of a social-emotional program, Restorative Practices.  In order to ensure our families understood this relatively new program, the District held a parent training in the Fall 2017.  Rincon Valley Union School District also planned a Parent University to actively engage parents in trainings and provide school and community resources.  The Parent University changed focus after the North Bay fires in October and instead the District held a Resource Fair.  This event included many parents and was well attended by school and community families.     The District chose these measures because they are aligned to the District’s parent involvement strategy woven into its LCAP.  The District, working with teachers, principals, and parent groups, determined to embed Priority 3 LCAP goals, actions, and services through three lenses: Parents as decision-makers Parents as participants Parents as learners|Met||2018
41689990000000|Ravenswood City Elementary|3|An online survey was offered to parents seeking to learn how parents/guardians perceive their ability to provide input in school and district decision making and how engaged they feel in school and district culture. 154 parents/guardians responded.  82% felt that their student always or often likes school. 88% felt that their student’s teacher always or often cared about their student. 86% always or often feel welcome at school. 86% report always or often having interpretation services at school or district activities. 89% feel that schools and the district always or often respect cultural diversity.  Most responding parents/guardians felt they are welcome at schools and the district and are provided supports, like interpretation, to facilitate their participation. Parents who feel welcome are more likely to participate in decision making groups such as School Site Councils, Parent Advisory Committee, District Advisory Committee or English Learner Advisory Committee. The results can also support school staff to reach out directly to parents/guardians to invite participation in school and district decision making.  We selected this survey to reach as many parents/guardians as possible reaching a broader range of stakeholders than those that currently participate in decision making bodies such as SSCs and ELACs. The positive result is an encouraging opportunity to increase parent participation.  The survey most directly relates to LCAP Goal 2, Action 5: Continue developing and providing programs, support systems, and trainings to encourage and support parents in an effort to reinforce and extend learning at home.||Met||2018
37681556117303|Greater San Diego Academy|3|GSDA administers a parent survey for students in grades K-12 annually. Based on the 2017-18 survey results, we have achieved an overall 96% parent satisfaction rating. 96% of parents feel that school leaders communicate openly and honestly with staff, parents and students and 94% feel that they know how to give input about the school that will reach school leadership. 93% of parents feel that they are encouraged to participate in school programs and that they receive information about school programs and events in a timely manner. As part of our school mission, we seek to provide a safe and supportive learning environment for all students. The annual parent survey along with an annual survey for students in grades 7-12 helps to ensure that we are succeeding in providing that environment. In addition to our school mission, Goal 3 of our annual LCAP also seeks to provide a safe and supportive learning environment for all students. Many of the specific steps taken each year as listed in our annual LCAP were derived from suggestions and feedback from our annual parent and student surveys.||Met||2018
01100170112607|Envision Academy for Arts & Technology|3|At EA, we strive to seek input from and engage families in developing a college-going culture for our students. We measure our progress to this commitment by tracking parent/guardian attendance at our twice a year Student-Led Conferences (SLCs) hosted for every student, our bi-monthly Family Teacher Collaborative (FTC) meetings (which includes time for  LCAP engagement and review), and by tracking the percentage of students who apply to and are accepted to 4 year universities. At FTC Meetings, where we have translation services for those who speak Spanish, we share information, ask for input, and explore relevant topics together. Our SLC ritual is a robust experience where each student reviews his or her achievement data, reflects on progress, and sets goals with their advisor and families. Consistently, about 90% of families attend these SLCs, where students discuss their progress and performance with their families and advisor. Families are also invited to share in their students’ academic growth at yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. We regularly communicate in English and Spanish to families by phone and email with information and updates from the school. Our LCAP family meeting was attended by about 10% of families who gave feedback on the 18-19 LCAP, this was a consistent turnout compared to previous years. Additionally, parent attendance at college application/financial aid workshop night was 75%, which was a consistent turnout compared to previous years. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8), as 100% of our seniors apply to college and last year 69% of our students were accepted to four-year colleges.||Met||2018
33671810138610|Scale Leadership Academy - East|3||SCALE’s progress on measures related to seeking input from parents/guardians in school and district decision making and promotion parental participation in programs is at approaching full implementation.  SCALE plans and implements a variety of training geared towards collaborative engagement with parents and other school stakeholders. Commencing during the fall training session with teachers and school staff, procedures for communicating with parents are reviewed. Changes and or updates are communicated to all staff. This includes reviewing procedures as to when initial parent communication is to take place and knowing the frequency of ongoing parent communication. In particular, General Independent Study teachers meet weekly to discuss and track the frequency of parent communication.  The SCALE engagement counselor along with the entire counseling department, plan orientation meetings for parents. During these meetings parent involvement is promoted through the communication of the parent/teacher conference schedule, key field trips, and parent information sessions. With respect to field trips, parents are encouraged to attend as chaperones and active participants. SCALE Academy’s parent information sessions occur several times monthly, are designed to give parents tech training on the school’s information system and the school’s learning management system. Teachers receive additional training prior to parent teacher conferences and are given resources such as parent login sheets, student performance data sheets, and grade reports. The goal being to further increase the parent’s capacity to understand how their child is performing academically while also empowering them to take an active role in their child’s progress and overall success. Parent Student Orientation Academic counselors communicated Communication flow is shared Parent Teacher conferences serve as micro trainings Understanding student data Platform login sheets Student Growth Reports. Star 360 reports inform parents of student learning gaps and ZPD reading level, and where to target intervention. Parent information sessions Scheduled several times monthly Training on monitoring child’s progress  Login help on the SIS and LMS (parent portal) Career Day Parents volunteer as participants with GIS students  Anti-Bullying  Campaign parents are encouraged to attend|Met|A parent engagement counselor was hired for the 2017-2018 school year. The school staff is trained during the fall teacher orientation week. This has occurred during the last two year. Teachers are trained on parent communication approaches and frequency that these communications should occur. In addition, ongoing training takes place throughout the school year on parent engagement.  Teachers also receive training in preparation for parent/student orientations. Teachers have actively participated in orientations since the 2016 -2017 school years. SCALE selected these measures to evaluate as they are linked to our strategic plan and long term goals.  The findings relate to the goals established for other LCFF priorities in the LCAP.|2018
52716540000000|Richfield Elementary|3|RESD administered the California School Parent Survey in 2017/18 school year.  86% of parents reported that the school allows input and welcomes contributions.  92% of parents reported that the school encourages them to be active partner with the school and 72% state the school actively seeks their input.  RESD choses this survey to have a uniform tool that can be measured against other schools from throughout the state.||Met||2018
01611920137646|Impact Academy of Arts & Technology|3|At IA, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Spartan Family Association Meetings where we share information, ask for input on school-wide initiatives, meet in volunteer committees, and explore relevant topics together. We measure our progress to this commitment by tracking parent/guardian attendance at our family meetings, including LCAP review meetings.  Our LCAP family meeting was attended by about 15% of families who gave feedback on the 18-19 LCAP, this was a consistent turnout compared to previous years.  We also have a robust Student-Led Conference ritual twice a year where all families are asked to meet with their student and his/her advisor.  Attendance is high at student-led conferences, where students discuss their progress and performance with their families and advisor: 97% of families attended. Impact families are invited to share in their students’ academic growth at twice-yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has also positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and last year 80% of our students were accepted to four-year colleges.||Met||2018
19643450000000|Castaic Union|3|Castaic Union School District is committed to engaging parents and other stakeholder and incorporating their feedback in the decision-making process.  Various programs and events have been established to initiate outreach and make connections with parents, including Parent Teacher Association (PTA), Parent Advisory Committee (PAC), school open house events, Parent Nights, back-to-school nights, School Site Council, English Language Acquisition Committee (ELAC). Through these various parent/community groups, parents are able to provide valuable input in decision-making and are provided an opportunity to participate in the Local Control Accountability Plan (LCAP) Stakeholder Committee.   Castaic Union School District (CUSD) annually schedules a district-wide survey that is sent to all parents/guardians for their input regarding promoting parent participation in programs as well as school-based activities and seeking input on the availability in providing decision-making opportunities school-wide, sub-group wide and district-wide.  Whenever a survey is submitted for responses from parents and the community, the results are communicated to the Board of Trustees with next steps as to respond to the results.  CUSD also meets at least one time each semester to review and begin revision steps for our LCAP goals/actions.  We incorporate the data received from the surveys and stakeholder meetings in order to develop next steps in writing goals and actions in our LCAP.  The key findings from the survey related to seeking input from parents/guardians in school and district decision making as well as parent/guardian participation were as follows: -93% of our parents stated that they felt CUSD communicates well in regards to school activities, district activities and the opportunities to participate in school/district decision-making i.e. stakeholder groups.  This also included a variety of communicating venues, such as school/district-wide school messenger messages, Jupiter Grades, Newsletters, personal invites, phone calls, and emails -92% stated that they felt invited and offered the opportunity to participate in all meetings  -83% of our parents/guardians stated that they participated in school activities -92% of our English learner parents/guardians stated that they knew our district provided a translator at meetings to support their attendance participation at meetings -90% stated that they were aware and visited the CUSD/and school-based websites -80% stated that they were aware of volunteer activities Many areas that we surveyed show a high percentage of parent input and participation.  We continue to ask at all meetings of subgroups, parent forums, general school-site and district meetings how we may better involve them in our decision-making process and how to best offer opportunities in which they would participate.  This data is embedded in our LCAP and goals are written to specifically address parent participation/input in decision-making.||Met||2018
33103300136168|Temecula International Academy|3||Temecula International is in its second year and progressing quickly with parent engagement and an active Parent Action Committee that meets on a monthly basis with the school administration.  Out of 200 students, we have 30 active parents who attend our monthly meetings. Parent representatives from our PAC attend our monthly Temecula International Academy board meetings.   Together our parents work with our staff and attend workshops with our Emotional Literacy Program, R.U.L.E.R., that is an essential aspect of our mission and vision of TIA.  Workshops are held on a monthly basis.  Our administration and board members attended the training last October at YALE University.  We are now in Phase 2 of implementation of our R.U.L.E.R. program.|Met||2018
50711420000000|Knights Ferry Elementary|3|3.) The survey that was used to collect data was used in previous and developed by a previous school site council. It contained a broad range of questions designed to solicit information from parents at all grade levels. 1.) The vast majority of parents felt that the district/school included them in the decision making and 2.) According to the data, approximately 100% of the respondents felt welcomed at the school / district and were able to participate in programs of their choosing. They also felt connected to the school and involved although one parent wanted more information related to discipline issues.||Met|We believe we have a high level of parent engagement and involvement in the day-to-day functioning of the school. Our small size provides those opportunities and our commitment to working with the families and communities makes the connections easier.|2018
49708966052047|Whited Elementary Charter|3||For the 2017-18 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making.  A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC).  Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization.  Those schools with at least 50 or more English learners also have a functioning ELAC.  Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office.      For the 2017-18 school year, the Rincon Valley Union School District continued to expanded its use of a social-emotional program, Restorative Practices.  In order to ensure our families understood this relatively new program, the District held a parent training in the Fall 2017.  Rincon Valley Union School District also planned a Parent University to actively engage parents in trainings and provide school and community resources.  The Parent University changed focus after the North Bay fires in October and instead the District held a Resource Fair.  This event included many parents and was well attended by school and community families.     The District chose these measures because they are aligned to the District’s parent involvement strategy woven into its LCAP.  The District, working with teachers, principals, and parent groups, determined to embed Priority 3 LCAP goals, actions, and services through three lenses: Parents as decision-makers Parents as participants Parents as learners|Met||2018
49708966052039|Spring Creek Matanzas Charter|3||For the 2017-18 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making.  A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC).  Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization.  Those schools with at least 50 or more English learners also have a functioning ELAC.  Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office.      For the 2017-18 school year, the Rincon Valley Union School District continued to expanded its use of a social-emotional program, Restorative Practices.  In order to ensure our families understood this relatively new program, the District held a parent training in the Fall 2017.  Rincon Valley Union School District also planned a Parent University to actively engage parents in trainings and provide school and community resources.  The Parent University changed focus after the North Bay fires in October and instead the District held a Resource Fair.  This event included many parents and was well attended by school and community families.     The District chose these measures because they are aligned to the District’s parent involvement strategy woven into its LCAP.  The District, working with teachers, principals, and parent groups, determined to embed Priority 3 LCAP goals, actions, and services through three lenses: Parents as decision-makers Parents as participants Parents as learners|Met||2018
