CDSCode|LEA|PriorityNumber|Survey|LocalMeasures|Performance|AdditionalInfo|SchoolYear
01612180000000|Mountain House Elementary|3|1. Parents would like an updated playground to increase physical fitness.  Parents requested checking out the Chrome Books to assist with student homework.  2. Parents wanted a mobile (i.e. phone app) form of communication with the teacher.   3. Our parents work out of the district area.  We needed a quick and easy form of communication that could be done after their student’s progress meeting.  Parents were provided a private area to complete and submit their surveys while remaining anonymous. All parents were given the survey and 100% of the parents participated. The district provides Board Meeting Agendas in a public area to encourage parent participation.  The meetings are also posted on an event calendar located on the website.||Met|The district adopted the App Class Dojo as a means to open the doors of communication between parents and teachers.  The communication tool provides homework assignments, student progress, school events, student attendance, and a platform for parents to express their thoughts and concerns.  The district provides Board Meeting Agendas in a public area to encourage parent participation.  The meetings are also posted on an event calendar located on the website.|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
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
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
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
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
04613820000000|Bangor Union Elementary|3||Bangor Union Elementary School District (BUESD) values parent engagement and feedback. BUESD incorporates feedback in the decision making process. Connections with parents are created and maintained through various events, programs, and committees. BUESD administers an annual survey for parent feedback each spring. Our monthly newsletter is mailed home to families; this includes important updates and invitations to school events. These special events include monthly behavior and attendance assemblies, the holiday program, Parent Conferences, Back to School Night, and Open House. In addition, parents are invited to participate in School Site Council, the Bangor Parent Association (BPA), and support classrooms through volunteering in the room or on field trips. On the 2017-2018 survey, 23% of families were represented through parent responses.|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
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
04614246119523|Blue Oak Charter|3||Parent engagement is an important component of Waldorf Inspired Public Schools such as Blue Oak.  Parents hold seats on the governing body, Blue Oak Charter Council, and on the advisory committees.  Teachers work to establish a classroom parent community and include parents in festivals, field trips, fundraising, and other activities.   A survey is completed annually that includes parents as a primary stakeholder.  80 surveys were completed, we hope to continue to see this number increase.|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
04615316113765|Children's Community Charter|3|"CCCS is committed to engaging parent and guardian stakeholders and involving them and their ideas toward the good of the school.  Various methods have been incorporated that encourage this participation: Back-to-school night, open house, carnival, grandparents day, involvement in various committees (LCAP, Facilities & Finance). Other events encouraging governing board engagement were offered but resulted in less success. CCCS’s annual spring stakeholder survey participation rate indicated that many of our stakeholders are interested in continuing participation in school culture. We will continue to adjust the content of the survey in future years to more closely align with LCAP priorities and gauge new methods of stakeholder engagement.  The following emerged as priorities according to stakeholder input in the 17-18 survey (listed in order of importance): - Highly Trained Teachers - Access to Technology - Support for Struggling Students - Multi-purpose Room - Art - Music - After school Program/Sports - Parent Involvement - Healthy Options Snack Shack - Drama The top two priorities for our stakeholders are Highly Trained Teachers and Access to Technology. Because of this, our LCAP will continue to earmark funding for professional development and make this a priority. Teachers trained in I- Ready in ELA, Math and Ready Common Core in Fall of 2017. Staff had follow-up training for testing and data analysis. Technology saw the increase of one class set of computers for Middle School and 10 more computers for grades 2 and 3. Additionally, in the area of technology, 2 3-D printers were added. The data from our surveys showed that many parents are unfamiliar with the members of the current school board. Families do feel comfortable talking to the new administration. The new administration acting on Goal #3 provided opportunities for ""coffee chats"" with the principal and a rotating board member to provide parents an opportunity to meet board members and discuss school issues in an informal setting. No interest was shown for this opportunity. In the Fall of 2017, a 'meet and greet' dinner was offered to stakeholders, prior to a board meeting, and 2 respondents attended. Keypad gates were added to three gate entrances on campus based on concerns expressed on the annual stakeholder survey. Schools survey sent out to stakeholders, including students, in March 2018 via email and Facebook link. Leadership Committee members engaged with stakeholders, requesting that they complete the school survey. School surveys completed by stakeholders, including students, were reviewed carefully. Our goal going forward is to increase by 5% the number of parents completing annual school surveys."||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
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
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
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
43104390136655|Legacy Academy|3|The Legacy educational philosophy is rooted in the Community School model. As such, family, student, staff, and community involvement is a key element to the success of the school. These stakeholders have varying schedules, may work full-time in one or more jobs, and include those who are serving as guardians for the students in our program via foster or kinship care. To engage these stakeholder, The Legacy Academy will work in a deliberate and concerted effort to provide meaningful opportunities on flexible schedules for families to be involved in the life of the school. This includes three primary vehicles:  Transparency, Trust, and Agency - Providing multiple avenues and opportunities to build transparency about curriculum and student achievement, so that families understand the expectations for their child, are able to co-construct goals for their child based on existing assets, understand the supports The Legacy Academy will put in place for their child, and understand what they can do, if able, to add to that support. These opportunities and experiences include but are not limited to Back-to-School Nights, Expositions of Student Work, Student-led Conferences, Family Workshops, and ongoing and active communication from the school via the website, newsletter, emails, texts, and an online goal setting platform. Through transparency and education, it is The Legacy Academy’s goal to build relational trust between the school and family, as well as agency in both the family and student. Support of the Family Unit - The Legacy Academy will partner with community agencies to provide robust social services, including child care, nutritional support, access to physical and mental health care, sexual health education, housing support, adult education, after school care, and homework support. We believe that providing wrap-around social services will help families to see and use the school as a community center and build a shared understanding that The Legacy Academy is here to support the student and the family unit as a whole. School Accountability - Ultimately, building transparency, trust and agency within our families will support The Legacy Academy Charter in achieving its mission.  Family engagement can help to ensure student academic success, create and sustain a strong school culture, and provide governance and accountability for school. Toward this end, parents will have at least two opportunities at The Legacy Academy to engage in school-wide policy: the School Site Council (SSC) and English Learner Advisory Committee (ELAC). In addition, as the size of student and family population grows it is the hope of The Legacy Academy to have a Family Leadership Committee to provide additional opportunities for family involvement. To support the ability of families across the county to have access to these leadership groups, a call-in number will be established for all SSC and ELAC meetings.|The Legacy Academy will convene a School Site Council (SSC), to provide a forum for stakeholder voice and input on school development as it relates to building community, accomplishing school goals, and reaching the mission. The SSC will be composed of all major stakeholders and members will be elected by their respective constituents as follows: 2 parents from the Parent Leadership Committee (PLC), 2 students, 2 teachers, 1 non-teaching staff and the Principal. This team functions as an idea-generating, consensus-building team that will be charged with the following:  Making site budget recommendations to the Board of Directors; Making teaching and learning policies to be ratified by the Board of Directors; Making recommendations to the Board of Directors for necessary school functions; Reviewing, revising, and tracking progress toward school level goals in Single Plan for Student Achievement, Local Control Accountability Plan, and WASC commitments; Developing site-based professional development goals on an annual basis; Developing and approving annual school calendar.|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
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
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