cdscode|lea|priorityId|summary|meetingdate|additionalInfo|performance|year 01100170000000|Alameda County Office of Education|6|ACOE/SPaS provided an alternative to the biannual climate survey to all of our 9-12 grade students at each school site during 2020-21 school year. We administered a survey to stakeholders so that they could provide input on the instruction, socio-emotional needs, family support, access to school personnel technology needs, and support both for academics and for other services. This survey was given three times to families, students and staff to gauged the following school climate indicators: safe and supportive environments, active and engaged learning, healthy choices and behaviors, diversity, access and equity, quality staff, access to technology, and collaborative partnerships. Overall families and students felt staff was available to support them academically and provide information on resources to address other needs such as mental health supports, transportation options, as well as access to food resources (82%). About half the staff in our Independent Study programs indicated that many students did not return calls or actively participate in distance learning.. The data shows that staff, students, and families indicated the LEA should focus on making learning safe for students and staff and making learning effective. Many student respondents stated that Internet connectivity posed a problem for the continuity of learning, and the restrictions at our Court schools to certain websites and platforms were problematic for instructional implementation. Almost 50% of our staff, requested professional learning/support for students’ socio-emotional needs in small group cohorts (site or job type) as opposed to division wide sessions. In addition, 60% of respondents were interested in strategies and resources to better assist students who were experiencing depression, loneliness, and isolation from the experience of distance learning as they work to cope with a constantly changing landscape without a certain future. Staff eagerly provided names of over twenty resources they were familiar with that could provide training for staff and students potential on socio-emotional learning professional development topics and guest trainers. Over half of our staff responded that they too were in need of ongoing support for themselves as they deliver a quality education to students and maintain their own mental and emotional wellbeing. We plan to return to the original survey students and families across the LEA during the 2021-22 school year to measure school climate.|2021-09-14|||2021 01100170123968|Community School for Creative Education|6|In grades 2-8 we adminsiter the CORE Panorma School Climate Assessment Instrument (SCAI), We focus on sections realted to Student Interaction and Attitude and Culture to assess student connecteness to school and school safety. In response to our 2020 survey results, in light of our longitudnal data as we’ve been collecting since 2011 on our own and since launch of Panorama with Panorama, we’ve focused on building bonds among students and student groups. This is strategic based on our data as we are among the most diverse schools in the city and state and this rich diversity also brings with it in the midst of the rich opportunities also the challlenges that diversity can surface. In addtion to the school wide rituals, rhythms and practices nourishing interculturalism and based in Waldorf Education, in light of the survey data and reflection with stake holders, CSCE has taken several steps to support positive interactions between different student groups and student leadership. One among several is that in the lower- and upper grades staff are specifically focused on culture-building, including regular meetings with “Emoji Keepers” and " Promise Keepers" to strengthen interstudeent bonds l|2021-10-15|||2021 01100170124172|Yu Ming Charter|6|Yu Ming Charter School administered the Panorama Student Survey, an evidence-based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 163 students in Grades 3-5, and 109 students in grades 6-8 participated. The following are the percentage in favorable results by topic area: Grades 3-5: • 85% Climate of Support for Academic Learning • 67% Growth Mindset (Student perceptions of whether they have the potential to change those factors that are central to their performance in school) • 82% Knowledge & Fairness of Discipline, Rules & Norms • 82% Safety • 56% Self-Efficacy (How much students believe they can succeed in achieving academic outcomes) • 71% Self-Management (How well student manage their emotions, thoughts, and behaviors in different situations) • 83% Sense of Belonging (school connectedness) • 66% Social Awareness (How well students consider the perspectives of others and empathize with them) Grade 6-8: • 83% Climate of Support for Academic Learning • 73% Growth Mindset (Student perceptions of whether they have the potential to change those factors that are central to their performance in school) • 82% Knowledge & Fairness of Discipline, Rules & Norms • 84% Safety • 60% Self-Efficacy (How much students believe they can succeed in achieving academic outcomes) • 71% Self-Management (How well student manage their emotions, thoughts, and behaviors in different situations) • 78% Sense of Belonging (school connectedness) • 65% Social Awareness (How well students consider the perspectives of others and empathize with them)|2021-06-17|Panorama surveys bring together social-emotional learning, multi-tiered system of supports, response to intervention, school climate and student voice, all in one platform. It provides school leaders with a visual dashboard reporting to interpret data and taking immediate action to improve student outcomes. Panorama provides a valid and reliable way to measure and improve social-emotional learning schoolwide. The research-based surveys also identified as evidence-based by Every Student Succeeds Act (ESSA) compiles data for educators to implement best practices for intervention management. Panorama surveys will also be used to address and support educator and staff well-being and social-emotional capacity.||2021 01100170125567|Urban Montessori Charter|6|UMCS uses Panorama to administer the CORE Climate and Culture survey to students multiple times per year in order to seek input from students. Our student survey results showed that students would like for their teacher to know more about them, their interests, and their home life but do feel like their interests are reflected in their work at school. Students last year shared that they would like clarity in regard to discipline and norms. Students also feel like their teacher knows how they learn best and can identify their general strengths, areas for growth, and learning style. The survey also showed that students recognize the attempts toward personalization shown by faculty and staff. Students acknowledge having great flexibility in the outputs used to show their learning and that once they master a skill, they can report to their teachers and move on to the next task.|2021-06-24|Moving our new facility in July 2020, where our whole school could once again come together in one location, was a win for our climate and culture. Additionally we have stable leadership and growing retention rates among all staff.||2021 01100170136101|Connecting Waters Charter - East Bay|6|Connecting Waters Charter School, East Bay asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee, but to protect the identity of students due to a small reporting group, data summary will not be reported out publically. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help. Due to small data sizes, to protect the identity of our students, data analysis is not posted publically. As a result of data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters Charter School, East Bay has also developed a Parent Advisory Council in order to ensure that Connecting Waters Charter School, East Bay receives maximum parent input and to give families an opportunity to connect with other families in our Independent Study setting. Additionally, because Connecting Waters Charter School, East Bay is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting.|2021-06-17|||2021 01100170136226|Opportunity Academy|6|AOA did not administer the local climate survey for the 2020-2021 school year due to COVID. However, the school did administer a reopening plan survey that focused on the following areas: academic progress, instructional preference(remote/in-person), rating student learning, supports needed to access learning, what additional supports are needed, how supported a student/family feels, and identifying learning barriers. The Reopening plan survey was administered in the summer of 2020, fall of 2020, and spring of 2021 in both English and Spanish to students, families, and staff. When asked how supported do you feel by your school, 94.7% stated that they felt very supported by their school.|2021-09-14|||2021 01100170138867|Hayward Collegiate Charter|6|We have learned so much about our communication efforts during the Pandemic. Moving forward, we will make sure that we create priorities for when we need to send our voice-memos, personal phone calls, and when messaging is appropriate for disseminating information. We will continue to have monthly meetings with teachers and families in the form of a coffee with the principal and professional development for parent engagement.|2021-06-09|||2021 01100176001788|Cox Academy|6|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 students rated 3.8 on Student Relationships, which includes evaluating sense of belonging and sense of safety. Based on results from the survey, Cox will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|2021-10-28|||2021 01100176002000|Lazear Charter Academy|6|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 students rated 4.0 on Student Relationships, which includes evaluating sense of belonging and sense of safety. Based on results from the survey, Lazear will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|2021-10-28|||2021 01611190000000|Alameda Unified|6|Our student safety metric was taken from the administration of the California Healthy Kids Survey which is administered every Spring in our district. Due to the interruption to instruction in the Spring of 2019-2020 this survey was not administered.|2021-06-22|||2021 01611190119222|Nea Community Learning Center|6|Nea administers two surveys twice each year. Learners grades 5th-12th and parents/guardians/families. These surveys were created and are continuously revised by the standing School Culture Committee. The surveys focus on a variety of items that impact their experience at the school. As a small school, we continue to tailor, based on the Healthy Kids Survey, so we can deduce more specific questions we have for our community. The School Culture Committee reviews the survey annually and makes recommendations so that we can get the most informative responses. The survey is brought to the governing board each year for approval. 