07617620000000|Oakley Union Elementary|3|In the Fall of 2018, the District sent out an LCAP-aligned survey to all parents to gather specific feedback and information. Goal 4 in our LCAP specifically addresses parent engagement and involvement. Surveys were available in English and Spanish and available online as well as in the paper/pencil format. Parent respondents represented each of our eight school sites, TK, PreK-8 grades, as well as the District’s racial and ethnic diversity.  The survey results provide important information to guide parent participation and engagement planning at both the District and site level.   It is the intention of the District to increase parent involvement and engagement yearly through site and District family education and social events, committees and volunteer programs. To ensure parents have access to participate in our schools and events, translation services are provided for both in person and written communication as needed.   Some of the site/District events and programs include but are not limited to: Back to School Night, Open House, Family Literacy/STEAM Nights, Kindergarten Readiness Fair, Middle School Orientation, Family FUN Nights, Read to Grow, Second Cup of Coffee, Adult English Classes, Adult Math Program, and Family/Grandparents Day.  Opportunities for parent involvement in decision-making at the site/District level include but are not limited to: School Site Council (SSC), District/English Language Advisory Committee (DELAC/ELAC), Parent Teacher Association (PTA), and the Local Control Accountability Plan (LCAP) Advisory Committee.   Key survey findings included: • 89% of our parents agree that the school allows input and welcomes parent contributions; 72% agree that the school actively seeks the input of parents before making important decisions; 84% agreed that the school provides opportunities for parents to be involved in the planning, implementation, or evaluation of school programs; 91% feel welcome to participate at the school; and 88% agreed that the school encourages parents to be an active partner in educating their child; 25% are a member of a school committee. Primary obstacles preventing parents from being involved in a school committee include: time of events and childcare. Parents would like more workshops in the evenings, more advanced information about the events, and would like to be informed by email as well as phone.||Met||2018
49708700000000|Piner-Olivet Union Elementary|3|The Jack London staff and community are proud of creating a student-centered learning environment for all students where students feel safe and love learning. Increased parent engagement has taken place through additional parent meetings and LCAP input and feedback sessions with the Principal. Jack London has increased attendance rates and decreased truancy rates. Students report meaningful participation in school and feeling connected to the school. Jack London is able to enlist highly qualified teachers. Jack London’s stakeholder engagement has been high because we have found different ways to engage stakeholders through board meetings, workshops, surveys, and LCAP informational/review sessions.  Jack London partners with educational research organizations to learn more about parents’ perspectives and experience(s) at our school. Parent surveys utilize parent perspectives on school culture and climate in order to utilize the input in deciding student needs, goals, services, and programs for the 18-19 school year. Survey participants also provided input on student needs related to school safety, school climate, and intervention support. Survey results were used to develop actions in Jack London’s LCAP Goals 2, 3, and 4. Based on feedback from stakeholder groups, Jack London is utilizing LCFF funds to improve student safety and achievement and meet the needs of all students. The overall effectiveness of Jack London’s goal 4 is evidenced by increased participation in parent volunteering, attendance at events, and student learning activities. Survey results indicated that parents were better able to access information on school events and to gain a clear understanding of instructional goals to support their child's education. Parents felt an increased sense of connection and engagement with the school community.  Jack London’s LCAP Goal 4 focus on improving parent participation and seeking additional input from parents/guardians in school and district decision making was effective overall, and is evidenced by several measures. The overall effectiveness is evidenced by the participation in parent events, participation in English classes, and the growing participation in DELAC and ELAC meetings.  Attendance at Parent Meetings is also growing, results from the Spring 2018 My Voice parent survey show that an increased number of Jack London parents agree or strongly agree that “parent evenings/meetings are worth attending.  Jack London has improved in making sure communications with families are in both Spanish and English. The improved website and grading/report card portal are now available to students and their families. This year, Jack London also offered parent workshops and made Outreach worker translation available at more school events, as well. The overall effectiveness of Jack London’s goal 4 is evidenced by increased participation in parent events and student learning activities.||Met||2018
10767781030774|W.E.B. DuBois Public Charter|3|Currently our charter is using the survey method to seek parent input and evaluation. We have selected this method in order to ensure parent involvement as stakeholders in our charter. Additionally, our approved LCAP has the parent survey as a measurable method.||Met|Currently our charter is using the survey method to seek parent input and evaluation. We have selected this method in order to ensure parent involvement as stakeholders in our charter. Additionally, our approved LCAP has the parent survey as a measurable method.|2018
01612590132555|Conservatory of Vocal/Instrumental Arts High|3|On the COVAH Survey: 88% rated good or better opportunities for participation in school programs, activities, and leadership.  Other key findings included: 100% parents and students felt safe at school. 85% rated facilities in good or better condition.  COVAH's survey came directly from the LCAP and State priorities and developed the questions to get to the core of the goals of the LCAP.|A. Seeking Input in School/District Decision Making:  COVAH has restructured the board and parent Booster group to focus more closely on our educational and music goals.  This has led to increased participation by teachers and admin in professional development and decision-making.  This restructuring has just begun to bring more parent participation, support, and decision-making.  With the new, more active, parent group COVAH is developing strategies to support parents in student wellness, academic growth, and college and career readiness. The methods are being developed with the intent of supporting all components of the LCAP.|Met||2018
49402466119036|Live Oak Charter|3|"The Live Oak Annual Survey has been conducted in electronic format for the past 8 years.  Data is longitudinal, though some questions have been replaced over the years with more relevant formulations. The survey is used by the governing board and administration to advise its decision-making processes, and informs the review and development of the LCAP in the spring. Participation in the 2018 survey exceeded 160 respondents.  General Trends:  When compared to previous years, the 2018 survey showed continued maintenance of a high level of satisfaction, particularly in areas of curriculum and instructional support as well as administrative support.  Details include:  87% of respondents reported that their children were well supported by their teacher, 95% of respondents reported that their children were well supported by the administration.   When asked to rate curriculum efficacy parents stated that the curriculum was always or almost always meeting the needs of their children. Numbers were reduced from 2017, but the number of respondents ‘n’ was also 75% of the previous year. Though unknown, it may be that the smaller population in 2018 skewed results to a more motivated population holding more critical views.      Always/almost always Sometimes Almost never/never Language Arts 86%    13%  1% Science  67%    27%  6% Mathematics  81%    15%  4% Social Studies "" 76%    20%  4%  89% of parents were likely or very likely to recommend the school to other parents. 1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making; 93% of parents reported that the school “allows parent input and welcomes contributions” 2. The key findings from the survey related to promoting parental participation in programs; and 94% of parents reported that the school “encourages me to be an active partner with the school in educating my child.”  Several questions asked for narrative responses.  When asked what parents/guardians liked best about Live Oak, the most frequent responses described the dynamic and supportive community and the positive school climate.  When respondents were asked to identify areas of improvement, facility constraints and large class sizes were most frequently mentioned as concerns.  3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Live Oak chose a local survey tool to include longitudinal questions that have been used for the prior 7 years of survey to track changes in parent perspective. The local tool also allows inclusion of questions specific to new program implementations to measure success of new program implementations or to address current issues the school community is facing. 2018 also included the addition of a set of questions from the California Healthy Kids Parent Survey (CHKPS) to provide comparative measures"|The Live Oak Annual Survey has been conducted in electronic format for the past 8 years.  Data is longitudinal, though some questions have been replaced over the years with more relevant formulations. The survey is used by the governing board and administration to advise its decision-making processes, and informs the review and development of the LCAP in the spring. Participation in the 2018 survey exceeded 160 respondents.  General Trends: When compared to previous years, the 2018 survey showed continued maintenance of a high level of satisfaction, particularly in areas of curriculum and instructional support as well as administrative support.  Details include: 87% of respondents reported that their children were well supported by their teacher, 95% of respondents reported that their children were well supported by the administration.               Always/almost always Sometimes Almost never/never Language Arts          86%    13%          1% Science            67%    27%          6% Mathematics    81%    15%          4% Social Studies    76%    20%          4% 89% of parents were likely or very likely to recommend the school to other parents.  1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making; 93% of parents reported that the school “allows parent input and welcomes contributions”  2. The key findings from the survey related to promoting parental participation in programs; and 94% of parents reported that the school “encourages me to be an active partner with the school in educating my child.”  Several questions asked for narrative responses.  When asked what parents/guardians liked best about Live Oak, the most frequent responses described the dynamic and supportive community and the positive school climate.  When respondents were asked to identify areas of improvement, facility constraints and large class sizes were most frequently mentioned as concerns.   3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Live Oak chose a local survey tool to include longitudinal questions that have been used for the prior 7 years of survey to track changes in parent perspective. The local tool also allows inclusion of questions specific to new program implementations to measure success of new program implementations or to address current issues the school community is facing. 2018 also included the addition of a set of questions from the California Healthy Kids Parent Survey (CHKPS) to provide comparative measures to assist in relating Live Oak’s subjective measures of success to other schools in the state. The CHKPS includes many questions that directly relate to LCAP priorities and goals.|Met||2018
47702270000000|Delphic Elementary|3|Method of Data Collection-Parent Surveys, 30 Surveys collected at Back to School Night, up from only 13 collected last year. 2018-2019 Parent Survey Results showed 100% of survey participants agree or strongly agree with the follow statements: Delphic Elementary School... *promotes academic success for all students *provides quality counseling or other way to help students with social or emotional need *is supporting an inviting place for students to learn *provides students with healthy food choices *allows input and welcomes parent contributions *staff are respectful to parents *school staff are helpful to parents *has adults that really care about students *has clean and well maintained facilities *provides school experiences that my child and I feel connected with *has adequate technology to meet the learning needs of my children  The survey used was the same as last year's so data could be compared from year to year.||Met||2018
12626796120562|Coastal Grove Charter|3|The key findings of our survey indicated that our parent body felt a strong sense of community and that they have many opportunities to give input and participate in school programs.||Met||2018
19647330106351|Ivy Academia|3||Parent participation was measured by attendance at various school site meetings and functions. The following are recorded opportunities for parent interaction: • Each school principal held principal coffees during the year to gather input and encourage participation.  • iPLG (Ivy Parent Leadership Group) meets monthly to discuss ways to engage greater parent and community involvement while engendering deeper communication about activities, academics, and athletics.  • iPLG has collaborated with the Student Councils to support K-12 activities and student connectedness.  • School Site Council and ELAC attendance increased. Parent input into decision-making was measured by survey participation and attendance at various Ivy school meetings. • A School Wellness Committee and Technology Committee were created as additional opportunities for stakeholder involvement.  • The LEA acquired a new long-term property which will include a Parent Center.  Findings include the following:  • Capturing Kids Hearts, a program that enlists accountability among students and teachers, seeks to strengthen student connectivity to the school community.|Met||2018
43693856046494|Sartorette Charter|3|Cambrian School District promotes a welcoming and inclusive environment for all parents, families, and community stakeholders as partners in the education and support of all students' success in school.  We have placed an emphasis to increase participation in parent advisories and committees, provide parent information and education nights, and improve communication and feedback on the district's LCAP using stakeholder surveys and input forums.      The District’s efforts began in September by developing an engagement process and timeline for the adoption of the 2018- 2019 plan. Stakeholder meetings were then held to include a mid-year Local Control Accountability Plan progress updates, including regular updates to the Board of Trustees throughout the year on the 4 LCAP goals.        Cambrian School District also conducted several informational meetings and surveys to consult and gather input from various stakeholder groups.  The district used the Annual LCAP Community Survey to assess parents/families involvement their children’s school life.  The total responses from our 2017-18 Survey of 747 parents/families, an increase of 223 respondents from 2016-17.   In addition, 76% of parents/families who responded to the survey said they “feel involved in school life at their child’s school.”  In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 91 parents responded, an increase of 33 responses from the prior year.  Parents were given the option to give ideas and suggestions on how to improve Cambrian School District’s English Learner Services. Overall, parents stated the need for additional staff and resources to provide more support for EL students such as after-school programs, and more strategies to specifically support developing writers. Other suggestions addressed were parent outreach throughout the school year, and more community support to build an understanding of CSD’s English Learner Services and processes. Some parents stated that they were happy and satisfied with CSD’s English Learner Services offered.  The district has seen a steady increase in parent participation in district and site-specific involvement/engagement opportunities. The belief is that a collaborative partnership with parents contributes to student academic growth.||Met||2018
49709790000000|Two Rock Union|3|"Parent involvement increased by 2% (up from 70% as measured by volunteers/total parents - sign in sheets); ELAC attendance at meetings averaged 8.6 parents (up from 6.4 per meeting in previous year). We administered the California Healthy Kids Survey Parent Survey utilizing a paper survey, with 50 parents responding (approximately 31% response rate, a decrease from the previous year). 88% of parents reported that ""School allows input and welcomes parents' contributions"". 90% report ""School encourages me to be an active partner with the school in educating my child"". 90 % report ""Parents feel welcome to participate at this school.""  LEA chose parent volunteer rate, meeting attendance, and parent survey as measures because these measures reflect active engagement, time on campus, feelings of involvement and inclusion for diverse parent groups, and opportunities for parent input. These measures relate to our LCAP goal to provide parents with appropriate opportunities to be involved in their students' education."||Met||2018
24657550000000|Los Banos Unified|3|Los Banos Unified annually administers a local survey to parents/guardians of students in grades K-12.  Parent respondents have children who come from eight elementary schools and six secondary schools in the district. Here is a summary of key findings: Seventy-four percent or more of parent respondents respond affirmatively to each statement regarding parent involvement.  Specifically, 83 percent report “agree” or “strongly agree” when asked if they felt welcomed at their child’s school, 79 percent report that their child’s school is welcoming and encourages parent involvement, 77 percent report that their child’s school provides opportunities for them to get involved in their child’s education, and 74 percent report participating in parent opportunities at their child’s school.  Our quest has been to increase parent involvement/participation.  Here are some highlights: Our District Advisory Council parent representation has grown by 25 percent in the last year. Our District English Language Advisory Council has grown by 75 percent in the last three years.  English Learner Advisory Councils at our sites have grown by 7 – 10 percent in the last year.  School Site Council continues to be a forum for input from parents in school decision making. Additionally, we offer 4 “Community Café’s” a year that encourage parent participation and input on school and district decision making.  We ask parents to put in writing what we are doing well at Los Banos Unified and suggestions for improvement.    We gather all of the responses, put into like categories and chart +’s and –‘s.  The –‘s become our work and we ask that parents come to the table with us to start the improvement process.  At these “café’s”,  we also offer opportunities for parent education on current initiatives and events around the district.   Los Banos Unified sends the same survey each year to all of it’s stakeholders:  parents, students and staff.  We want to compare “apples to apples” … collecting evidence and making sure we are growing our percentages every year.  Our findings support our goals in the LCAP.||Met||2018
02613330000000|Alpine County Unified|3|The first prompt asks to summarize, “The key findings from the survey related to seeking input from parents/guardians in school and district decision making.” As stated above, the LCAP metric pertaining to results from a parent involvement survey is the “Average percentage of areas under ‘Parental Involvement’ section of California School Parent Survey (CSPS) marked Agree or Strongly Agree - Five Areas pages 20-21 Table A12.1.” This section of the survey also helps gauge the degree to which input from parents/guardians in school is sought prior to decision making. The key findings from this section of the survey reveal a need to further focus on methods that would increase parental input before making important decisions. Here are the results from this section of the survey from the 2017-18 CSPS:  60 % of respondents Agree or Strongly agree that the school allows input and welcomes parents’ contributions. 10% of respondents Agree or Stongly Agree that the school actively seeks the input of parents before making important decisions.   The second prompt asks to summarize, “The key findings from the survey related to promoting parental participation in programs.” The percentage of parents marking strongly agree or agree was 64% and reported in the LCAP. This is the key finding from this portion of the parental survey.   70% of respondents Agree or Strongly Agree that the school encourages [parents] to be an active partner with the school in educating [their] child.  50% of respondents Agree or Strongly Agree that parents feel welcome to participate at this school   The third prompt asks to summarize, “Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.”   First, it serves as a valid measure of parental perspectives on a variety of issues. For a fee the WestEd organization assists with collecting and reporting the results.  It was also chosen as ACUSD/DVES uses the California Healthy Kids Survey, as is required through TUPE grant funding.||Met||2018
53105380125633|California Heritage Youthbuild Academy II|3|California Heritage YouthBuild Academy annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. This priority ensures that CHYBA increases parent engagement by promoting parental participation and involvement in completing the survey. The data source for this priority is the local survey that parents completed during the 2017-2018 school year.  This priority ensures that CHYBA increases parent engagement by promoting parental participation and involvement in completing the survey. The data source for this priority is the local survey that parents completed during the 2017-2018 school year  Parent engagement is evaluated through parent surveys. The questions asked parents if they felt they have opportunities for parents to give input, and the response increased by 27% from the previous year.   The LCAP Parent Advisory Committee and WASC pre-visitation survey focused on communication. Over the course of two years, the district parent engagement survey showed a positive increase in parents finding information they need on CHYBA’s website, Facebook, ParentSquare, and Class Dojo sites and by contacting the school directly.  Input received in surveys were critical components in action items related to LCAP Goal 1: All students will feel physically safe, emotionally cared for, and academically and socially included in their school environment.  CHYBA provides opportunities for parent/guardians to engage in trainings, workshops and seminars related to student learning and social-emotional development and growth. CHYBA's Case Manager has acquired certifications to assist parents in these learning opportunities.||Met||2018
36678270111807|Mojave River Academy|3|Mojave River Academy  is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC. During the WASC  process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement.Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
19647330131821|Collegiate Charter High of Los Angeles|3|The school administered the annual parent satisfaction survey. This is a tool adopted from Achievement first Public Charter Schools. The findings of the survey results revealed that 95% of parents agree that their child attends an excellent school. The results of the survey also revealed that 85% of parents agree that the school provides multiple means of school-families communication that are effective and robust.||Met||2018
02100250000000|Alpine County Office of Education|3|The first prompt asks to summarize, “The key findings from the survey related to seeking input from parents/guardians in school and district decision making.” As stated above, the LCAP metric pertaining to results from a parent involvement survey is the “Average percentage of areas under ‘Parental Involvement’ section of California School Parent Survey (CSPS) marked Agree or Strongly Agree - Five Areas pages 20-21 Table A12.1.” This section of the survey also helps gauge the degree to which input from parents/guardians in school is sought prior to decision making. The key findings from this section of the survey reveal a need to further focus on methods that would increase parental input before making important decisions. Here are the results from this section of the survey from the 2017-18 CSPS:  60 % of respondents Agree or Strongly agree that the school allows input and welcomes parents’ contributions. 10% of respondents Agree or Stongly Agree that the school actively seeks the input of parents before making important decisions.   The second prompt asks to summarize, “The key findings from the survey related to promoting parental participation in programs.” The percentage of parents marking strongly agree or agree was 64% and reported in the LCAP. This is the key finding from this portion of the parental survey.   70% of respondents Agree or Strongly Agree that the school encourages [parents] to be an active partner with the school in educating [their] child.  50% of respondents Agree or Strongly Agree that parents feel welcome to participate at this school   The third prompt asks to summarize, “Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.”   First, it serves as a valid measure of parental perspectives on a variety of issues. For a fee the WestEd organization assists with collecting and reporting the results.  It was also chosen as ACUSD/DVES uses the California Healthy Kids Survey, as is required through TUPE grant funding||Met||2018
20652430118950|Sherman Thomas Charter High|3|1: Administration behaves in a caring, respectful, and professional manner. Strongly Agree: 76%  Agree: 18%  Not Applicable: 0%  Disagree: 0% Strongly Disagree: 7% 2: The administration’s leadership provides a quality school. Strongly Agree: 67%  Agree: 27%  Not Applicable: 0%  Disagree: 4%  Strongly Disagree: 2% 3: Front Office behaves in a caring, respectful, and professional manner.  Strongly Agree: 82%  Agree: 13%  Not Applicable: 0%  Disagree: 0%  Strongly Disagree: 4% 4: Communication among STCHS staff and parents is open and effective.  Strongly Agree: 69%  Agree: 22%  Not Applicable: 0%  Disagree: 0%  Strongly Disagree: 2% 5: Teaching staff behaves in a caring, respectful, and professional manner.  Strongly Agree: 64%  Agree: 27%  Not Applicable: 2%  Disagree: 7%  Strongly Disagree: 0% 6: The teachers know and understand my student’s individual needs.  Strongly Agree: 49%  Agree: 36%  Not Applicable: 2%  Disagree: 9%  Strongly Disagree: 4% 7: Teachers provides quality lessons in challenging my student in Math.  Strongly Agree: 33%  Agree: 44%  Not Applicable: 9%  Disagree: 9%  Strongly Disagree: 2% 8: Teachers provides quality lessons in challenging my student in English.  Strongly Agree: 69%  Agree: 24%  Not Applicable: 4%  Disagree: 0%  Strongly Disagree: 2% 9: Teachers provides quality lessons in challenging my student in Social Studies.  Strongly Agree: 69%  Agree: 20%  Not Applicable: 4%  Disagree: 2%  Strongly Disagree: 2% 10: Teachers provides quality lessons in challenging my student in Science.  Strongly Agree: 60%  Agree: 22%  Not Applicable: 9%  Disagree: 7%  Strongly Disagree: 2% 11: Teachers provides quality lessons in challenging my student in Visual Arts.  Strongly Agree: 56%  Agree: 22%  Not Applicable: 13%  Disagree: 0%  Strongly Disagree: 2% 12: Teachers provides quality lessons in challenging my student in Service Learning.  Strongly Agree: 67%  Agree: 24%  Not Applicable: 4%  Disagree: 2%  Strongly Disagree: 2% 13: Course offerings meet the needs of students in academic classes.  Strongly Agree: 58%  Agree: 33%  Not Applicable: 4%  Disagree: 2%  Strongly Disagree: 2% 14: Programs and resources at this school are adequate to support students with special needs or disabilities.  Strongly Agree: 36%  Agree: 29%  Not Applicable: 29%  Disagree: 7%  Strongly Disagree: 0% 15: STCHS prepares students for further education and/or employment.  Strongly Agree: 71%  Agree: 20%  Not Applicable: 2%  Disagree: 4%  Strongly Disagree: 2% 16: I feel my student is safe while at school.  Strongly Agree: 67%  Agree: 20%  Not Applicable: 0%  Disagree: 2%  Strongly Disagree: 9% 17: Building facilities are clean, comfortable, and well-maintained. Strongly Agree: 78%  Agree: 16%  Not Applicable: 4%  Disagree: 0%  Strongly Disagree: 2% 18: STCHS values parental involvement in child’s education.  Strongly Agree: 71%  Agree: 22%  Not Applicable: 2%  Disagree: 0%  Strongly Disagree: 4%||Met||2018
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|3|Parents wanted to learn more about the IB program at ACE Charter.|ACE wanted to increase awareness of all things IB related for school year 2018-19, to stakeholders, parents, staff, and students. With successful implementation of this, we will increase program participants, and earned certificates.|Met||2018
43693856046486|Price Charter Middle|3|Cambrian School District promotes a welcoming and inclusive environment for all parents, families, and community stakeholders as partners in the education and support of all students' success in school.  We have placed an emphasis to increase participation in parent advisories and committees, provide parent information and education nights, and improve communication and feedback on the district's LCAP using stakeholder surveys and input forums.     The District’s efforts began in September by developing an engagement process and timeline for the adoption of the 2018- 2019 plan. Stakeholder meetings were then held to include a mid-year Local Control Accountability Plan progress updates, including regular updates to the Board of Trustees throughout the year on the 4 LCAP goals.        Cambrian School District also conducted several informational meetings and surveys to consult and gather input from various stakeholder groups.  The district used the Annual LCAP Community Survey to assess parents/families involvement their children’s school life.  The total responses from our 2017-18 Survey of 747 parents/families, an increase of 223 respondents from 2016-17.   In addition, 76% of parents/families who responded to the survey said they “feel involved in school life at their child’s school.”  In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 91 parents responded, an increase of 33 responses from the prior year.  Parents were given the option to give ideas and suggestions on how to improve Cambrian School District’s English Learner Services. Overall, parents stated the need for additional staff and resources to provide more support for EL students such as after-school programs, and more strategies to specifically support developing writers. Other suggestions addressed were parent outreach throughout the school year, and more community support to build an understanding of CSD’s English Learner Services and processes. Some parents stated that they were happy and satisfied with CSD’s English Learner Services offered.  The district has seen a steady increase in parent participation in district and site-specific involvement/engagement opportunities. The belief is that a collaborative partnership with parents contributes to student academic growth.||Met||2018
19647250000000|Long Beach Unified|3|According to the most recent administration of the School Culture and Climate Survey, more than 9 out of 10 parents (94%) expressed satisfaction with their opportunities to participate in school decision-making processes and programs. This result was consistent across various subgroups. English learner families registered at 97%, the socioeconomically disadvantaged at 93%, and parents of students with disabilities at 93%. Furthermore, 96% said “school staff treats me with respect”; 92% said “school staff takes my concerns seriously”; 92% said “school staff welcomes my suggestions”; 91% said “school staff responds to my needs in a timely manner”; 94% said “school staff is helpful”; and 93% said “my child’s background (race, ethnicity, religion, economic status) is valued at this school.” Similarly, 94% expressed satisfaction with parental participation in programs, saying that “I feel welcome to participate at the school.” This result was also consistent across various subgroups. English learner families were at 97%, the socioeconomically disadvantaged at 93%, Hispanics at 93%, African Americans at 92%, and parents of students with disabilities at 93%.  The School Culture and Climate Survey was deployed as part of LBUSD’s partnership with the California Office to Reform Education (CORE). The instrument was piloted in Spring 2014 and field-tested across numerous districts in Spring 2015, ensuring statistical validity and practical relevance. LBUSD administered it to parents, staff, and students in grades 4-12 on a range of school climate indicators that have been found to predict positive student academic achievement. Altogether, it aligned with the goals of the Local Control and Accountability Plan, captured the specific needs of unduplicated pupils, and involved roughly 21,000 parent/guardian responses. The School Culture and Climate Survey had four main categories: climate of support for academic learning; knowledge and fairness of discipline, rules, and norms; safety; and sense of belonging (school connectedness). Parents saw a percentage-point rise in one category, steady responses in two categories, and a percentage-point decline in safety, with all four domains remaining above 90%.||Met||2018
10622810000000|Laton Joint Unified|3|Laton Unified School District continues to strive to provide opportunities designed to engage parents/guardians. The district believes that true success can only be achieved through a strong school-home connection. Laton Unified values the partnership it has with parents and community members. Laton Unified School District conducted a survey that was offered to parents at Laton Elementary School, Conejo Middle School and Laton High School during parent-teacher conferences. The objective was to capture a valid measure of parent/community member perceptions regarding parent engagement and connectedness. Results are summarized as follows: 80% of Laton Elementary (LES) and Conejo Middle School (CMS) parents surveyed report that they feel that their child’s school keeps them well informed about school activities.  93% of LES and CMS parents report that they feel their child’s school is a safe place. 89% of LES and CMS parents report that they feel their child’s school makes them feel welcome to participate in their child’s educational experience. 66% of Laton High School (LHS) parents surveyed report that they feel that their child’s school keeps them well informed about school activities. 93% of LHS parents report that they feel their child’s school is a safe place. 73% of LHS parents report that they feel their child’s school makes them feel welcome to participate in their child’s educational experience. Laton Unified sees the value in analyzing this crucial data as it moves forward with district wide initiatives which focus specifically on student, parent and staff engagement. Laton Unified believes that it is imperative to foster the overall experience of each student within the district by establishing and nurturing strong school- home connections. As such, we are dedicated to working closely with all stakeholders to improve the quality of every student’s academic, social and emotional experience within Laton Unified School District.||Met||2018
30666706119127|El Sol Santa Ana Science and Arts Academy|3||"B. Promoting Participation in Programs, El Sol has implemented Parent Learning Walks.  The Parent Learning Walks allows the parents to visit 4-5 classrooms at a time and learn about First Best Instruction (21st Century Learning).  After each visit the parents use a discussion guide to go over what they observed in the classroom.  One of the key questions is: "" What I can do at home to continue the learning from the classroom and help my child succeed"". For example -  ? I realize….so I will… ? I’m thinking about how I will... ? I will support my student by asking him/her to… ? I can support my child at home by... The parent learning walks are designed to engage and empower parents to become active participants in their child’s education. Parents will have the opportunity to visit classrooms and take part in reflective conversations about the learning. In doing so, they will develop a critical lens that will allow them to increase their awareness and understanding of the demands on students. More importantly, they will be able to identify tools to support high expectations and be empowered to advocate for their student."|Met||2018