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, email, weekly messages, texting, and Powerschool to keep parents up to date on their learner's behavior and classroom happenings. Parents can also access all data related to learners’ scores on assignments, benchmarks, quizzes, and tests, via Powerschool (an online grade book). Parents receive local and state assessment data as soon as it's available and is able to visit staff websites for content-specific questions.|2021-05-19|||2021 01611190122085|The Academy of Alameda|6|During the 2020-2021 school year we surveyed students and families through a survey conducted by Friday, a consulting group. The majority of families have a positive sense of school climate and school safety - almost 75% agree that their student “regularly experiences a safe, caring, and effective learning environment (intellectually and socio-emotionally) at AoA.” The majority of students report that the school environment is safe and that they feel connected to at least one adult, however this percentage has decreased over the last two years during the pandemic and associated school closures and distance learning program. We have focused efforts in the 2021-2022 school year on strengthening our school climate and culture. We have increased our staffing allocation for mental health support, from a part-time to full time position for a mental health clinician. We added an advisory period once a week to our schedule and are implementing a new advising curriculum from Project Wayfinder that focuses on student belonging. We have provided our staff with professional development focused on the advising curriculum and on restorative practices and building positive relationships with students. We have added a Wellness Team, which includes stipends for team leaders to implement wellness programming for students and staff, including community circles to discuss current issues and fun Fridays with games and fun activities for students at lunch. We started the 2021-22 school year with a 3-day Bridge to Learning program, designed by administrator and faculty members to provide students the opportunity to re-engage in school with positive community building and orientation activities before beginning academic learning. We have also put our efforts into redesigning our curriculum to be more culturally responsive and engaging. This includes purchasing new texts for ELA and History classes that more broadly reflect our student population and implementing literature circles to provide students with choice in their reading. Our science and math teachers are engaging in a year-long professional development partnership with STEM4Real, which focuses on helping STEM teachers create and teach curriculum that upholds high standards (aligned to NGSS) and culturally responsive practices.|2021-09-30|||2021 01611190130609|Alameda Community Learning Center|6|DATA: This past year, 93.4% of our learners responded that they "strongly agree "or "agree" that ACLC supports their individual academic needs, and 80.4% said they "strongly agree" or "agree" that ACLC supported their social development last year. 86.9% of learners reported that they felt "very safe" or "safe" at ACLC. Most answers for other questions and subgroups fell into the second highest category ("agree" or 3 out of 4, with 4 being best/highest ranking), thus marking a favorable or positive rating. Questions concerning access to technology and learning, communication by facilitators, and satisfaction with learning all received favorable, if not the highest, responses from learners. MEANING: Given the high ratings in many areas, we feel positive about continuing many of the practices that got us here. Our strength is clearly in our academic program from the learner perspective, but we have some work to do with supporting social development. Last year during Covid and Distance Learning, our learners understandably missed out on face-to-face opportunities which we are able to offer this year, and we expect to see this satisfaction rating increase this year. USE: In order to support social development, given its relative lower score, our counselor led the school in several sessions around the 5 SEL Competencies, and we gave teachers time in grade level teams to plan out how and who would be providing opportunities for SEL work and connection. As we've moved back into the building this year, we are also able to re-institute CCC (weekly coming together of the school in cross-grade configuration to share announcements, do team-building, play games), campus clubs, field trips, and evening events like movie nights. We know that we have work to do in reconnecting all of our community to each other and to school, and are working diligently to provide these opportunities.|2021-06-17|||2021 01611190131805|The Academy of Alameda Elementary|6|During the 2020-2021 school year we surveyed students and families through a survey conducted by Friday, a consulting group. The majority of families have a positive sense of school climate and school safety - almost 82% agree that their student “regularly experiences a safe, caring, and effective learning environment (intellectually and socio-emotionally) at AoA.” The majority of students report that the school environment is safe and that they feel connected to at least one adult, however this percentage has decreased over the last two years during the pandemic and associated school closures and distance learning program. We have focused efforts in the 2021-2022 school year on strengthening our school climate and culture. We have increased our staffing allocation for mental health support, from a part-time to full-time position for a mental health clinician, and a full-time Elementary School Counselor.|2021-09-30|||2021 01611270000000|Albany City Unified|6|Students at Albany High School (200) and Albany Middle School (275), completed the student survey. When asked about changes students would like to see to improve their experience as a student, the following themes emerged for both middle and high school students: mental health/social emotional support/differentiated learning to accommodate diverse learning styles and increased student communication. Additionally, AHS students identified additional post secondary resources as an additional area of need. The District will: ? retain academic, social emotional and at-risk counselors for students in grades 6-12. ? maintain a school social worker. ? retain mental health clinicians to provide secondary mental health services. ? retain mental health interns to provide individual and group counseling supports.|2021-06-22|We will foster the social and emotional growth of all students, implement an array of strategies to increase student engagement, identify individual socio-emotional and behavioral needs, and apply collaborative appropriate interventions. The District recognizes the importance of mental health supports as foundational to achieving academic success. During the 2019-2020 and 2020-2021 school years, students have endured unprecedented challenges due to extended school closures resulting from the COVID-19 global pandemic. As students prepare to return to full time, five days per week instruction in the fall of 2021, it will be crucial to ensure robust supports are in place to provide welcoming, supporting and affirming learning environments.||2021 01611430000000|Berkeley Unified|6|Student Services will be collaborating more closely with the sites for future implementations to assure a larger sample size at all grades for more reliable data to take action. The district is also considering expanding the survey areas beyond the minimum requirement as well as giving the survey every year instead of every other year. BUSD Student Services and Berkeley Research and Evaluation and Assessment (BREA) partners with WestEd to administer and evaluate findings from the CHKS.|2021-06-23|||2021 01611500000000|Castro Valley Unified|6|For the 2019-2020 California Healthy Kids survey year, 87% of our 5th grade students responded that they felt safe at school which was a 2% increase compared to the previous survey results. For the 2019-2020 survey year, 80% of our 5th grade students responded that they felt connected to school which was also a 2% increase compared to the previous survey results. For the 2019-2020 California Healthy Kids survey year, 67% of our 7th grade students responded that they felt safe at school which was an 8% decrease compared to the previous survey results. Within this figure, 38% of students reported feeling safe from a self-identified sexual orientation of Not-Straight. For the 2019-2020 survey year, 62% of our 7th grade students responded that they felt connected to school which was the same percentage of students compared to previous survey results. Within this figure, 48% of students reported feeling connected to school from a self-identified sexual orientation of Not-Straight. For the 2019-2020 California Healthy Kids survey year, 54% of our 11th grade students responded that they felt safe at school which was the same percentage of students compared to the previous survey results. Within this figure, 42% of students reported feeling safe from a self-identified sexual orientation of Not-Straight. For the 2019-2020 survey year, 53% of students responded that they felt connected to school which was the same percentage of students compared to previous survey results. Within this figure, 44% of students reported feeling connected to school from a self-identified sexual orientation of Not-Straight. From our 2019-2020 California Healthy Kids survey results, we noticed some trends and growth opportunities. Our students at the lower grade levels generally feel safer and more connected at school than middle and high school students. While elementary student results saw improvements in school climate measures, our secondary schools saw decreases in feelings of safety and connectedness. Specifically, within our community of students who identify as Not-Straight, we saw our lowest percentages of students feeling safe and connected compared to other disaggregated student groups. As part of our District Wellness Committee, we review the effectiveness of our Wellness Policy and its goals annually with triennial revisions taking place. School connectedness and school safety are two such goals and the CHKS data is used to assess our achievement. We have launched several initiatives in the year between the last two surveys to build staff capacity, connect students, and focus on positive systems of student support including our broad Multi-Tiered System of Support. Despite these efforts and the time and resources we commit to them, we would like to see more students, especially those in disaggregated student groups, feeling safe and connected. (cont. below under Criteria).|2021-06-23|As part of the Wellness Committee’s triennial revision of the Wellness Plan, we will delineate our school safety and connectedness goals to focus on efforts and initiatives to support our students who identify as Not-Straight.