37683380109157|Magnolia Science Academy San Diego|3||MSA-San Diego pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), Local Governance Committee and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-San Diego has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four Local Governance Committee Meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-San Diego achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting the SSC,PTF , and LCAP meetings. MSA-San Diego has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 12% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-San Diego has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 16% of our students.  MSA-San Diego is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing,, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-San Diego has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings,, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP).Feedback from our parent advisory committee provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
36678270137182|Mojave River Academy - National Trails|3|Mojave River Academy is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave RIver Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publically available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
52716470000000|Reeds Creek Elementary|3|A parent survey was given to all parents. Responses were shared with parents, school staff, and school board and they were used for improving communication with parents. The survey was created by the school district and questions were created from parent concerns and comments. Promoting parental participation in programs has improved since survey was given and parent participation has grown.||Met||2018
36678270113928|Riverside Preparatory|3|Riverside Preparatory is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including the Parent Advisory Committee (PAC), Family Art Nights, and back-to-school nights, music performances, coffee with the principal, college and career planning nights, and parent-teacher conferences twice a year. Establishing these connections and developing relationships leads to greater parent involvement. Parents are also encouraged to serve and participate in  School Site Council, English Language Acquisition Committee (ELAC) and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC).  Riverside Preparatory school had 60 parents participate in an LCAP Parent survey. The survey revealed that 86% of parents agree or strongly agree that “school[s] encourage me to participate in organized events and parent groups.” Of the parents completing the survey, 86% agree or strongly agree “believe that the school has high expectation for my student’s learning.” The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Riverside Preparatory will also use other programs and events to gather more survey participation. The school worked with Hanover Research to create a survey, and the school website and social media feed made the survey publically available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social, emotional support for students.||Met||2018
39685020126011|Escalon Charter Academy|3|"Each year the district administers a Parent/Community Survey aligned with the Local Control Funding Formula's (LCFF's) Eight Priorities.  This locally-authored survey is useful because it allows the district to gather information from parents, community members and other stakeholders.  The information collected allows the district to measure parent and community priorities and perceptions.  The survey uses a Liekert scale for quantitative responses, and a narrative response text box for qualitative input.  This survey along with other means of parent participation and input serve as a useful tool with regards to the development of the LCAP.  For example, survey results were used to develop the majority of the 2017-2018 LCAP actions which are aligned with the LCFF priorities. Results from the survey revealed that 60.2% of the survey respondents agree or strongly agree (39.7% and 20.5% respectively) that ""my child's school regularly seeks parent input and encourages parental participation.""  Relatedly, 82.1% of survey respondents reported that they agree or strongly agree (51.3% and 30.8% respectively) that ""my child's school maintains regular contact with me regarding activities, grades, and other school related information.""   Other survey highlights regarding LCFF priorities include information on basic conditions at school, implementation of state academic standards, parent engagement, school climate, and college and career readiness to name a few.  With regards to basic conditions 82% of survey respondents agreed or strongly agreed that “my student has access to standards aligned textbooks and instructional materials (including technological resources); while 65.3% of survey respondents agreed or strongly agreed that “my child’s school is in good repair.”  Relatedly, 62.8% of survey respondents reported that they agree or strongly agree (44.8% and 18% respectively) with the statement, “our school employs highly qualified teachers (all teachers properly credentialed for their assignment).” Of the responses submitted, 65.4% of either agreed or strongly agreed that “instruction by my child’s teacher(s) is guided by the California Academic Content and performance standards.  Similarly, 64.1% of the respondents agreed or strongly agreed that “my child’s teacher(s) regularly provide me information on my child’s progress in meeting the California academic and content standards.”  In regards to college and career readiness, 65.4% of survey respondents agreed or strongly agreed with the statement, “my child’s teacher is preparing my child to be college and career ready.” Regarding the statement, “students are achieving at our schools as evidenced by state test scores, English Proficiency and other performance measures, only 18% of the respondents either disagreed or strongly disagreed with the statement."||Met||2018
43104390129213|Alpha: Jose Hernandez|3|As a parent founded organization, Alpha Public Schools maintains a strong commitment to its parent and family engagement. Every year we administer an internally created parent survey to all Alpha Public Schools families.  This survey is used to gauge parent engagement and satisfaction with the Alpha experience.  Cornerstone also maintains a very active parent organization who's members organize field trips and school fundraising events among other responsibilities.||Met||2018
19647330100289|N.E.W. Academy of Science and Arts|3|"N.E.W. Academy of Science and Arts qualifies for Title 1, Part A school wide assistance. Title 1, Part A of the Elementary and Secondary Education Act (ESEA) provides financial assistance to schools to assist and ensure that students meet state academic standards. These federal funds are allocated using census poverty estimates and costs at the state level. Schools with more than 40% low income families qualify for school wide program. Feedback from stakeholders such as parents and students on programs offered at the school is important. This data can then be collected and used to modify or establish programs, and adjust academic instruction or methods. Additionally, the survey includes questions related to parent engagement. The findings relate to Goal 3 of our LCAP and specifically Goal 3, Action 2: Goal 3 of the LCAP:       17-18   The school will continue to maintain safe, orderly, and ""good"" condition facilities and better serve students and families and strengthen parent involvement and participation. 17-18 Collect increased number of Parent/Pupil/Teacher surveys on Safety and School Culture as required by CDE Dashboard as measured by return rates. Make PIP part of Parent/Student Handbook and present during selected meetings. (Goal 3, Action 2) STRENGTHS • 97% of parents surveyed believe they are kept well informed of school activities. • 97.5% of parents surveyed state that they receive clear information regarding their child’s academic progress. • 90.5% of parents surveyed agree they are familiar with the Student/Parent/Teacher Agreement and handbook.  • 98.2% Parents feel their child is safe at NASA (100%) • 93.9% of parents surveyed agree and strongly agree (97%) that staff considers their opinion when it comes decisions. • 97.6% of parents surveyed agree and strongly agree (93.6%) that they have opportunities to be involved in school activities and support NASA programs. • 93.2% Parents agree that administration create a welcoming environment and administration addresses concerns in a timely manner.  • 99% of parents agreed or strongly agreed that teachers show caring & encouragement when working with students.  AREAS OF NEED • Parents state that the major limit to participation in school meetings and activities is inconvenient schedule or times 51.4% and 21.7% said it was childcare. • The of parents claimed it would be most convenient to attend morning meetings. Next was as afternoon meetings and least was evening meetings. • Parents prefer phone calls as best way to communicate with them. Then they said meetings and finally letters  NEXT STEPS • Continue with the parent workshop or training schedule to include mornings and possibly add afternoons. • Continue communicating with parents using Parent Square that provides robocalls & or texts via phone as well as continue with weekly newsletters and our website and meetings. We currently already provide ESL classes. We will have to advertise these."||Met||2018
43104390123281|Rocketship Discovery Prep|3|Rocketship tracks parent engagement using an online system. Using this data, we are able to determine the percentage of parents who attend at least one school event per month, on average. administers a survey to all parents during the winter of each year.|Our goal, based on a 2016-17 baseline, was to have 26% of parents attend at least one event per month. 38% of parents attended at least one school event per month.|Met||2018
44697650100305|Cypress Charter High|3|1. Parents appreciate the availability of staff and administration and the feeling that their students are known and supported.They indicate that they would appreciate more opportunities to give insight into programming and curriculum. 2. Parents indicate that evening meeting are hard to attend do to traffic and work schedules. We are working to provide opportunities for parents to engage in other ways and get critical information for students success. 3. We use this survey yearly (written internally) to gauge the climate of our parent group and to learn about their concerns to create a school environment that better serves the entire family. This survey directly informs our LCAP and how we measure the success on our goals and actions.||Met||2018
49709200102533|Santa Rosa Accelerated Charter|3||The LEA annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable; the LEA then reports the results to its local governing board at a regularly scheduled meeting and to reports to stakeholders and the public through the Dashboard. The LEA annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|Met||2018
49708706113492|Piner-Olivet Charter|3|POCS partners with educational research organizations to learn more about parents’ perspectives and experience(s) at our school. Parent surveys utilize parent perspectives on school culture and climate in order to utilize the input in deciding student needs, goals, services, and programs for the 18-19 school year. Based upon parent/guardian feedback, POCS needs to continue to improve parent and family workshops and information night offerings. POCS families requested more evening workshops providing high school, college and careers information, community non-profit organizations and teen support resources information, and campus work days and family community service events. Families of EL students also requested (and are being offered) reclassification informational meetings and regular ELAC and DELAC events. Survey results were used to develop actions in POCS LCAP Goals 2 & 3. Based on feedback from stakeholder groups, POCS is utilizing LCFF supplemental funds to improve student achievement that principally meets the needs of low income, EL and foster youth at the school site, and ensuring that funds are spent to benefit these subgroups of students. Based on stakeholder feedback, POCS implemented more than ten LCAP Action/Services to improve services for the low income, English learner and foster youth - including using a portion of the LCFF supplemental dollars for site allocations based on the number of unduplicated youth served to allow sites to implement site specific solutions based on unique site needs, and site stakeholder input. Attendance at Parent Meetings fell off this year due in large part to the wildfire. Many families were disrupted and had to move several miles from school. Parents were disinclined to head out to a meeting in the evening after finally getting home.||Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park (a neighborhood directly across the street from our district office), was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Many POCS staff and students lost their homes. Our resilient community has come through this natural disaster with hope and unity despite experiencing significant trauma and disruption to their normal home and school environments.|2018
19647330137463|Los Feliz Charter Middle School for the Arts|3||Los Feliz Charter Middle School for the Arts has several mechanisms specifically designed to seek input from parents/gualdians in school decision making.  The middle school has launched a School Site Council with the intention of seeking input on the Local Control and Accountability Plan (LCAP).  The middle school also utilized a school to home communication tool (Parent Square) which is sent in both English and Spanish.  Surveys are conducted seeking parental input.    The middle school and PTA hosted a parent evening with guest speaker Ruth Beaglehole, the topic was how to interact with children in an empathetic and compassionate manner.  Ruth created a dialogue with parents around issues of supporting children's cognitive, physical and emotional development. It was an opportunity to come together as a community and support our families.   The middle school teachers have also partcipated in professional development activities focused on the Stand Up! Speak Out!™ Empowering Skills for Girls’ Friendships conducted by the Institute for Girls Development.   Teaching staff has also participated in civility training as part of their summer professional development.|Met||2018
43693690125526|Alpha: Blanca Alvarado Middle|3|As a parent founded organization, Alpha Public Schools maintains a strong commitment to its parent and family engagement. Every year we administer an internally created parent survey to all Alpha Public Schools families.  This survey is used to gauge parent engagement and satisfaction with the Alpha experience.  Alpha also maintains a very active parent organization who's members organize field trips and school fundraising events among other responsibilities.||Met||2018
36678270000000|Oro Grande|3|Oro Grande Elementary School is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including the Parent Advisory Committee (PAC), Family Art Nights, and back-to-school nights, music performances, coffee with the principal and parent-teacher conferences twice a year. Establishing these connections and developing relationships leads to greater parent involvement. Parents are also encouraged to serve and participate in  School Site Council, English Language Acquisition Committee (ELAC) and the Local Control Accountability Plan (LCAP) Advisory Committees: District English Learner Advisory Committee (DELAC).  Oro Grande Elementary school had 60 parents participate in an LCAP Parent survey. The survey revealed that 86% of parents agree or strongly agree that “school[s] encourage me to participate in organized events and parent groups.” Of the parents completing the survey, 86% agree or strongly agree “believe that the school has high expectation for my student’s learning.” The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Oro Grande Elementary  will also use other programs and events to gather more survey participation. The school worked with Hanover Research to create a survey, and the school website and social media feed made the survey publicly available.   The survey questions are aligned to the LCAP (Goal 2) which encourages parent participation and providing social emotional support for students.||Met||2018
10621661030840|Carter G. Woodson Public Charter|3|Currently our charter is using the survey method to seek parent input and evaluation. We have selected this method in order to ensure parent involvement as stakeholders in our charters. Additionally our approved LCAP requires a measurable survey and stakeholder input in many areas specifically this priority area.||Met||2018
34673300000000|Folsom-Cordova Unified|3||Much of FCUSD’s success is a result of active parent and community engagement designed to build understanding and support for district-related activities. Parent-teacher-student organizations provide educational enhancement for every student by supporting FCUSD’s academic and extracurricular programs.  Community partners, such as the Folsom Cordova Education Foundation, provide additional resources for individual teachers and programs. Parents are also a vital part of the FCUSD policy and decision-making process as members of the Superintendent’s Communication Committee, which averages 20 participants at each meeting. In addition, participation in the district’s three Parent Summits per school year - events designed to help families support their child’s learning - averaged 40 attendees.   In 2018, the District launched a new stakeholder engagement effort intended to strengthen decision-making. These Education Town Halls served more than 350 stakeholders in six languages who shared more than 1,300 pieces of input on academic performance, school climate, and other measures. Our LCAP was revised to reflect this input: new measures targeting safety, school climate, and critical student transitions years were added. The District also is expanding professional development for alternatives to suspension and increasing resources for foster youth, students with disabilities and African American students in response to stakeholder feedback.  District and site English Learner Advisory Committees (ELAC) meet regularly to discuss student performance, college and career readiness, and to provide parental support.  Parents of children with exceptional needs also provide input through SELPA Community Advisory Committee Meetings and Parent Trainings held 8 times throughout the year. The district believes that parents are more likely to participate in FCUSD programs when information is received in their home language. To support newcomers, the District has added Farsi, Dari and Pashto to its translation services, adding to its current primary offerings of Spanish, Russian and Ukrainian.|Met||2018
19647580000000|Los Nietos|3|Last Spring, Los Nietos School District surveyed parents districtwide regarding various parent interest topics.   Over ? of the parents responded to the K - 8 parent survey. 86.5% of the parents responded that they “Agree” or “Strongly Agree” to being aware of how to become involved in parent committees at school sites.  80.1% of the parents responding to the survey stated they “Agree” or “Strongly Agree” to being aware of how to become involved in parent committees at the district level. While the majority of the parents who responded were aware, there was a significantly low number of who participated in school site committee or district parent decision making committees. The Los Nietos chose a Google survey which parents would be able to respond during the District’s Spring Parent Conference Week. The survey questions related to key District LCAP goals;  Learning conditions will be maintained or improved for all students, include basic services, the implementation of state standards, and course access Stakeholders, including parents and students will be engaged in supporting student learning||Met||2018
43694270132274|Alpha Cindy Avitia High|3|As a parent founded organization, Alpha Public Schools maintains a strong commitment to its parent and family engagement. Every year we administer an internally created parent survey to all Alpha Public Schools families.  This survey is used to gauge parent engagement and satisfaction with the Alpha experience.  Cornerstone also maintains a very active parent organization who's members organize field trips and school fundraising events among other responsibilities.||Met||2018
36678270137190|Mojave River Academy - Oro Grande|3|Mojave River Academy- Oro Grande is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
29663406112593|Nevada City Charter|3|Using a new survey.||Met||2018
36678270137174|Mojave River Academy - Gold Canyon|3|Mojave River Academy- Gold Canyon  s committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
36678270137232|Mojave River Academy - Marble City|3|Mojave River Academy- Marble City is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
39686760136283|Team Charter Academy|3|TEAM Charter Academy administered the Leader in Me Survey in the Spring 2018. The key finding from the survey was that 78% of our parents felt as if their students were safe at school and there were opportunities for parent participation at the school. The findings are representative of two schools combined: Team Charter Academy (Middle) and Team Charter School (Elementary). The reason that the Leader in Me survey was given was because it was our first year of implementation of the curriculum and part of the expecations of moving our schools forward. The data is being used to measure progress from year to year on safety and participation.||Met||2018
36678270137224|Mojave River Academy - Silver Mountain|3|Mojave River Academy- Silver Mountain is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
01612590100065|Oakland Unity High|3||Seeking Families’ Input in School Decision Making  Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Night and in The Parent Handbook.  There is a Parent Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program. In A recent WASC focus group, parents report “parents come to the coffee with the principal are well informed regarding school wide changes,” “deepening their understanding of important policy decisions through Unity’s Parent Liaison to the California Charter School Association.”  The Principal plans to act on specific parent recommendations that emerged from the WASC focus groups: 1. survey students regarding after school options in the spring each year; offer workshops for parents regarding specific topics like drug addition and parent/child relationships. Our Principal received professional development focused on communicating with parents regarding school finances and budgeting decisions and will be using these new skills in the context of parent engagement in decisionmaking.  Promoting Parental Participation in Programs  For our 2017-18 School Survey,  27% of all families responded to the survey (91/335 students). Of the respondents, 75.8% of families agreed or strongly agreed: “My family has had the chance to be involved in school activities,” and 89.8% agreed or strongly agreed: “The school does a good job communicating with parents.”  Nearly all families attend at least one of our student-led parent/teacher conferences each year. Parents assist our College Counselor in conducting outreach to parents regarding the FAFSA and other college preparation tasks.    For the current school year, in preparation for our six-year ACS-WASC accreditation review, parents participated in the process of assessing how well our school embodies our values. The WASC Parent Engagement Committee conducted focus groups with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind: U-N-I-T-Y: U-nderstand Your World   N-ourish Healthy Relationships I-nnovate and Problem Solve  T-rust Yourself  Y-our Community. Parents were very positive about Unity’s embodiment of its values.  Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all our our communications and deepen our commitment to them.     3. State Priority 3 applies directly to our LCAP Goal #4:  Increase parent engagement and involvement in the school.|Met|Parent Survey Responses 2017-18   OUHS conducts parent surveys annually in both Spanish and English. In 2017,  nearly one-third (27%) of parents participated (72 in Spanish 19 in English).  A very high percentage of all families agree or strongly agree with the following statements:   92.3% My student receives the academic support needed to meet his/her individual needs.  91.2% My child feels like he/ she belongs or fits in at Unity.  91.2% Students of different cultures or backgrounds are respected at Unity.  93.4% I am satisfied with how often I am able to meet with my child's teachers.  97.9% I am able to access Powerschool to check my student's grades. 95.6% My child feels emotionally safe and supported at Unity. 92.3 % My child feels physically safe at Unity.|2018
36678270137208|Mojave River Academy - Route 66|3|Mojave River Academy- Route 66 is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
36678270137216|Mojave River Academy - Rockview Park|3|Mojave River Academy - Rockview Park is committed to garnishing feedback from parents, the community and other stakeholders in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including back to school night, initial parent appointments, LCAP parent committees, and WASC.  All  Mojave River Academies went through the initial WASC accreditation process. During the process, parents, staff and students took a WASC survey. Parents and students agreed that  My teacher effectively communicates my progress to my parents and me (90%)  and the teacher effectively communicates my student’s progress to me (87%) The survey has been a valuable tool for seeking input from parents and promoting parent participation and can be refined further to provide actionable data and accurate measures of parental involvement. Mojave River Academy will also use other programs and events to gather more survey participation. The school worked with a team of teachers and administrators that provide meaningful data.  The school website and social media feed made the survey publicly available.  The survey questions align to LCAP (Goal 2) which encourages parent participation and providing social emotional-support for students.||Met||2018
12629270000000|Loleta Union Elementary|3|Key findings from our survey in 2017 - 2018 indicate a need for more communication with easier access to the decision-making committees of the school. 10 total surveys were filled out in grades K-8 indicating a lack of engagement in the process. From this data and personal input a plan was developed. A cultural committee and an ELAC committee were formed and the process to communicate the outcomes of these committees more formalized. Assistance from the Community Resource Center has been enlisted and a third committee, the Stakeholders committee has been established. Locations of these meetings changes to allow more access by community members. Reports are sent regularly to the board. All of these steps are listed as important priorities by our LCAP and the LCFF.||Met||2018
19647330108928|Larchmont Charter|3|Larchmont Charter administers a survey to all stakeholders, including parents, students, and staff, twice yearly. The items included in the surveys assess many aspects of the school, such as academic environment, communication processes, physical environment, leadership structure, the school’s alignment with its stated mission, and student engagement. Parents of students in all grades are invited to take the survey, and thus the survey covers parents of students in all grade spans in Larchmont’s K-12 school. Parents are asked to rate their agreement with items relating to how they interact with the school, including items relating to communication regarding school events and student progress, parental involvement in decision-making with respect to spending on programs, and parental participation in programs through volunteering and engagement. The key findings related to seeking input from parents in school decision making indicate that over the last five administrations of the survey in the last three academic years, between 75% and 82% of parents feel involved in decision making directly impacting their child’s education. Parents were also asked open ended questions asking for any ideas they may have to improve the school and its climate, and these comments are shared with school leaders and the board of directors. Key findings related to promoting parental participation in programs demonstrated that parents feel very involved in the academic program, with 73% of parents stating in fall of 2018 that they communicate with their child’s teachers regularly. Parents also indicated high involvement in volunteering to help with school events and programs such as the lunch program, with 83% stating in fall of 2018 that they volunteer to help at the school as often as possible. Larchmont chose to develop its own survey in order to ensure the school could get as much information as possible about specific elements of Larchmont’s programs that may not exist at other schools, such as the Edible Schoolyard program that teaches students gardening skills and healthy eating habits. Larchmont’s mission of being an academically excellent, socioeconomically, culturally, and ethnically diverse constructivist school is thoroughly assessed in the stakeholder surveys provided to parents, students, and staff, and we believe this could not be done without a survey designed specifically to address the unique and innovative aspects of Larchmont’s programs. The findings from the parent surveys relate to the goals established for other Local Control Funding Formula priorities in Larchmont’s Local Control and Accountability Plan, as the parent surveys also measure student engagement as well as parent engagement. LCAP priorities are also addressed by the parent survey in that the survey asks about parent satisfaction with quality of instruction and whether they consider instructors’ teaching styles to be effective with their children and supportive of student achievement.||Met||2018
19647330131870|Resolute Academy Charter|3|Resolute Academy administers a survey to parents/guardians in all grade levels 5 - 8 bi-annually. Resolute Academy administered the 2018-2019 Survey before December break and is waiting to receive the results.   Resolute Academy created the survey internally based on the goals outlined in the Local Control and Accountability Plan.||Met||2018
49708706109144|Morrice Schaefer Charter|3|"The Schaefer staff and community are proud of creating a student-centered learning environment for all students where students feel safe and love learning. Increased parent engagement has taken place through additional parent meetings and LCAP input and feedback sessions. Schaefer has made strides in increasing attendance rates and decreasing truancy rates. Schaefer is able to enlist highly qualified teachers. Schaefer’s stakeholder engagement has increased because we have found different ways to engage stakeholders through board meetings, workshops, surveys, and LCAP informational/review sessions.  Schaefer partners with educational research organizations to learn more about parents’ perspectives and experience(s) at our school. Parent surveys utilize parent perspectives on school culture and climate in order to utilize the input in deciding student needs, goals, services, and programs for the 18-19 school year. Survey participants also provided input on student needs related to school safety, school climate, and intervention support. Survey results were used to develop actions in Schaefer’s LCAP Goals 2, 3, and 4. Based on feedback from stakeholder groups, Schaefer is utilizing LCFF funds to improve student safety and achievement and meet the needs of all students. The overall effectiveness of Schaefer’s goal 4 is evidenced by increased participation in parent volunteering, attendance at events, and student learning activities. Survey results indicated that parents were better able to access information on school events and to gain a clear understanding of instructional goals to support their child's education, and that parents felt an increased sense of connection and engagement with the school community.  Schaefer’s LCAP Goal 4 focus on improving parent participation and seeking additional input from parents/guardians in school and district decision making was effective overall, and is evidenced by several measures. Attendance at Schaefer Parent Meetings is growing.  Results from the Spring 2018 My Voice parent survey show that 20% of parents agree or strongly agree that “parent evenings/meetings are worth attending."" Schaefer has improved in making sure communications with families are in both Spanish and English. The improved website and grading/report card portal are now available to students and their families. This year, Schaefer also offered parent LCAP workshops and made Outreach worker translation available at more school events, as well. 60% of parents attended school events, with numbers varying by event. There were also 30 consistent and regular parent volunteers. Engagement statistics on social media sites, website, and e-newsletters indicate that 100% of parents receive email newsletters/flyers and engage with the school Facebook page."||Met||2018
49709536111678|Sonoma Charter|3|COMMUNITY SURVEY was distributed to all 150 families in April 2018 with a 40% response rate.  All stakeholders shared positive views of the school and the staff in discussions and formal surveys.  A central concern to all groups was identifying the specific work to be done to improve student performance on all measures (i.e., attendance, curriculum used for instruction, online skills assessments, academic grades, and CAASPP results).   All groups supported the work implemented during the school year which included:       • Identifying new K-8 curriculum for English and math         (math curric implemented mid-year and English in Fall 2018)       • Supporting teachers with instructional coaching and professional development       • Implementing a student performance assessment system that was linked to         Common Core Standards and the CAASPP test format.  DELAC members were asked to review all goals with a focus on goals related to English Learners, Reclassification data and the new assessment for English Learners was shared and discussed.||Met||2018
45698800000000|Black Butte Union Elementary|3|Parent and student survey was completed in the spring.  Results indicated that the majority of both groups felt save and respected at school. Students indicated that they had positive relationships with teachers and school staff. Parents indicated that they felt welcome at school but would like improved communication from the school and/or teachers. The survey was developed from reviewing other ELA surveys and from templets provided through the County CoOp.||Met||2018
53716700000000|Coffee Creek Elementary|3||Staff and parents meet on a regular basis to discuss needs of students.  Parents participate in classroom enrichment activities and fieldtrips.|Met||2018
37680236111322|Discovery Charter|3|Discovery has planned over 25 different stakeholder engagement opportunities for the 2018-2019 LCAP this year, with nearly ten of them completed in the first half of the academic year. The DCS LCAP Stakeholder events shared both quantitative and qualitative data. Parents, staff, and other community members in attendance viewed important school-wide data, such as the achievement of students on both the Local Measures assessments and the CAASPP assessments for the 2017-2018 school year. ELPAC data and reclassification data from the school year were also shared at these early meetings. Informational graphics, budget updates, and power point presentations were created to help stakeholders better understand the LCFF and the LCAP. As stakeholder engagement meetings continued, input was collected on each goal, as well as the particular actions and services under each goal. Some goals in the 2017-2018 Discovery LCAP were amended to include more specific outcomes for target groups. Others were modified based on the changing needs of the school community. Actions and services new to the 2017-2018 LCAP were created as a direct result of the increased parent and community participation this year. The school also saw more parents and guardians share feedback on the Anonymous Spring Survey. 136 parents responded to the May 2018 LCAP survey. Some key findings from the May 2018 LCAP survey indicated that 89.7% of those who responded to the survey feel that “parents and guardians are a valued, equal partner in their child’s education at Discovery STEAM Charter School.”  Furthermore, 96.3% of respondents agreed with the statement, “Parents and guardians of Discovery students are invited to become involved in school events and meetings.”  Parents can serve on the PTC or ELAC Advisory Group, School Site Council, GATE Parent Advisory Group, or the school’s Board of Directors.  Parents, staff, and other community regularly attend school events including the monthly meetings for these groups to amplify community voice.  The school’s Executive Committee is currently undergoing a process to evaluate and implement a Parent Involvement Policy to reach out parents of state-identified target group students.  Discovery STEAM Charter welcomes the input of parents and other community members.||Met|Discovery STEAM Charter School employs translators for language and hearing purposes during conferences, professional development, parent meetings, and other outreach functions. Parents have access to Parent Academies, CABE, and other parent trainings through both the school and the Chula Vista Elementary School District.  The school’s ELAC, SSC, and GATE Parent Advisory Groups offer a place for parent voice in the decision making of the school.  Additionally, the district’s DAC/DELAC meetings, the school’s Board of Directors meetings, and the PTC meetings are venues for two-way communication between the school and parents.  Parents are active participants in their child's education. Parents also support before and after school activities, such as sports and clubs.|2018