||2021 01611680000000|Emery Unified|6|According to the Healthy Kids Survey conducted in 2020-2021, 52% of our secondary students and 80% of the elementary students felt that they had caring adults in the district. At the same time, 68% of students in grades 6-12 and 93% of elementary pupils shared that adults at school have high expectations for them. Most alarming, social-emotional distress in distance learning, an important indicator of students' wellbeing, revealed that 26.5% of our pupils across the district were in dire need of emotional support. Given that the survey was administered when students were still in distance learning due to the COVID-19 Pandemic and now are back to in-person schooling, these data may already be on the mend. However, to support our children, the district decided to implement social-emotional curricula across school sites to give our students tools for coping with stress. The disparities within data when looking at older vs. younger learners brought about additional strategic planning to improve school climate, especially for our secondary learners. The schools work with their Instructional Leadership Teams to develop strategies for improving school climate which clearly took a plunge during the pandemic.|2021-10-13|||2021 01611760000000|Fremont Unified|6|In accordance with the standard expected for Priority Six, FUSD administered the California Healthy Kids Survey (CHKS) in 2019-20 to students in grades 5, 7, 9, and 11. Due to the COVID-19 pandemic, FUSD did not administer the CHKS in the 2020-21 school year while in a distance learning model. The purpose of this survey was to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. As directed, this summary will indicate the differences among student groups in the results and report the overall score for all students and student groups. In the 2019-20 administration of the CHKS, the total number of surveyed students by grade level was as follows: • 5th grade: 1,316 • 7th grade: 2,532 • 9th grade: 2,695 • 11th grade: 2,456 What strengths and challenges did the CA Healthy Kids Survey reveal about schools in FUSD? In comparison to CHKS data from previous years, the results are consistent. Strengths: • 5th grade – high level of school connectedness and very high measurement of school safety • 7th grade – high level of school connectedness • Consistent measure of school safety in all secondary levels Challenges: • School connectedness decreases from 7th to 11th grade • School safety measurement at secondary level could be higher How will this data be used? • The results of the CA Healthy Kids Survey are an important metric for LCAP Goal 4. This data was shared at LCAAC meetings and LCAP informational sessions as goals are developed for next year. • District results will be shared with site principals along with their individual school reports. These will be shared with School Site Councils as they develop their schools' Single Plan for Student Achievement (SPSA) goals. • The CHKS will again be administered in the 2021-22 school year. A comparison of the results pre- and post-distance learning will be of interest to FUSD staff and parents/guardians.|2021-06-24|||2021 01611760130534|Circle of Independent Learning|6|Overall, COIL received strong ratings in all areas. Both students and parents reported high overall scores in all areas. The questions "Understanding responsibilities as a home educator or student," "COIL is a place where people of different cultural backgrounds, religions, races, and beliefs are respected and get along well," "COIL is a place where my child can be safe from bullying and harassment" and that "I would recommend COIL to others" received the highest scores from the most participants. One of the specific need areas highlighted over the past few years was the need for more communication. COIL has continued to focus on streamlining the ability to communicate out to our families effectively. The result of this was positively reflected in the survey responses this year. This year, families felt COIL used various communication tools that successfully informed parents of news and events scoring 4.7 of 5. Students reported the lowest score in "During the COVID 19 school closures, COIL provided effective counseling and social-emotional support for me" (4.3 of 5) The contrary, parents felt COIL did provide effective counseling and social-emotional support to their child (4.5 of 5).|2021-06-15|||2021 01611920000000|Hayward Unified|6|In accordance with the standard expected for State Priority Six, HUSD administered the California Healthy Kids Survey (CHKS) in 2019-20 to students in grades 5, 7, 9, and 11. Due to the COVID-19 pandemic, HUSD did administer the CHKS in the 2020-21 school year while in a distance learning model so we will be able to continue measuring students' responses and sentiments as compared to when they return to in person learning. The purpose of this survey is to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. As directed, this summary will indicate the differences among student groups in the results and report the overall score for all students and student groups. In the 2019-20 administration of the CHKS, the total number of surveyed students by grade level was as follows: - 5th grade: 817 - 7th grade: 1070 - 9th grade: 676 - 11th grade: 893 Strengths and challenges revealed by the California Healthy Kids Survey about schools in HUSD: - 5th and 7th grade students note high levels of students feeling safe and connected - students feelings of safety and connectedness begins to decrease as students progress in grade levels - this is especially the case for 11th graders in regards to safety Feeling Safe: - 11th Grade: 36% - 5th Grade: 69% - 7th Grade: 58% - 9th Grade: 40% Feeling Connectedness: - 5th Grade: 65% - 7th Grade: 61% - 9th Grade: 42% - 11th Grade:41% Challenges and Questions: - School connectedness steadily decreases from 5th to 11th grade. Why does this happen? What can be done to prevent this gradual drop from 5th grade to 11th grade? - Feelings of safety at school measurement could be higher in 11th grade. - The drop in students feeling connected to school corresponds to the drop in students feeling safe at school. If efforts are made to help students feel connected to school will we see a corresponding rate of students feeling safe? How will this data be used? - The results of the CA Healthy Kids Survey are an important metric for Relationship-Centered Schools, metric 4. - District results will be shared with site administrators along with their individual school reports. These will be shared with School Site Councils as they develop their schools' School Plan for Student Achievement (SPSA) climate and engagement goals. - The CHKS was administered in 2020-2021 and will again be administered in the 2021-22 school year. A comparison of the results pre and post pandemic Distance Learning will be of interest to HUSD staff and parents/guardians and will be a vital data point as we plan our support work and services for next school year in the area of school climate.|2021-06-23|||2021 01611920108670|Leadership Public Schools - Hayward|6|For 2021-2022 school year, the Leadership Public Schools’ Home Office has created a new position called Director of College and Career Pathways that will focus on monitoring and increasing student access to college courses and Career and Technical Education courses. In collaboration with the school leadership teams, the Director of College and Career Pathways will use data to guide CTE pathway development and expansion, increase enrollment in dual/concurrent opportunities at community colleges and support the development and implementation of college and career exploration opportunities for students throughout the school year. The College Counseling team will have three certificated counselors that will work in tandem to support the academic progress of all students. Two counselors will be assigned two grade levels to serve as their primary caseload. They will develop individualized learning plans for each student and follow-up with students to ensure that students are meeting the milestones established in their individualized learning plans, regularly conduct quality checks of transcripts and address the needs of all students through prevention and intervention programs. One counselor will be assigned as the point person for guiding students through the entire college admissions and career process, from 18 satisfying entrance exam requirements to completing applications and selection process. The redistribution of resources and staffing is to ensure that all students have increased access to academic advising, direct counseling services and meetings, and to provide early identification of students at risk of failing and needing targeted interventions.|2021-06-14|||2021 01611920127696|Knowledge Enlightens You (KEY) Academy|6|KEY Academy sends a yearly survey to parents, students, and staff. One of the sections on the survey relates to the safety at the school. Last year, 88% of our staff felt that the school environment was safe. 90% of students reported that they felt safe at school on the survey. 90% of parents responded that the school was a safe environment. Staff has adopted the behavioral pedagogy of Love and Logic program into the daily program. Since the implementation of the program, discipline incidents have decreased, and a positive school climate and culture has increased. KEY Academy has two school counselors that support our character program and are able to intervene when students are struggling academically or socially. We will continue to monitor the survey results to ascertain the effectiveness of the programs implemented.|2021-06-29|KEY Academy takes pride in offering an environment that is warm and welcoming. The majority of our parents have stated that our staff is easy to talk to and is informative. Most importantly, parents feel comfortable talking to the staff about their needs. More parents are involved in our PTO (Parent/Teacher Organization) than in the past few years. We have scheduled more Parent Universities throughout the school year. Parent University topics are based on parent needs and inputs. We have made strides to make our environment safer. This year, we have added Go Guardian to our Chromebooks to monitor student internet activity.||2021 01611920127944|Silver Oak High Public Montessori Charter|6|The Campus Climate surveys, modeled after CA Healthy Kids Survey, assess the students’ academic experience, school experience, overall “connectedness”, and feeling of safety within the school setting. The surveys indicate the areas of focus moving forward. The most current survey results can be found in Board meeting minutes and the most recent LCAP annual reports. All are posted on the School’s website.