19101990134361|LA's Promise Charter Middle #1|3|"The LEA administers an annual School Climate and Culture Survey during the spring semester to engage all stakeholders on campus.The survey is administered to students and staff electronically, and through a paper survey to families in order to maximize participation. The participation rate was high for all stakeholders, and the data was used to reflect on current practice, and plan for growth and progress.  This showed that overall students, parents, and staff felt that parent involvment and support was present.  The survey data underscored the value of parent engagement with at least 80% of parents attending four events each year. In addition to 70% of parents attended the reguarly scheduled parent-student teacher conferences.   The schools' parent agency, LA Promise Fund, supports the school through an established and active Parent Engagement Team (PET). The role of PET is to impart research-based practice to engage parents at high levels. Activities through the year include parent education workshops, volunteerism, and events to involve and inform families including Coffee with the Principal and a myriad of community events. Seventy-five percent of parents conveyed that the school ""encourages them to be involved in the school community."" Over 80% of families attended at least two school sponsored events to include award assemblies, orientations, conferences, and cultural celebrations. In addition, parents indicated that the school had a welcoming environment with 82% of parents stating that the school ""encourages them to be involved in the school community"" at the Charter Middle School. The school relied on web and text parent communication, newsletters, personal calls to families, and social media for parent and family outreach. The school shared progress regarding student learning through parent/team conferences."||Met||2018
39686760124958|TEAM Charter|3|TEAM Charter Academy administered the Leader in Me Survey in the Spring 2018. The key finding from the survey was that 78% of our parents felt as if their students were safe at school and there were opportunities for parent participation at the school. The findings are representative of two schools combined: Team Charter Academy (Middle) and Team Charter School (Elementary). The reason that the Leader in Me survey was given was because it was our first year of implementation of the curriculum and part of the expectations of moving our schools forward. The data is being used to measure progress from year to year on safety and participation.||Met||2018
38769270132183|The New School of San Francisco|3|New School of San Francisco Family Climate Survey:  We developed the Family Climate Survey based on our LCAP family engagement priorities.  The survey is administered twice annually.  Survey results are shared with families and inform our LCAP.  Feedback on the 2017-18 year-end survey indicates we are implementing the right strategies in engaging and involving our families and building an inclusive community: - 100% of families agree or strongly agree with the vision, direction and leadership of the school [goal; 75%]; - 97% of families feel valued as a member of New School SF [goal; 75%] - 95% of families feel their comments and concerns are heard by a New School SF Staff person [goal; 75%] - 96% of families agree that the school has provided opportunities to engage with other families [goal; 75%]  For Spring 2017-18, 89% of our families completed the school climate survey, which is below our goal of 95%, but shows significant improvement from the 43% completion rate the previous year.   Family Involvement at New School of San Francisco:   Family involvement is critical part of how we successfully develop and deliver our program (both academic and socio-emotional) and build an inclusive community.  Throughout the year, the school provides a wide array of engagement opportunities from parent-teacher conferences and Home & School Council meetings, to all-school events and regular volunteering.  Parent participation in the school is both consistent and highly valued.   Over the course of the 2017-18 school-year: - 100% of parents attended at least two parent-teacher conferences this year to support the growth of their child.  - 85% of our families have attended, in person, at least one school community meeting. We also stream/record our meetings and post online for those families that cannot or choose not to participate in person. Meeting materials are translated and interpretation is provided. - We introduced affinity groups for African American, Latino and LGBTQ families, and provided a space to come together, build community and organize larger school-wide events that were culturally responsive. - 97% of families donated either time or money to our Annual Family Fundraising Campaign.   Other strategies we used to increase family involvement include: - Weekly home-to-school communications sent in both English and Spanish.  Families have the opportunity to receive information via email, text and/or hard copy.   - Regular Coffee Chats with school leadership in English and Spanish about topics highlighted by parents as important (ILPs, our new facility, PBIS, Special Education, etc).   - Implementation of a Fair Process model for decision making.||Met||2018
14101400117994|YouthBuild Charter School of California|3||1. As per LCAP requirements, YCSC conducts annual surveying that is inclusive of parents.  On annual basis, YCSC makes a dedicated effort to include and value the survey responses from parents as fundamental to annual goal development 2. More specifically, YCSC took formal steps in 2017/18 to involve all stakeholders in reviewing all stakeholder survey data (including parents survey data) with all teachers, counselors, and support staff which tool place at the Spring 2018 professional development. 3. In addition, YCSC leadership conducted a listening tour in 2017/18 to get even more detail and specificity with regard to using all stakeholder input for subsequent goal development.|Met||2018
35752590000000|Aromas - San Juan Unified|3||Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees.  We have multiple communities within our District that are uniquely different related to needs and interests. The commonality of the communities is the passion for students and support of the schools; a preschool program at each elementary site, two elementary schools grade K-8, and one high school grade 9 – 12.   The Governing Board in most recent years has hosted at least one State of the District forum to provide an opportunity for staff, students, parents, and community to participate in discussion groups with Board members facilitating the groups around questions that were of interest to the Board in hearing from stakeholders. The response from those groups assisted the District in addressing a number of areas stakeholders were interested in having their voice heard. Stakeholders provided feedback/input on inspirations, concerns, vision, and goals for the District.   This information was valuable in providing information to both the Board and District Administration on what is going well, not well, and ideas to consider. This has become an annual opportunity for stakeholders to share with the Board and District Administration. The meetings are structured to provide information about the District’s academic achievement, operations aspect, and review of the Local Control Accountability Plan.  Our District includes parents to participate on Board committees, Budget, Technology, Facilities, and Curriculum & Instruction. Meetings occur throughout the school year periodically on each of the operational areas to ensure changes in District policies are still valid and meet statutory provisions. It provides an opportunity for a review of each area, provide input from stakeholders, and recommend changes to the Governing Board.   Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education.  The District encourages staff to utilize all languages know through compensation. All school sites have interpreters on site. In addition, the District provides all communication in English and Spanish on website communications. The District has currently received a grant through Proposition 47 that is allowing for parent universities to be offered. The District is crafting options for all parents, including Spanish speaking families to increase participation through offering babysitting and food for meetings.  The District’s migrant program convenes a monthly meeting of migrant families. There is always a robust group in attendance with topics presented from education, health, college financial aid, etc. The Superintendent provides a District update to parents in attendance for those meetings.|Met||2018
47704580000000|Seiad Elementary|3|Parents/guardians and community members surveyed, May of 2018, indicated the school is doing a good job in promoting parent participation.  Parents feel the school listens to their needs, the staff are accessible and intervention and cultural programs are being addressed by the school.||Met||2018
37681630138628|JCS - Cedar Cove|3|JCS-Cedar Cove has an LCAP summary with a link for parent feedback on the webpage. In February and March we'll send a survey to parents asking for input on the upcoming year's LCAP. Parents are also surveyed at the end of each semester regarding a variety of topics.|1. November: Hold a School Site Council meeting to explain LCAP/LCFF to parents and to review the current goals and data.  February: Hold a School Site Council meeting to share LCAP annual update and gather input for upcoming year's goals. February and March: Email survey for parents to provide input on the upcoming year's goals. The Governing Board includes a parent representative and all parents have access to attend board meetings in person or virtually. Meetings are also recorded.  2. As JCS-Cedar Cove is an independent study program, parents oversee the instructional time for their students for at least 26% of the time. Parent involvement is thus strongly encouraged. Academie staff provide instruction and support to parents for homestudy days. Parents are invited to academies often, about once a month, for showcases of learning, like projects or visual and performing arts. Home study parents get support from an educational faciliator (EF) that ensures students have access to curriculum aligned to Common Core State Standards. Parents are invited to workshops on various topics and a monthly newsletter is sent to educate parents on topics related to teaching.   3. Our parents have access to a lot of technology and are used to using it at our school. We believe that between school site council meetings and online surveys we will get good feedback.|Met||2018
19101990115030|Magnolia Science Academy 3|3|Great success take away focusing on our teachers----> Most teachers are doing a great job communicating with parents regularly, and it’s good that parents know how easy it is to contact the teacher using Coolsis messages. **Also another big celebration from the comments, the academic roadmaps and support we provide to ensure that students have a chance to go to college. We have an increase overall in all areas except growth mindset. This is a big jump for staff to consider Fairness, Rules and Norms are in place.  Findings Based on Average Approval Rates of Survey Topics/Questions: There is a 2% increase for student average approval, 4% increase for parents and 8% increase for staff. More strategies and time dedicated by the admin team, staff, and teachers are needed in order to have significant improvements for all stakeholders.  GREATEST PROGRESS: For each topic, there is an increase in the average approval ratings for 99% of the areas with all stakeholders. The 1% is topic #5, which is the growth mindset. To increase this and other areas the school goals, summer bridge program, and onboarding practices for staff, and orientation have to center on hitting these topics. Also providing opportunities for ASB, Assemblies and other professional development plans center on the topic areas. The highest approval ratings for students are the climate for academic learning, self-efficacy, and self-management. This is probably a result of our tutoring, power math/english, saturday schools, our edge coach/therapist, and our ssr classes that focus on college/career development, and life skills. We hope to increase  this by having one-to-one chromebooks, helping parents receive free wi-fi in the home, 24 hour tutoring help online, offering more saturday intervention and skills building courses, along with more parenting courses on how to get their children to and through classes. The highest ratings for families are climate support for academic learning, and a sense of belonging. and this can be contributed due to our coolsis system, progress reports are more frequent home visits. There are opportunities to meet with at least one administration for a one on one meeting within 4-24 hours and our parent stakeholder meetings weekly. Teachers are encouraged to reply to parents within 24 hours to resolve any issues. The two highest ratings for staff were the climate support for academic learning at 91%, and knowledge and fairness of Discipline, rules and norms (2016 it was 57% and now its 75%). Our efforts included reviewing the entire parent student handbook with all students on their first three days of school, setting the rules, expectations in every class. The goal is to streamline classroom rooms, expectations to be consistent school wide.  GREATEST NEEDS: Students have to improve in all topics (Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms; Safety; Sense of Belonging (School Connectedness); Growth Mindset; Sel|MSA-3 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-3 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-3 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-3 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-3 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 40% of our students.  MSA-3 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-3 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
19647330115030|Magnolia Science Academy 3|3|Great success take away focusing on our teachers----> Most teachers are doing a great job communicating with parents regularly, and it’s good that parents know how easy it is to contact the teacher using Coolsis messages. **Also another big celebration from the comments, the academic roadmaps and support we provide to ensure that students have a chance to go to college. We have an increase overall in all areas except growth mindset. This is a big jump for staff to consider Fairness, Rules and Norms are in place.  Findings Based on Average Approval Rates of Survey Topics/Questions: There is a 2% increase for student average approval, 4% increase for parents and 8% increase for staff. More strategies and time dedicated by the admin team, staff, and teachers are needed in order to have significant improvements for all stakeholders.  GREATEST PROGRESS: For each topic, there is an increase in the average approval ratings for 99% of the areas with all stakeholders. The 1% is topic #5, which is the growth mindset. To increase this and other areas the school goals, summer bridge program, and onboarding practices for staff, and orientation have to center on hitting these topics. Also providing opportunities for ASB, Assemblies and other professional development plans center on the topic areas. The highest approval ratings for students are the climate for academic learning, self-efficacy, and self-management. This is probably a result of our tutoring, power math/english, saturday schools, our edge coach/therapist, and our ssr classes that focus on college/career development, and life skills. We hope to increase  this by having one-to-one chromebooks, helping parents receive free wi-fi in the home, 24 hour tutoring help online, offering more saturday intervention and skills building courses, along with more parenting courses on how to get their children to and through classes. The highest ratings for families are climate support for academic learning, and a sense of belonging. and this can be contributed due to our coolsis system, progress reports are more frequent home visits. There are opportunities to meet with at least one administration for a one on one meeting within 4-24 hours and our parent stakeholder meetings weekly. Teachers are encouraged to reply to parents within 24 hours to resolve any issues. The two highest ratings for staff were the climate support for academic learning at 91%, and knowledge and fairness of Discipline, rules and norms (2016 it was 57% and now its 75%). Our efforts included reviewing the entire parent student handbook with all students on their first three days of school, setting the rules, expectations in every class. The goal is to streamline classroom rooms, expectations to be consistent school wide.  GREATEST NEEDS: Students have to improve in all topics (Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms; Safety; Sense of Belonging (School Connectedness); Growth Mindset; Sel|MSA-3 pursues an integrated strategy to support the exchange of information, purposeful interaction, and meaningful participation between the school, families, and community partners to support student learning and achievement. This includes, but is not limited to, School Site Council (SSC), English Learner Advisory Committee (ELAC), and Parent Task Force (PTF) meetings, parent activities/events, web portal, home-visits, and school experience surveys. MSA-3 has selected the following metrics as measures in seeking input in school decision making: holding at least four SSC meetings, four ELAC meetings, and four PTF meetings per year. Such meetings provide ways to seek input from our stakeholders in school decision making and the numbers of those meetings are selected as measurable outcomes in Goal 3 of our LCAP, i.e., “Connection” where all students, families, staff, and other stakeholders will feel a sense of community and connectedness. MSA-3 achieved its annual measurable outcomes on seeking input in school decision making in the past year  by hosting four SSC, four ELAC, and seven PTF meetings. MSA-3 has selected the following metrics as measures in promoting participation in programs: holding at least five parent involvement activities/events per year and conducting home visits to at least 25% of our students. Activities/events to involve parents include, but are not limited to, Student/Parent Orientation, Back to School Night, Coffee with Admin, Parent College, and parent conferences. Such activities allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. The measurable outcomes are listed in Goal 3 of our LCAP. MSA-3 has achieved its annual measurable outcomes on promoting participation in programs in the past year by hosting at least five activities/events and conducting home-visits to at least 40% of our students.  MSA-3 is also working to schedule annual workshops for parents including parents of ELs and immigrant students. Topics to be covered include, but are not limited to, the school’s EL Master Plan, stages of language acquisition, state testing, college application, using SIS to check student progress, study habits, and family literacy.|Met|In order to promote learning and provide a more positive learning experience for our students, MSA-3 has established a culture of gathering input from parents, students, staff, community members, and other stakeholders through multiple channels including meetings, school events, surveys, home visits, newsletters, and other means of communication. To the extent possible, all stakeholders are invited to be involved in the process of school review and improvement including the development of our annual SPSA. Information/input sessions include Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Learner Advisory Committee (ELAC) meetings, Coffee with the Principal meetings, Board of Directors meetings, Principal meetings, and staff meetings. Parents on our PTF and SSC also serve as our parent advisory committee for Local Control and Accountability Plan (LCAP). Along with ELAC, such committees provide for representation of students in need (low income, English learners, foster youth, etc.) Feedback from our parent advisory committee and ELAC provide valuable input for the new SPSA. In addition, the Charter School conducts surveys for parents, students, and staff, and the Charter School staff make home visits. These all serve as ways to inform, educate, and gather input & feedback from all critical stakeholders.|2018
49708700106344|Northwest Prep Charter|3|NWP utilizes both Bright Bytes and Quaglia My Voice parent (and other stakeholder) surveys, as well as survey monkey and google forms. Based upon parent/guardian feedback, NWP needs to focus on improving connection and communication with students and their families. NWP surveys indicated a need to continue to develop and implement new ways of reaching out and connecting with parents and families. NWP will continue to develop and offer parent education opportunities. NWP will also be expanding onsite family events, Principal Coffee talks, and student exhibitions to improve parent engagement. The LCAP infographics (presented at DELAC meetings and other parent workshops and events) were a success and parents reported feeling like they brought relevance and understanding to the LCAP at stakeholder engagement meetings. NWP uses a variety of communication platforms to engage parents, and provided additional support and resources to implement (and include ELs) parent education. NWP administration and teachers have expanded information available in Spanish, and a districtwide POUSD Parent English Class was held in the Spring. Many NWP families attended student performances, drove on field trips, and chaperoned dances. The NWP Fall 2017 Exhibition had over 250 people in attendance.  NWP partnered with Bright Bytes and My Voice, two educational research organizations, to learn more about parents’ perspectives and experience(s) at our school. These surveys utilize parent perspectives on school culture and climate in order to utilize the input in deciding student needs, goals, services, and programs for the 18-19 school year. Survey participants also provided input on student needs related to school safety, school climate, and intervention support. Survey results were used to develop actions in NWPs LCAP Goals 2, 3, and 4. Based on feedback from stakeholder groups, NWP is utilizing LCFF funds to improve student achievement and meet the needs of all students. The overall effectiveness of NWP’s goal 4 is evidenced by the participation in parent events and student learning activities. Survey results indicated that parents were better able to access information on school events and to gain a clear understanding of instructional goals to support their child's education. Parents felt an increased sense of connection and engagement with the school community. Two electives were taught by parent volunteers, and Yearbook was led by parent volunteer.||Met||2018
44697650000000|Live Oak Elementary|3|The Live Oak School District administers an annual survey to all parents in the District. This bilingual survey is sent home in paper format and an online version is distributed via email and text. Response rates have continued to increase for two schools, with our elementary school response rates hovering near or above the 50% mark. Key findings from the survey are discussed below: 1. 96% of elementary parents feel welcome by the school and its staff and 86% of middle school parents feeling welcome; 2. 97% of elementary and 92% of middle school parents were pleased with the communication they receive from the school and teachers; and 3. 94% of elementary and 87% of middle school parents felt their child(ren) were safe while at school. The Live Oak School District has long administered the District-created annual parent survey, tweaking questions based on parent feedback. Parent survey findings are presented annually to our LCAP committee on Family Engagement and used to inform the actions and services contained in our annual LCAP goal on Family Engagement (Goal #5).||Met||2018
49709120113530|Santa Rosa Charter School for the Arts|3|"Administrators met with various stakeholder groups throughout the year on a monthly basis to discuss school events, curriculum, student academic results, school and community events. The stakeholder groups are: Teacher, Parent Advisory Board (PAB), ELAC, SACO (School for the Arts Community Organization) and students. This past spring, the SRCS District administered the ""Thought Exchange"" survey online to all stakeholders. 100 people participated in the survey for SRCSA. Here are the details of the respondents: 3 Secondary Staff Members 88 Parents/Guardians 7 Elementary Staff members 0 Students 1 Community Member 1 Other A paper survey was distributed to all parents of English Learners at SRCSA in English and Spanish in the beginning of May 2017. The results were shared at the last ELAC meeting. In addition, the administration reviewed the results of the parent led group, SACO, ran the Spring Survey, which had 68 respondents. This was an online survey that was distributed to SRCSA parents."|Our Parent Advisory Board (PAB) meetings are always attended by parents.  We would like to increase the number of parents who attend these meetings regularly.  SRCSA is represented at the District Advisory Committee (DAC) meetings by parent representatives.    SRCSA has the support of district translation services.   To reach out to parents, we provided classes to early elementary parents to promote the skills/behaviors that are needed at home to support their child for academic success. Also parents met with our principal on a monthly basis for morning coffee and discussion about various school related topics.|Met||2018
01612590132514|Francophone Charter School of Oakland|3|FCSO's annual survey, last administered in May 2018 to parents/guardians of all enrolled students, yielded two key findings, one about decision-making and the other about programs. With respect to decision-making, the majority of responding parents and guardians reported high rates of agreement with a survey item related to family input in school decision-making and the school’s openness to family feedback. The survey item was worded as follows: “I feel that the school involves families in decision-making and allows families to give feedback about the school”. 79.5% of respondents selected “Agree”, while the remaining respondents selected “Disagree”. This rate of agreement indicates that, in sum, the various efforts made in the 2017-2018 academic year to solicit parent/guardian input and to engage families in decision-making contributed to an overall positive impression of the school’s intentions in this priority area.  In the 2017-2018 school year, strategies to obtain parent input included a standing open forum for dialogue with the school’s Executive Director, conducted weekly, the development of committees based on parent and guardian input, including the school’s Equity Committee founded by parent leaders, and surveys on an array of topics, including LCAP development, school identity development (e.g. a mascot selection survey), families’ priorities for middle school design, and families’ input on homework policy development, but it is not clear to what degree each of these influenced family perceptions. Moreover, leadership changes and varying degrees of parent bandwidth in volunteer efforts may have indirectly influenced families’ overall impressions of school interest in their input and feedback. In sum, the process of self-assessment has prompted FCSO, as an LEA, to recruit more participants from our family population and to deploy survey tools that can yield frequent and precise parent input to influence decision-making. The second finding was related to academic programming and yielded insight on an area of improvement suggested by parent respondents. Most comments reflected various subjects and few patterns. The one pattern that emerged related to topic of dual language immersion. Comments revealed misconceptions, worries, and an obvious area for greater clarity and school-family partnership.   This shared area of opportunity prompted three strategic actions in the fall of 2018: the development of a dual language curriculum map for grades K-8, the development of a language development continuum used to measure student growth in French and in English to share with families, and the organization of the school’s first curriculum and instruction parent education night, in which academic programs supporting biliteracy and bilingual language development, California state standards, and social-emotional wellness were presented to the community.||Met||2018
43104390135087|Opportunity Youth Academy|3|Due to the nature of our student population (disengaged 16-24 year olds and who may be parents themselves) in OYA it is difficult for OYA to engage students’ parents.  In addition, this indicator is not addressed in OYA’s charter petition.||Met||2018
37683380127647|e3 Civic High|3|The site has contracted with the Teachers College of Columbia University to administer an Annual community wide survey for all stakeholders (scholars, faculty, staff, and parents) for the past 4 years.  The survey is anonymous and is administered electronically.  We chose an outside agency so all community members will feel assured in sharing their honest opinions and will receive an unbiased report of the findings.   The survey covered the following areas:  an overall school rating by all stakeholder groups, the academic program, school environment and culture, support services, leadership effectiveness, faculty effectiveness, and provided opportunity for open-ended responses.  The key findings from the survey found that 88% of our parents feel welcomed to volunteer at our school.  79%  of parents responded that the school asks them for input on important school decisions thereby including them in the decision-making process.  72% of parents responded that the parent organization is organized and welcoming. Survey results are reviewed with parents in a variety of venues such as, the Parent Coffee meetings, The School Site Council and the School Advisory Committee, and Parent trainings and the Back to School night. Staff and the Board of Trustee members also review the survey data during faculty meetings and monthly board meetings.  The survey data is used to inform improvement practices around instruction, school structures, and culture of e3 Civic High.  As a result of the survey data, we returned to a year-long 12 Parent Training Institute as a in order to help parents become best trained on how to engage in the educational process and support their scholar to achieve college, workforce and life preparation.  In addition, we added a Saturday Academy Parenting Collaborative that meets every week to empower parents with the tools to guide the adolescent school years. We will continue to use survey findings to improve our practices, set goals, and implement best practices that will meet the needs of all stakeholders, especially our parents.||Met||2018
19768850132928|Anahuacalmecac International University Preparatory of North America|3|Key findings of the survey highlight the emphasis the school places on parents as their child’s first teachers and as highly capable guides and decision makers in their education. Parents have multiple opportunities and entry points for involvement and in school decision making. Parents are invited to sit on the school’s board of directors, the Council of Trustees, currently there are two active parent members. Other decision making committees that parents sit on are the School Site Council, English Learner Advisory Committee, A-G Curriculum Committee, Caracol Escolar (Classroom Parents) and the Special Education Committee. Parents are also invited to participate and give input in community assemblies regarding topics ranging from curriculum, safety, finances, LCAP, student progress, parent involvement, evaluating and monitoring programs, etc. According to Parent Engagement survey results administered this academic year, over 95% of parent respondents indicated that they were invited to school meetings and are asked to contribute to group discussion and feel that their voice matters to the decisions made. Further, over 98% of parent respondents indicated that they are invited to school meetings so that they can learn about what is going on in the school. As it relates to the promotion of parental participation, over 96% of parent respondents indicated that parent involvement is valued at their child’s school. Additionally, over 93% indicated that the school stays in touch with them regularly and over 94% feel that their voice matters in decisions made at school. One parent commented, “My child was involved in a dispute with other students, and the issue was resolved immediately allowing my child to continue her studies in a safe and comfortable manner. Thank you.” Also 100% of our parent respondents answered that they strongly agree or agree that they feel their child’s school is a safe place to learn.  The school’s Executive Director and Director of Education have been trained in school climate survey methodologies and protocols. Together the directors convened a working group committee including students, alumni, parents, staff and teachers to engage in the climate survey process. An extensive review of existing school climate survey instruments were reviewed drawing upon national examples available online. Based upon this review and the school’s unique needs, the school climate survey working group chose to create a survey instrument unique to its school’s needs incorporating cultural and pedagogical priorities reflected in the school’s mission, charter and Local Control and Accountability Plan (LCAP/LCFF). One of the examples reviewed and incorporated was a survey instrument developed by the Southern Poverty Law Center because it addresses issues our students face in their day to day experience. As a result, we would like to highlight that our parents indicated great success in the progress towards our three LCFF priorities.||Met|In parent surveys, 92% of respondents also agreed that their children have meaningful access “to curriculum rooted in the cultural, intellectual, and linguistic bodies of knowledge of indigenous peoples.” This is important as AIUP continues to work towards cultivating a positive school climate and to improving student engagement by reducing absenteeism, and increase graduation rates and increasing attendance rates.|2018
36750440112441|Pathways to College|3||way of suggestions given to the principal who then accordingly developed implementation plans. One example of an idea that was presented at a PAC meeting that became a reality was the request that something be done about the behavior of students, particularly those in the middle grades. The principal took this idea and planned for teachers to receive training in the implementation of PBIS schoolwide. The school committed $8,000 and an entire year of professional development in this area alone. Additionally, the PAC functioned as the School Site Council and was instrumental in prioritizing expenditures for the 2018/2019 school year as reflected in the LCAP. Approximately 90% of parent budgetary suggestions were included in the final LCAP.  Furthermore, the DELAC gave parents of EL students the opportunity to provide input regarding their children’s education. Parents suggested that more be done to support English learners at the school. Accordingly, the principal appointed and trained an English Language Development Coordinator who would work with teachers to develop lesson plans incorporating ELD integration strategies.  Presented to Board June 26, 2018.|Met||2018