|2021-10-28|As previously stated, Hayward Twin Oaks Montessori School surveys the parent/guardian community at least once each year. The feedback we receive assists us in identifying our areas for improvement. Recent feedback has prompted us to address the challenge to provide more rigor within curriculum and instruction and promote academic success for all students. It has guided us to fine-tune our communications with families, so that we can more clearly advise them as to how their students are progressing and how they can best support their students at home. The feedback has also directed us to look at more efficient ways to ensure that students understand what is expected of them academically and behaviorally, so that they can grow into autonomous, life-long learners and participatory global citizens. Finally, this invaluable feedback is the foundation for us to develop the strategies and goals outlined in our LCAP.||2021 01612000000000|Livermore Valley Joint Unified|6|As a means for monitoring the success of our social emotional programming, our District uses both the California Healthy Kids Survey (CHKS) and the Panorama survey. The Panorama survey is administered twice each year (November & May) to students in 4th through 12th grade. The survey is designed to focus on themes within social emotional learning (SEL) related to school such as: Sense of Belonging, Teacher-Student Relationships, and Self-Management. Since it is offered twice each year, our District and sites are able to monitor progress and make changes or additions to SEL programs. Furthermore, data can be tracked from year to year that allows the tracking of an informal cohort throughout grade levels. The CHKS survey is another SEL instrument that is administered once every other year in the early spring and surveys students' feelings towards school safety and environment and it also evaluates perceptions on drug and alcohol use. The CHKS survey is only given to students in 5th, 7th, 9th, and 11th grades. For the 2019-2020 school year, it was administered to students beginning in February. However, many sites were only able to administer the test to students after going into shelter-in-place, so the data also reflects a similar reduction in most areas. Participation in the survey is anonymous and optional. CHKS Data for 2019-2020 is listed below: Percentage of students reporting feeling moderately to highly connected to school: 5th Grade - 74%, 7th Grade - 66%, 9th Grade - 62%, 11th Grade - 59% Percentage of students experiencing caring adult relationships at school: 5th Grade - 72%, 7th Grade - 65%, 9th Grade - 65%, 11th Grade - 74% Percentage of students reporting that they feel safe most or all of the time they are at school: 5th Grade - 62%, 7th Grade - 63%, 9th Grade - 66%, 11th Grade - 74% The impact of the COVID-19 global pandemic has focused our attention the need for family support in this altered environment. It is not a surprise to see that students felt less connected to school and and adults on campus than we have seen on previous surveys. As the students were in a distance learning model, this is to be expected. We did see that more students responded that school was perceived as very safe or safe, than we have seen in past surveys. As students return to campus, we will continue to focus on professional development for our staff on trauma-informed classrooms. We are providing confidential counseling opportunities for COVID-19-related issues for our staff and our parent community. Additionally, we will maintain and enhance our District website support Mental Health Matters, listing mental health and other support agencies for our school community.|2020-11-10|The Livermore Valley Joint Unified School District has established the LVJUSD Framework for Success. Our Framework prioritizes academic, behavioral, and social emotional learning for all students. To support positive school climate, all schools are participating in Positive Behavior Intervention and Supports (PBIS) implementation. Our District has also adopted Choose Love as our social emotional learning curriculum and it is being implemented at all of our schools. In addition to the California Healthy Kids Survey, we use local School Wide Information System (SWIS) data and results from our Panorama Social Emotional Learning Survey to be responsive to student needs. We have also created a mental health page on our website to support families.||2021 01612340000000|Newark Unified|6|Newark Unified School District administers the California Healthy Kid Survey to all students in grades 5th, 7th, 9th and 11th, typically every other school year. All four grades participated in the 2020-21 school year, with a final response rate of: 5th-37%, 7th-55%, 9th – 42% and 11th – 7%. Having reviewed all CHKS data, we selected a few questions across the grades to conduct deeper analysis. These questions covered key areas within the survey: Safe at School, Caring Adult, Meaningful Participation, High Expectation, and Academic Motivation. Our students in grades 5th, 7th, 9th and 11th continue to report academic motivation and this is consistent with past surveys. 5th-88%, 7th-72%, 9th-69%, 11th- 65%. In our elementary schools, 66% of 5th grade students who completed the survey report feeling safe when they are at or involved with school. In 7th grade, 62% report feeling safe at school. At the high school, we see these numbers decline, with 43%of students reported feeling safe in 9th grade and 70% of students reported feeling safe in 11th grade. When asked about a caring adult at school, 5th graders responded 73% most or all the time they feel adults at school cares about them; 7th graders response to a similar question was 57%, 9th grade was 51% and 11th grade was 57%. Some students reported not feeling they have meaningful participating in class. 5th graders report 40%, 7th graders report 22%, 9th graders 21% and 11th graders report 26%. We also looked closely at our student group data and noted our Hispanic/Latino student group percentages are significantly lower than district and peer averages. NUSD has implemented PBIS in all school sites and we will continue to develop these tools and strategies to support student connectedness and feeling safe at school. As a district, we will take a closer look at meaningful participation across all schools to ensure our students feel as though they have a voice and an opportunity to have input into part of the processes of the school they attend. At the secondary level, we have begun to take a closer look at developing meaningful teacher-student relationships and connections between adults and students on campus. Another priority area is to further engage our Hispanic/Latino student populations and also ensure all cultures are honored and celebrated. In partnership with the Santa Clara County Office of Education and our partners with Alameda County Mental Health we are building an MTSS model that meets both the academic and the socio-emotional health of our students with a focus on our priority student groups. Also, through our partnership with the East Bay Agency of Children (EBAC) and with identified resources in our LCAP for each school site in NUSD, we are providing assistance for principals to continue to support the whole child.|2021-08-05|||2021 01612420000000|New Haven Unified|6|In March 2021, nearly 3000 students from grades 5-12 responded to an online questionnaire. Student responses were aggregated and disaggregated by school, grade-span, and gender and ethnicity. Results were compared to prior years. The data is analyzed within the context of the school system in which our students followed distance learning protocols. STRENGTHS: Eighty-eight percent of students had an adult at school that believed they would be successful; 82% had adults at school to talk to about academic concerns, and 70% had an adult to communicate about non-academic concerns. Over 90% report “respect among different races/ethnicities” and “for different cultures and beliefs” and that “students of different races and ethnicity seem to get along.” Nearly all students (93%) report clarity of academic expectations; (97%) described access to a home computer and 90% reported consistent Wi-Fi access. Over 90% (up from prior years), now have a designated space for work and 83% report someone at home to help with schoolwork. GROWTH/BARRIER: With regard to questions of emotional well being, a significant portion of elementary and high school students identified “Social-emotional support” as an area of suggested improvement (34% - elementary and 28% high school). More than 1 in 3 middle school and 1 in 2 high schoolers reported having experienced depression, sadness, or hopelessness over the last month. Related to social-emotional health, there was a significant drop in the response, “I work with other students” (in my online class”), from 93% to 71% in 2021. Students experienced high levels of isolation and the transition from distance to in-person learning environments may be challenging. USE/MEANING: There were little changes from year to year on many question items (academic expectations/relationships to teachers) despite the enormity of change in school structures. There are significant indications of need for social-emotional health support for the 2021-22 year. Several of the other systems that the district had in place in the 2019-20 year (trauma-informed practice training; transitional kindergarten-kindergarten social emotional health program, universal design for learning) did not have time to get in-person traction before distance learning. Our foci for the coming years includes health and wellness and continual support for social-emotional development. ADDITIONAL DATA: The California Healthy Kids Survey (CHKS) is administered every other year to a sample of students across the district in grades : 5,7,9, and 11. In 2018, on the CHKS, 97% of our 5th graders reported moderate to high levels of school connectedness on the CHKS, and the secondary CHKS survey, which includes responses from 7, 9th, and 11th graders indicated that approximately 80% of students across the grade spans had moderate to high level connectedness, with most exhibiting moderate.|2021-09-14|||2021 01612590106906|Bay Area Technology|6|Based upon the responses from the 6-8th grade students and the 9-12th grade students, the students are feeling supported and cared about at BayTech. 59% of students feel that they have friends that care about them at BayTech, and 74% of them feel that they are supported by their teachers that they feel comfortable asking them for support. Our key learning points are that BayTech has feelings that they are supported by their teachers, however, there may be a need for more social interactions, this could be partly due to the fact that students have been distanced because of the global pandemic. Based upon the results of the survey, BayTech will be able to provide our teachers with information from the survey, and let them know what our students are feeling, therefore, giving the teachers the opportunity for reflection and opportunity to change. for example one of the questions states “ My teachers notice if I have trouble learning something 42% of the students were neutral, 23% agree, and 7.9% strongly agreed. (25% of students thought that teachers didn’t notice) 18.4 disagreed, 7.7% strongly disagreed. We will have a PD session based upon the results of the student survey. This question might be an indicator on ways teachers could be more attentive to student needs. The administration will then show staff different ways they can engage students in order to change the results of students' feelings, in order to address student needs as seen in the survey.|2021-05-03|||2021 01612590108944|Lighthouse Community Charter High|6|already implemented actions, did you see the results you were seeking During 20-21, when students were in Distance Learning, Lighthouse Community Public Schools conducted a number of surveys of students, families, and staff to learn what was working about distance learning and what areas needed more focus and improvement. The spring version of the survey was taken by over 1000 students across our LEAs, representing almost 80% of our students. Students were asked a variety of questions about their satisfaction with our program, with results reported on a 5 point likert scale. The LEA learned that 79.1% of students said that they felt supported or very supported, 70.6% of students reported understand what was expected of them during distance learning well or very well, and 80.3% of students reported being satisfied with the work they were being assigned. The LEA also collected information on workload, areas where families needed more support, and data related to school reopening (plans for vaccination, plans for school return, etc). This data speaks to a number of strengths in the LEA’s program and match other data points tracked by the LEA, including strong attendance, work completion, and participation rates in classes. One area where the LEA has responded to data is around SEL supports, including adopting additional SEL curriculum, hiring additional clinical staff, and identifying times and spaces where SEL instruction will happen to respond to stated mental health needs from students and families. One challenge noted in this data is that the roughly 20% of students who did not respond represent some of the LEA’s more disengaged students. The LEA has proactively planned to re-engage and support these students as they return to school in Fall 21.|2021-10-06|||2021 01612590109819|Aspire Berkley Maynard Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 01612590111476|Achieve Academy|6|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 4.3 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve 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, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy.|2021-10-28|||2021 01612590111856|AIMS College Prep High|6|We conducted an annual survey to get results on school climate. The survey is given to 9th-12th students/families. Below are the results for students and families. Student Survey (Strongly agree or agree responses) 1: At school I am able to do my work without worrying about my physical and/or emotional safety. 77.8% 2: I feel I am part of this school. 80.2% 3: Teachers and other grown-ups at school care about me. 84.5% Family Survey (Strongly agree or agree responses) 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety. 87.7% 2: This school has a supportive learning environment for my child. 91.4%|2021-09-21|Providing students a healthy and inviting learning environment where they are protected from physical and emotional harm is essential to the mission of our schools. Safe schools are not just places with advanced security procedures. They are also places that help students develop that allow them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices.||2021 01612590114363|American Indian Public Charter II|6|We conducted an annual survey to get results on school climate. The survey is given to K-8th students/families. Below are the results for students and families. Student Survey Results (Strongly agree or agree responses) 1: At school I am able to do my work without worrying about my physical and/or emotional safety. 85.4% 2: I feel I am part of this school. 92.1% 3: Teachers and other grown-ups at school care about me. 96.1% Family Survey (Strongly agree or agree responses) 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety. 84.6% 2: This school has a supportive learning environment for my child. 91.2% Providing students a healthy and inviting learning environment where they are protected from physical and emotional harm is essential to the mission of our schools. Safe schools are not just places with advanced security procedures. They are also places that help students develop that allow them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices.|2021-09-21|||2021 01612590115014|KIPP Bridge Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. 79% of KIPP TK-4 and 72% of KIPP 5-8 families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 65% of KIPP TK-4 student surveys and 63% of 5-8 student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 01612590115238|ARISE High|6|We are increasing student leadership and involvement in the school. We are writing a weekly student newsletter to keep students informed of the happenings at the school and seek student input and leadership in a variety of new ways. Our leadership class has taken on increased responsibilities and decision making at the school. We have also started student surveys to seek input about teacher practice. We have also began to deepen our restorative practices, which includes creating a more welcoming and equitable community and school environment. Our culture team and leadership teams meet to create new initiatives for safety, joy, and community building with students. Our restorative discipline is inclusive of students and seeks to have suspensions completely eliminated to solve issues and harm in house.|2021-10-19|||2021 01612590115592|Learning Without Limits|6|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 students rated 3.8 on Student Relationships, which includes evaluating sense of belonging and sense of safety. Based on results from the survey, LWL will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|2021-10-28|||2021 01612590118224|Aspire Golden State College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 01612590126748|LPS Oakland R & D Campus|6|1) A customized school climate survey was developed by the school leadership team and administered to students. Due to COVID, questions were tailored to assessing students’ experience in distanced learning in measuring perceptions of school safety, connectedness and access. Overall learning: Strength from survey data is that teachers have created strong classroom cultures that provides rigorous learning, teacher dept of knowledge in content area and present information in clear understandable manner. Opportunities for improvement is for teachers to incorporate more strategies for increasing student engagement and academic discourse (overall score of 21%), increase students feeling of a sense of belonging on campus (overall score of 35%) and helping students feel more connected in advisory and grade level family meetings (overall score of 49%). 2) Due to COVID and the implementation of Distance Learning, the data was disaggregated by classroom teachers for the school leadership teams and teachers. The opportunity for disaggregated results by subgroups were available within the Panorama online platform. Teachers were provided their data and school leadership team analyzed disaggregated data to identified teachers for additional coaching support. 3) The classroom-level data identified individual teachers and grade levels where students reported higher levels of satisfaction. Professional development time was provided for teachers and staff to review the aggregated and disaggregated data and make next steps for improving satisfaction ratings. Strategies were shared with coaches and feedback were incorporated into coaching sessions. Due to COVID, a school-wide approach to responding to the survey data was not taken since students were engaged in virtual learning.|2021-06-14|||2021 01612590128413|Aspire College Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 01612590129932|East Bay Innovation Academy|6|EBIA used Panorama stakeholder survey (student, staff, parents) to track satisfaction with school climate. 70% of students report that the climate is supportive for learning and 50% report sense of belonging to school. 58% of parents and 67% of staff also report positive school climate. Positive response rates have improved since prior years. Parental engagement, however, declined as a result of remote learning. As we emerge out of the pandemic, the plan is to increase opportunities for parental engagement.|2021-06-09|||2021 01612590130633|Lighthouse Community Charter|6|During 20-21, when students were in Distance Learning, Lighthouse Community Public Schools conducted a number of surveys of students, families, and staff to learn what was working about distance learning and what areas needed more focus and improvement. The spring version of the survey was taken by over 1000 students across our LEAs, representing almost 80% of our students. Students were asked a variety of questions about their satisfaction with our program, with results reported on a 5 point likert scale. The LEA learned that 79.1% of students said that they felt supported or very supported, 70.6% of students reported understand what was expected of them during distance learning well or very well, and 80.3% of students reported being satisfied with the work they were being assigned. The LEA also collected information on workload, areas where families needed more support, and data related to school reopening (plans for vaccination, plans for school return, etc). This data speaks to a number of strengths in the LEA’s program and match other data points tracked by the LEA, including strong attendance, work completion, and participation rates in classes. One area where the LEA has responded to data is around SEL supports, including adopting additional SEL curriculum, hiring additional clinical staff, and identifying times and spaces where SEL instruction will happen to respond to stated mental health needs from students and families. One challenge noted in this data is that the roughly 20% of students who did not respond represent some of the LEA’s more disengaged students. The LEA has proactively planned to re-engage and support these students as they return to school in Fall 21.|2021-10-06|||2021 01612590130666|Aspire Lionel Wilson College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 01612590130732|Aspire Triumph Technology Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 01612590132514|Francophone Charter School of Oakland|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Student survey: % Feel Safe: 79% % Connected: 98% As we transition from the pandemic, ensuring our students feel safe online is different from ensuring students feel safe in person. Student access to technology led to some online practices that might have made students uncomfortable, leading to lower than usual student perceptions of safety. As students return, we will continue our practices that have led to a safe school culture in the past. Despite the lower perception of student safety, our students were highly engaged this year as reflected in their level of reported connectedness. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? N/A 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? This year we realized we need a specific curriculum to address the social emotional learning needs of our students, so we purchased the Toolbox curriculum for our lower grade students and the Second Step curriculum for our upper grade students. We have also used Circles this year to address issues that arise in a positive, restorative manner. When students were able to return for in-person instruction, they returned for one day each week to focus entirely on social emotional learning and community building to reconnect them to the school, their classmates, and their teachers. This was an important step in reopening with a positive school culture. We will revamp our social emotional learning curriculum next year to better meet the needs of our students but will continue engaging our students in social emotional learning and restorative circles to ensure a safe, positive school culture going forward.|2021-06-21|||2021 01612590134015|Lodestar: A Lighthouse Community Charter Public|6|During 20-21, when students were in Distance Learning, Lighthouse Community Public Schools conducted a number of surveys of students, families, and staff to learn what was working about distance learning and what areas needed more focus and improvement. The spring version of the survey was taken by over 1000 students across our LEAs, representing almost 80% of our students. Students were asked a variety of questions about their satisfaction with our program, with results reported on a 5 point likert scale. The LEA learned that 79.1% of students said that they felt supported or very supported, 70.6% of students reported understand what was expected of them during distance learning well or very well, and 80.3% of students reported being satisfied with the work they were being assigned. The LEA also collected information on workload, areas where families needed more support, and data related to school reopening (plans for vaccination, plans for school return, etc). This data speaks to a number of strengths in the LEA’s program and match other data points tracked by the LEA, including strong attendance, work completion, and participation rates in classes. One area where the LEA has responded to data is around SEL supports, including adopting additional SEL curriculum, hiring additional clinical staff, and identifying times and spaces where SEL instruction will happen to respond to stated mental health needs from students and families. One challenge noted in this data is that the roughly 20% of students who did not respond represent some of the LEA’s more disengaged students. The LEA has proactively planned to re-engage and support these students as they return to school in Fall 21.|2021-10-06|||2021 01612596113807|AIMS College Prep Middle|6|We conducted an annual survey to get results on school climate. The survey was given to 6th-8th families. Below are the results for families. Family Survey (Strongly agree or agree responses) 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety. 92.3% 2: This school has a supportive learning environment for my child. 98.0% Providing students a healthy and inviting learning environment where they are protected from physical and emotional harm is essential to the mission of our schools. Safe schools are not just places with advanced security procedures. They are also places that help students develop that allow them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices.|2021-09-21|||2021 01612596117568|Aspire Monarch Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 01612596118608|ASCEND|6|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 students rated 4.0 on Student Relationships, which includes evaluating sense of belonging and sense of safety. Based on results from the survey, ASCEND will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|2021-10-28|||2021 01612750000000|Piedmont City Unified|6|Schools administered the California Healthy Kids Survey modules in February 2020 right before the pandemic. Surveys were given to students in 5th grade, and to all 6th-12th graders. In addition, the district utilized the Staff module in the suite for the first time district wide. Data was reviewed by staff in school staff meetings in late September 2020 during the continued pandemic. For 2020-21 we leaned on social-emotional surveys, including the BESS, to better ascertain student perceptions and connectedness. In the fall, a UC Berkeley developed mental health screener was used. Results were shared with the board on December 15, 2020 (http://www.piedmont.k12.ca.us/wp-content/uploads/2020/12/Board-Presentation_-Mental-Health-Screener-Results-12.15.20.pdf). Last spring the district moved to a social-emotional screener that was easier to administer, interpret and fast. Data on the spring administration and the fall 2021 administration was presented to the board on September 23, 2021. https://docs.google.com/presentation/d/156CfAtqwo4EVcwa9ywRNgrgjj2UOsXhVYefepCdnLhY/edit?usp=sharing Actions taken on the data include the addition of counseling services, further implementation of MTSS interventions especially on the social-emotional supports, wellness columns added to school newsletters, peer coaching, use in school "CARE" team actions, and communication outreach plans. This work continues as a major component of our LCAP.|2021-10-13|||2021 01612910000000|San Leandro Unified|6|San Leandro Unified School District (SLUSD) conducts the California Healthy Kids Survey (CHKS) every year to identify major programming needs. The CHKS is part of the California School Climate, Health, and Learning Survey System, which provides schools and districts with critical information about their learning and teaching environments. It is administered to students in grades five through eleven and is part of a comprehensive, data-driven decision-making process aimed at improving school climate and student learning environment for overall school advancements. The CHKS is an evidence-based survey funded by the California Department of Education. For the purpose of this Local Indicator Reflection, we are using the Spring 2020 CHKS results to reflect responses when students were attending the school in person. As a district, we are hoping to increase the number of students who participate in the CHKS. In Spring 2020 only 60%(376 out of 618) of 5th-grade students responded to the survey, 64% (1311 out of 2038) middle school students completed the survey and 73% (1505 out of 2056) 9th - 11th-grade students completed the survey. The CHKS results indicate that there is a need to improve student/staff relationships and safety, among other items that are relevant to improving school climate. For instance, of the 255 5th graders who took the CHKS, only 68% (255 out of 376 students) indicated that agree or strongly agree that there is an adult at their school who really cares about them. These percentages decrease as they move to a higher grade level 57% (747 out of 1311) of middle school students and 54% (812 out of 1505) high school students. Another area of concern is improving the safety of our students. An alarming 45% (590 out of 1311) middle school students and 53% (798 out of 1505) high school students disagree that our schools are safe. We are working closely with our school administrators, counselors, and campus supervisor to address this concern and make the students feel safe and secure while they are in our schools. Furthermore, we are collaborating with school staff and the community to ensure high standards of school safety and deliver effective emergency response and operations. District administrators agreed that expanding the MIISS framework to consistently provide Tier 2 and Tier 3 interventions represented the best option for promoting positive school climates where students feel safe, empowered, respected, and ready to learn. Expanding capacity at Tier 2 and Tier 3 of the MIISS will enable the district to meet priorities of decreasing chronic absenteeism and suspensions district-wide.|2021-06-29|||2021 01613090000000|San Lorenzo Unified|6|Each school year from 2017-18 through 2019-20, San Lorenzo USD administered the Cal-SCHLS’ Student, Staff and Parent surveys. In addition to all staff and parents being invited to participate, the surveys were administered to all students in grades 5, 7, 9 and 11. Continued, persistent and deep analysis by the Data and Assessment Department, our Educational Leadership Team and the Superintendent’s Cabinet, led to key findings being presented to site principals and the school board. Much of these findings were consistent each year the surveys were administered, with some of the key findings from 2019-20 noted below: The percentage of students who perceived that their school sites have caring adults varied, with 80% of grade 5 students indicating this statement was very much or pretty much true, but just 48% of grade 9 students stating such. 56% of grade 7 students and 55% of grade 11 students reported that there were caring adults in their schools. Student perception of school connectedness also varied by grade level, with 70% of grade 5 students strongly agreeing or agreeing, while just 54% of grade 7 students, 53% of grade 9 students and 43% of grade 11 students reporting feelings of school connectedness. There were also varying student perceptions of social and emotional learning supports at schools, with 77% of grade 5 students strongly agreeing or agreeing, as opposed to 45% of grade 7 students, 34% of grade 9 students and 31% of grade 11 students. While the pandemic hampered some of our responses to these results, we are committed to continuing the dialogue and implementing programs and curriculum based on the Cal-SCHLS data, including socio-emotional learning (e.g. Toolbox, Soul Shoppe, Character Strong), restorative practices, racial equity and ethnic studies, and our anti-bias framework. We also continue to explore methods to build schools’ community, while we ensure students have reliable adults and support available on campus. With our return to mostly in-person learning in 2021-22, we will be administering the Cal-SCHLS suite of surveys this Fall to all constituents once again. From these results, we plan to reassess our priorities and determine what is possible to best respond to student, staff and parent needs and desires.|2021-10-19|||2021 01613090101212|KIPP Summit Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 83% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 67% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 01613090114421|KIPP King Collegiate High|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 82% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 90% of KIPP students surveyed responded positively to feeling a sense of belonging at school, and 87% responded positively to feelings of connectedness with teachers. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 01750930000000|Dublin Unified|6|The Dublin USD LCAP Goal 2 states: "We will provide an environment that maximizes student learning, build resilience so that all students are engaged and supported with their social, emotional, behavioral, and physical needs in a safe learning environment." Progress on this goal is measured by the results of the California Healthy Kids Survey (CHKS) which is administered district-wide in grades 5, 7, 9, and 11. We monitor the percentage of students who report feeling a "high level of school connectedness" as a measure of successful engagement with students and providing a safe and trusting learning environment. The metric has been tracked for 4 years. At grade 11, the results have been: 2017 - 59%, 2018 - 61%, 2019 - 59%, 2021 - 66%. At grade 9, the results have been: 2017 - 67%, 2018 - 65%, 2019 - 65%, 2021 - 63%. At grade 7, the results have been: 2017 - 68%, 2018 - 73%, 2019 - 61%, 2021 - 68%. At the 5th grade level, data are only available for the last three years: 2017 - 74%, 2018 - 79%, 2019 - 75%, 2021 - 80%. These and other data are shared annually with the school board and with site administration. We use the data to inform our decisions about areas of need and where support resources need to be deployed.|2021-06-22|||2021 01751010000000|Pleasanton Unified|6|DATA: School Engagement and Supports Elementary: 97% report high level of response regarding Positive Behavior Secondary: 77% report high level of Academic Motivation and 76% report high level of High Expectations All Students: 36% report low level of Meaningful Participation School Safety 89% of Elementary students reported perceived feeling safe at school and 92% reported feeling safe when walking to and from school. 72% of students at secondary reported that they feel safe/very safe at school down from 85% in 2017 Students at all grade levels reported a low incidence of physical fighting and weapons at school 38% at Elementary and 31% at Secondary reported verbal harassment Substance Use Elementary: Little or no use (0-1%) of cigarettes, vaping or marijuana, 14% have tried alcohol at least once Secondary:7th grade students (0-1%), 9th grade (0-3%) reported little or no current use of alcohol/drugs, binge drinking, cigarette smoking, vaping or marijuana 11th grade students reported current, 22% alcohol use, 11% binge drinking, 1% cigarette smoking, 13% vaping, 13% marijuana use Behavioral Health Elementary: 11% experience frequent sadness Secondary: 19% of 7th graders, 21% of 9th graders and 34% of 11th grade students reported chronic sadness (during the past 12 months Secondary: 9% of 7th graders, 9% of 9th graders and 13% of 11th grade students reported contemplating suicide. MEANING: Elementary: Overall students report significant positive levels in all areas reported. At the same time, trends across the past three administrations show a slight decline in students feeling motivated, connected and safe at school. overall students report significant positive levels in all areas reported. At the same time, trends across the past three administrations show a slight decline in students feeling motivated, connected and safe at school. As students move to the higher grade levels the average percent responding to the questions with ‘strongly agree’ or ‘agree’ declines. Secondary responses can be disaggregated by multiple categories. When disaggregated by English Language Proficiency, in the area of Academic Motivation, it appears that students who are English Proficient have more positive responses than students who are English Only. Both groups respond more positively than students who are English Learners.In the area of School Safety, the data varies across the grade levels, but students who are not English Proficient tend to report feeling less safe at school. This interpretation holds true for Social and Emotional Health and Substance Abuse as well. Across all language proficiencies students reported decreased levels of motivation, engagement, safety and increased levels of chronic sadness and substance abuse as they moved through the grade levels.|2021-06-24|USE: During the development process for the 2021-2024 Local Control Accountability Plan (LCAP) increased emphasis was placed on developing goals, actions and services that are designed to target low income, Emerging Bilinguals and other high needs students. These include academic and social emotional engagement strategies as well as equity based, high quality professional development for all staff. Stakeholder Engagement also promoted actions that would directly benefit students who are identified in the LCFF as high needs students, including low income, Emerging Bilinguals and students who are unhoused or foster youth. Due to the global pandemic and the Shelter in Place mandate, we acknowledge that there will be a significant impact to our students and we continue to make efforts to include counseling and other mental health resources in our planning and practice.||2021 01771800138289|Latitude 37.8 High (SBE)|6|Latitude has administered a variety of surveys, including the SCAI, Panorama, Kelvin, and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 4.12 on the SCAI Student Relationships metric, among other positive feedback.|2021-10-28|||2021 04100410000000|Butte County Office of Education|6|BCOE schools use a research based PBIS School Climate student survey. The data is based on a four-point rubric. The goal for all BCOE schools is to maintain an average overall climate survey rating of at least 85%. Winter 2020-2021 Overall scores by school: BCCS elementary: 80% (-4%) BCCS middle/ high school: 86% (+18%) Special Education: 85% (-8%) Table Mountain School: 76% (-11%) Sites formatively assess climate status throughout the year with empathy interviews or other quick measures of student views on the school climate.|2021-06-28|||2021 04100410114991|CORE Butte Charter|6|CORE Butte surveys its students, parents and staff over the course of the academic year. For the purposes of evaluating local measures, CORE Butte has chosen to review our student and parent survey data collected over the 18-19 school year.j CORE Butte’s survey shows that a majority of stakeholders truly feel that family leaders and school and school staff continue to collaborate on 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. The survey results continue to show that CORE Butte works closely with its stakeholders to implement and evaluate decisions and to continually meet the needs of its community. CORE continues to strive for 100% parent participation on the Charter Advisory Council and Board of Directors. The survey also indicates that approximately 90% of our stakeholders feel that they can directly advocate and make change on a per student level, which is in direct alignment with our model as a personalized learning school. 85% of CORE Butte families surveyed feel that they are directly involved in decisions made at the student level and are directly involved in monitoring individual student progress and making personal decisions for his/her student. Due to the extreme trauma in Butte County related to the Camp Fire during the fall of 2018 and the onset of the COVID-19 pandemic, CORE Butte continually is assessing the trauma and related impacts on the school’s students and community. 57% of the survey respondents stated that they are still feeling traumatic impacts from the Camp Fire. CORE Butte had 33% of its students lose homes during this natural disaster and the impacts are still very real. Due to the extreme nature of the trauma experienced by students in Butte County, the data definitely reflects this. Of the students who responded to the survey 88% said that there is at least one teacher who truly cares about them at CORE Butte while only 73% feel like they belong. As the school increased it’s in-person offerings and reopened the campus to students and staff we noticed an increase in percentages for students feeling like they belong. We look forward to a more normal school year next year as the virtual environment 90% of survey respondents felt that CORE Butte provided a safe and healthy environment upon school reopening after the COVID-19 closure. 1% stated the school did not, and 10% of respondents chose a neutral stance. CORE Butte worked very hard to open its campus as quickly as possible with safety measures in place as outlined per CDPH and CDE.|2021-06-11|CORE Butte continually strives to provide an environment for students and families that is safe, inviting, and in which students thrive as individuals. The survey data shows that CORE Butte continues to thrive in this area and that culture is a priority at the school despite the pandemic and the closure of school campuses. The school works incredibly hard to include all stakeholders in decision making for the school. Through the Charter Advisory Council and the Board of Directors, CORE Butte parents and community have a large place on the decision making bodies, along with the fact that parents are engaged in regular decision making with students. This year the school also did several town hall meetings at which students, staff and stakeholders had opportunities to ask questions and seek clarification directly from leadership team members including polls. An area that CORE Butte would like to see strengthened is to increase the number of students and families who engage in the survey process. CORE Butte continues to work on communicating the roles of its Governing Board as well as disseminating information to the greater community. Better communication leads to better academic achievement and a healthier community, the two areas we are focusing on in the LCAP.||2021 04100410134213|Come Back Butte Charter|6|Come Back uses a research based PBIS School Climate student survey. The data is based on a four-point rubric. The goal for all BCOE schools is to maintain an average overall climate survey rating of at least 85%. Winter 2020-2021 Overall scores by school: 87% (-2%) Come Back formatively assesses climate status throughout the year with empathy interviews or other quick measures of student views on the school climate.|2021-06-28|||2021 04100410430090|Hearthstone|6|Hearthstone uses a research based PBIS School Climate student survey. The data is based on a four-point rubric. The goal for all BCOE schools is to maintain an average overall climate survey rating of at least 85%. Winter 2020-2021 Overall scores by school: Elementary: 92% (+5%) Middle/ high school: 82% (+7%) Hearthstone formatively assesses climate status throughout the year with empathy interviews or other quick measures of student views on the school climate.