19647900000000|Monrovia Unified|3||Monrovia Unified values parent engagement in the district decision-making process. Local Control Accountability Plan stakeholder meetings provide input and consultation to inform and update the district’s LCAP. These meeting are essential for two-way communication about district goals and actions taken to address the needs of all students. District Advisory Committee (DAC) is a group of parents, staff, and community members elected by School Site Committees. The purpose of DAC is to provide a communication forum to share interests, experiences, knowledge, and concerns. The DELAC is formed of elected representatives of each school’s’ English Language Advisory Committee. The DELAC is established to advise the district on programs and services for English Learners. Annual parent surveys are conducted to garner authentic input from parents. These surveys are conducted thorough Thoughtexchange, a web-based engagement software program that encourages parents to post responses to broad open-ended questions, such as “what is working well and what needs to be improved.” Participants are able to post responses and rate the responses of others (1 star = low agreement, 5 stars – high agreement).  The themes that emerge from the exchange become the focus for discussions at parent advisory meetings. All sites host formal meetings such as School Site Council, ELAC and Coffee with the Principal. Parent attendance is collected and minutes are shared. Site administrators have been provided materials to train these advisory groups in effective parent involvement. All schools sites have funds budgeted for parent engagement. School sites provide trainings and workshops for parents/guardians on topics that relate to student learning, social-emotional development and post secondary pathways. The development of the Local Control Accountability Plan is based on data from these processes. Input from all stakeholder groups is a crucial data set and includes parent surveys and the collection of formal feedback at each DAC and DELAC meeting. The findings from these measures relate to the goals that have been established in LCAP and inform suggested revisions.|Met||2018
19647331931047|Birmingham Community Charter High|3|Birmingham Community Charter High School administers a local survey to parents entitled the Annual Parent Survey.  The key findings from the survey at the time of this publication are that most parents agree or strongly agree to the following statements: • My child is safe on school grounds.  (83.3%) • My child is receiving enough support in core academic classes.  (87%) • I am informed of my child’s progress.  (88.9%) • I am provided with information on alternative supports.  (75.9%) • I feel accepted and welcome at the school.  (88.9%) • The school provides me with information that I can understand.  (88.9%) • The school informs me about school activities. (77.8%) • The school encourages me to participate in parent groups. (83.3%) We selected these questions and constructed this survey in order to address our Local Control and Accountability Plan, Priority 6 School Goal 3, (To Provide a Positive School Climate) and Priority 3 School Goal 4 (To Increase Parent Involvement for Student Academic Success).  When reviewing survey results, areas for growth include outreach and opportunities for involvement in school activities for non-English speaking and immigrant parents.  These areas for growth have been noted and will be addressed with additional measures to be included in our LCAP.  However, in general, parents feel that their child is safe on school grounds, that communication from the school is effective and that they feel welcomed and encouraged to be active participants at the school and in their child’s education.|Birmingham Community Charter High School has made strong progress in the area of seeking input from parents/guardians in local decision-making.  Some local indicators of increased parent involvement in school decision-making are as follows: • Strong participation in Parent Teacher Student Association (PTSA) meetings as evidenced by sign-in sheets • Strong parent involvement in our School Site Council as evidenced by sign-in sheets • Strong English Learner parent involvement in our English Learner Advisory Committee as evidenced by our sign-in sheets • Strong parent involvement in our Board of Directors as evidenced by the minutes • Increased parent attendance and participation in Back-to-School Night and Open House by 20% over the past two years • Strong parent attendance at sporting events including football, basketball, baseball, water polo, wrestling, soccer and other sports Birmingham Community Charter High School has made strong progress in the area of promoting parental participation.  Some local indicators of increased parent involvement in school programs are as follow: • Strong attendance of parents/guardians at Back-to-School Night and Spring Open House as evidenced by photos and sign-in sheets • Implementation of six Student Recognition ceremonies which have been well-attended by parents as evidenced by the program and photos • Strong parent attendance at a Fall Multi-Lingual Welcome Banquet for English Learner and Immigrant families • Strong parent participation in “College Knowledge” events (held for each grade level) as evidenced by photos and sign-in sheets • Strong parent participation in our Families Acting Toward Results (FACTOR) program with 20 parents graduating in the spring of 2018 and 55 parents graduating in the fall of 2018 • Strong parent participation and attendance at school performances for the Birmingham Chamber Singers, The Jazz Band, the Marching Band and Color Guard and theatrical productions and performances • Strong parent attendance at sporting events including football, basketball, baseball, water polo, wrestling, soccer and other sports • Strong parent attendance at both lower grade (9-10) and upper grade (11-12) academy recognition events • English to Spanish oral translations are provided at most school events and all documents for parents/guardians are provided in English and Spanish to increase parent involvement for multi-lingual families The measures and indicators described above were selected because they address our LCAP Priority 6, School Goal 3 (To Provide a Positive School Climate) and Priority 3, School Goal 4 (To Increase Parent Involvement for Student Academic Success). Both the information received from surveys of parent needs and the data gathered from parent attendance at school events will be used to make adjustments in our LCAP plan to foster greater success in School Goals 4 and 5.|Met||2018
48104880000000|Solano County Office of Education|3|Parents were asked for input through our Local Control Accountability Plan (LCAP) stakeholder survey. Parents were also invited to monthly meetings to receive information about LCAP requirements and provide input for its development. The School Site Council met regularly at the three sites. Parent surveys addressed instruction effectiveness, social-emotional support for students, parent perceptions of the school climate, services available to support students academically and emotionally, and preparing students for the transition to their school of residence. • 60% of parents reported that their child receives extra help when he/she is struggling academically. • 64% of parents reported that the school prepares their student for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other). • 64% of parents reported that the school involves them in the development of their student’s individual learning plan. • 55% of parents reported that the school provides their child extra help when they are struggling socially or emotionally. These and other survey questions were chosen to address our LCAP goals: academic achievement, transition to the comprehensive high school, college and career readiness, and social-emotional development. A new survey will be completed for the year 2019-2020.||Met|Parents were asked for input through our Local Control Accountability Plan (LCAP) stakeholder survey. Parents were also invited to monthly meetings to receive information about LCAP requirements and provide input for its development. The School Site Council met regularly at the three sites. Parent surveys addressed instruction effectiveness, social-emotional support for students, parent perceptions of the school climate, services available to support students academically and emotionally, and preparing students for the transition to their school of residence.  Between 55 and 64 percent of the parents who responded indicated positive perceptions of our programs and of the support students receive.|2018
01612590114363|American Indian Public Charter II|3|In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through parentsquare identifying important items coming up at the school to keep them informed, paper memos, fireside chats, SSC, ELAC, Family Advisory Committee (FAC), and grade division specific curriculum meetings for parents.   We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve.  Below please find the results for the family survey.  The questions relate to parent engagement and the results.    Family Survey - Results 1: I feel that I have a voice in my child's education.  96.20% of the families indicated that they agreed or strongly agree with the statement.   2: This school encourages me to be an active partner with the school in educating my child.  91.87% of the families indicated that they agreed or strongly agree with the statement.   3: This school keeps me well-informed about school activities.  91.25% of the families indicated that they agreed or strongly agree with the statement||Met||2018
01612590111856|American Indian Public High|3|In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through parentsquare identifying important items coming up at the school to keep them informed, paper memos, fireside chats, SSC, ELAC, Family Advisory Committee (FAC),  and grade division specific curriculum meetings for parents.   We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve.  Below please find the results for the family survey.  The questions relate to parent engagement and the results.    Family Survey - Results 1: I feel that I have a voice in my child's education.  84.84% of the families indicated that they agreed or strongly agree with the statement.   2: This school encourages me to be an active partner with the school in educating my child.  73.53% of the families indicated that they agreed or strongly agree with the statement.   3: This school keeps me well-informed about school activities.  76.47% of the families indicated that they agreed or strongly agree with the statement||Met||2018
38684780101774|Five Keys Charter (SF Sheriff's)|3||FKCS is a school working under California Education Code 47612.1, an exemption that allows  us to serve incarcerated students who have dropped out of traditional high schools through our partnerships with the workforce development community. 0% of our students are under the age of 18; for this reason, measures to achieve/maintain parent involvement don’t typically apply, only in special cases. At these rare instances, parental input is based on individual circumstance. While parental involvement is not applicable, Five Keys conducts meetings with students’ stakeholders and collaborators via our community partnerships such as probation department, workforce development boards and sheriff offices.   Our principals hold regularly scheduled meetings with these partners and all are brought together at an annual luncheon; our programming decisions are largely influenced by the feedback expressed at these meetings. In addition to providing platforms for shared decision making, the leadership team has taken special care to ensure staff understand how and why it’s important to work collaboratively with partners, which is evident in our New Hire Training and Teacher Training Guide, with some sites holding trainings specific to this subject.   Five Keys also values partner participation in programs; partners are encouraged to attend and recognized at special events such as graduations and our annual art shows, receive quarterly updates on our progress toward expected student outcomes, and are in regular communication with our leadership team throughout the school year. For our in-custody students where parental involvement is restricted, we offer an in-custody parent unification model through our graduation ceremonies. Depending on the facility, parents can take photos with their children, hug them, even share a meal with them as they celebrate this significant milestone.   The measures described above were chosen based on the needs of our student population and the communities and partners we serve. These findings are related to Goal 3 of our Local Control Accountability Plan: Maintain an organization-wide culture that integrates restorative justice, social-emotional learning, and other principles that encourage the holistic development of the student, with the intention of increase social integration into their families.|Met||2018
01612596113807|American Indian Public Charter|3|In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through parentsquare identifying important items coming up at the school to keep them informed, paper memos, fireside chats, SSC, ELAC, Family Advisory Committee (FAC),  and grade division specific curriculum meetings for parents.   We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve.  Below please find the results for the family survey.  The questions relate to parent engagement and the results.    Family Survey - Results 1: I feel that I have a voice in my child's education.  95.55% of the families indicated that they agreed or strongly agree with the statement.   2: This school encourages me to be an active partner with the school in educating my child.  84.78% of the families indicated that they agreed or strongly agree with the statement.   3: This school keeps me well-informed about school activities.  91.30% of the families indicated that they agreed or strongly agree with the statement||Met||2018
04614240118042|Forest Ranch Charter|3|Forest Ranch Charter delivers a locally created family and student survey each year to the entire school. The survey was designed by our governing board and school administrator. It has been revised over the years to meet faculty/staff/parent suggestions and assess target areas, including L-CAP goals. The Parent Survey is delivered through Survey Monkey and the results are anonymous.  For the 2017-18 School Year we had approximately 73% of our parent population submit a survey. All of the families surveyed were either very satisfied or satisfied with no families reporting that they were unsatisfied. 100% of our families felt satisfied with the opportunities for parent involvement on campus and that the staff valued their input with most families reporting that they were very satisfied. Input from the surveys is used to help guide teacher/administrator decisions. It is also used when deciding which programs to increase or decrease, as well as which areas might require more professional development. Multiple items tied in with our 2017-18 L-CAP goals, including items about Homework Club, facilities/materials/equipment, campus climate, school to home communication and whether CCSS are clearly relayed. In 2017-18 all families that provided an answer were either satisfied or very satisfied with school facilities, campus atmosphere, and after school care. All but one respondent was satisfied with Homework Club, and 90% were satisfied or very satisfied with school to home communication. All families reported that Forest Ranch Charter was helping their student to develop life skills and providing a safe environment and valued their input.||Met||2018
04615310110338|Achieve Charter School of Paradise Inc.|3|Achieve K-8 engaged parents in Social Emotional Learning Curriculum adoption last year and last summer.  Parents provided input on supports needed by their children at school and at home. Parents provided feedback on pros and cons of various SEL programs. Parent Advisory Council Meeting agendas and minutes reflect this input and engagement Satisfaction survey input will be gathered from parents at the K-8 and ACHS this year including a question on the effectiveness of social emotional supports for students and factors influencing enrollment at Achieve K-8 and ACHS||Met|Since the Camp Fire destroyed our community, Achieve has been in constant communication with families regarding whereabouts and physical and emotional needs. We will continue to monitor our families needs as we rebuild and relocate our schools back to Paradise.|2018
04100410136820|Achieve Charter High|3|Satisfaction survey input will be gathered from parents at ACHS this year including a question on the effectiveness of social emotional supports for students and factors influencing enrollment at ACHS||Met|ACHS is a new school and has no data for the 2017-2018 school year.|2018
29664150000000|Twin Ridges Elementary|3||Our district has only three goals. 1: Academic achievement in Mathematics and English Language Arts. 2: Positive behavior intervention/Positive School Climate. 3: Increase Parent/Community Involvement. As stated in our LCAP, Parental involvement is a major priority. Parents/Guardians are invited into their child's classroom, particiapte in school-wide activities and functions and are encouraged to join our PTC. The Twin Ridges School board also includes parents and community members in AD-HOC Committees to provide collaboration and input.|Met|The Twin Ridges Elementary School District is a small rural district composed of two schools. Grizzly Hill is the larger of the two with eighty four students and Washington has 9. These schools are representative of their communities in which they serve. Many families choose to live in this rural setting and do not actively participate in their school and community. 30% of our families choose not to immunize their children and over 90% of the district’s families qualify for free and reduced lunches. This number is the highest in the county and has a direct impact on student self worth and ultimately their academic success. The Twin Ridges Elementary School District staff strives to create, sustain, and encourage high quality educational programs for all students. High Page 2 of 69 academic standards, safe and engaging learning environments, and the development of community partnerships will help in our mission to prepare students for the future.|2018
44104470136572|Santa Cruz County Career Advancement Charter|3|The Career Advancement Charter school serves adult learners. All of our students are 18+ years of age, therfore we do not survey parents/guardians. We work closely with local mental health, probation and foster youth service case managers.|The CAC Site Council consists of 5 (Adult) student leaders who provide ongoing input and feedback on school programs, including addressing the areas we want to grow in providing more child care services and family involvement opportunities.|Met||2018