|2021-06-28|||2021 04613820000000|Bangor Union Elementary|6|A safe school survey is administered each year. The majority of students and families feel safe at school. Bangor School has implemented PBIS and has BCOE coordinated district support training for staff. BCOE is supporting administer and classified staff coaching and the district has contracted with an outside company for certificated staff training. These trainings have the focus of trauma informed practices, including Nurtured Heart and working as a team.|2021-10-21|||2021 04614080000000|Biggs Unified|6|Each year we administer a parent and student survey through Healthy Kids, the results from these surveys guide us to make changes if needed. Through this process we have modified the dress code and discipline matrix. The elementary school have adopted Peaceful playground model and win-win Friday model. The Elementary school has work hard developing a PPIS student guided program. A counselor has been added to the Elementary school who conducts weekly lesson on positive behavior. We will also be continuing our programs for student recognition. Another areas that is addressed in the survey is School Safety. The results were that an overwhelming amount of students, parents and staff feel that our school is very safe and that safety protocols are practiced regularly. We will continue to give the parent, staff and student surveys yearly in order to make positive changes in our school and facilities. LEA current strength include: 96% of parents indicated that the school encourages parent to partner with school in education their child and 93% feel welcome to participate in school. Parents have indicated they would like more information on how to help their child at home, more information on their expected roll.|2021-10-06|||2021 04614240000000|Chico Unified|6|Under normal circumstances, the Chico Unified Climate Survey is administered twice yearly to all parents, 3rd-12th grade students and all staff. It provides feedback to the district in a cross-section of areas regarding school climate and culture, including relationships, educational opportunities, safety, etc. Results are reviewed by district staff, site leaders, and School Site Councils. An overview of the results of the survey is included in the Chico Unified Local Control and Accountability Plan (LCAP) for 2020-21. The specific metric related to the survey in Goals 2 and 3 of the Chico Unified LCAP focuses on survey items related to social-emotional health and safety. Through the Athlete Committed program, participating high school athletes take a survey of lifestyle choices, including drug and alcohol use. Results are reviewed by administrators, coaches, parents and students.|2021-06-23|||2021 04614240110551|Nord Country|6|Nord Country School administers a local survey each year to students. This allows students to provide anonymous feedback about how safe, comfortable and connected they feel in our school community and the effectiveness of our different programs. If LCAP goals are relevant to that age group, those questions are included in the survey. Due to the anonymity of the surveys, we are unable to break out the responses by student groups. In the 3rd - 5th grade survey 96.6% of the students reported that they feel safe at school, 96.6% reported that they enjoy being at school and 94.9% of the student felt that their teacher listens to them. The 6th - 8th grade survey showed that 95% of the students felt safe at school and 95.3% of the students reported that their teacher respects them. Only 72% of students reported that they felt like they could be themselves at school. We feel that this low number is, in part, due to COVID restrictions and online learning in the fall and winter months. In order to keep the lines of communication open, we did add 2 comment boxes on campus so students can submit concerns anonymously. We will concentrate efforts in supporting middle school students so that they feel more included and that they feel they are an important part of the middle school community. We are looking at Student Risk Screening Surveys that we can administer to our older students in order to help identify those who may be at risk for social, emotional and/or behavioral issues.|2021-06-30|||2021 04614240118042|Forest Ranch Charter|6|Typically students take our detailed climate survey every year in the Spring by logging in to an anonymous survey during class. This is proctored by the School Director, rather than the classroom teacher as some students don’t feel comfortable expressing concerns with their teacher present. They also spend time talking with School Director about concerns and areas needed for improvement. This year a few small group discussion sessions were held, including multiple Middle School Town Hall meetings regarding improvements needed. The survey was delivered when school got out via parent communication. We received very little response. What we learned from the limited response as well as the student meetings was that students are missing elective, PE, and field trips. While some Middle School students were okay with having to be on Zoom while at school (due to small cohorts during Purple Tier), most students struggled with this and wanted to have in person learning with the teacher present and the ability to interact with others. Some students expressed concern over not getting enough prior notice for school events/activities. A few fourth grade students mentioned concerns about classmates not being friendly and/or inclusive enough. We only disaggregate by grade level to allow student input to remain anonymous. We will return to surveys in the classroom rather than sent home next year and will survey students in both the Fall and Spring next year (due to the limited response this year). In response to student input we will be adding back favored student activities, increasing PE time, and will continue to work on more effective/timely schoolwide even communications. Additionally, we will work on setting up a means of survey that allows us to disaggregate data without compromising student anonymity.|2021-06-29|||2021 04614240120394|Inspire School of Arts and Sciences|6|Every year, Inspire reviews survey results from staff, students and parents in order to reflect on areas of strength, growth, challenges, and barriers and plan for continuous improvement. In April of 2021, school administrators analyzed results of student, staff, and parent school climate survey results and developed a summary. Responses averaged a 4 out of 5 on positive prompts, indicating overall satisfaction with the school and its programs. The highest responses were "I respect the school's teachers" and "I would recommend this school to other families." Lowest responses included "I feel I am in charge of what I learn" and "I am aware of non-college options for students beyond high school." Disaggregated results revealed that female students felt slightly less confident in their math and science skills than male students. Fewer Hispanic parents reported feeling welcomed at Inspire. Overall, staff reported lower morale last year on the part of staff, students, and parents. In April and May of 2021, Inspire administrators shared the results of the climate surveys with students, staff, parents, and the school Board. We utilized stakeholder input to plan actions for continuous improvement including: 1) hire a bilingual liaison to provide translation services and support for Spanish-speaking parents, 2) continue to provide professional development for math teachers in the area of math mindsets to address math anxiety for all students, 3) focus on social-emotional learning in Advisories to teach students skills in resilience and to bolster morale.|2021-05-10|||2021 04614240121475|Sherwood Montessori|6|Satisfaction with the school climate in general remains high: Year Satisfied or Very Satisfied 2020-2021 87% 2018-2019 77% 2017-2018 82% 2016-2017 79%|2021-05-20|87% of stakeholders who responded reported being satisfied or very satisfied with the school climate in general.||2021 04614240123810|Wildflower Open Classroom|6|Each spring Wildflower Open Classroom administers a school climate 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 at the school’s fall Town Hall Meeting. It is important to recognize that the COVID pandemic altered in some ways the nature of our annual surveys. A number of surveys were administered over the past year to capture input due to COVID related circumstances. The results of the survey were 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 Overall, parents and students were satisfied will the school performance. The survey results and input was effected by distance learning and hybrid learning. The majority of parents were satisfied with both our distance learning program and the hybrid learning program implemented when our students returned to campus. Input collected from the surveys informed goals on the school's Local Control Accountability Plan and other related programs and services. Much of the input was centered on learning loss and the need to address the social emotional well being of both our students and staff. Goals were created to support the identified needs and program and services have been developed to support our goals.|2021-06-28|||2021 04614240137828|Pivot Charter School North Valley II|6|Pivot Charter School employed a variety of surveys during the 2020-21 school year to gather input reflecting on the impacts of COVID to students, their academic progress, and the actions taken by the school during the closures and upon reopening. Since the resource centers were closed for a majority of the school year, these surveys focused on the virtual program offered by Pivot and the needs of the students during this unique time. Pivot learned that families were satisfied with Pivot overall (89.5% were either satisfied or extremely satisfied) but not everyone believed their student was academically successful this year (65% of parents believe their student was academically successful this year). Survey responses indicated that Pivot’s clear strength is in building relationships and recognizing students’ individual needs. An area for growth was observed with some families commenting on the virtual curriculum providers utilized by Pivot and the need for upgraded content or interface. Pivot researches curriculum providers and systems every year, searching for standards-based and aligned curriculum that allows students to work asynchronously with teacher support as needed. While no online curriculum is perfect, many continue to improve their options for customization. Pivot has and will continue to utilize these opportunities to make necessary adjustments and address concerns. To supplement the online curriculum that is used, Pivot continues to build a robust virtual program that includes online workshops and office hours with credentialed teachers. Many students and families were satisfied with those virtual offerings this year. So much so that the survey responses also indicated that they would like these offerings as well as some site based support to continue throughout the summer. Pivot plans to offer summer school to grades 6-12.|2021-06-04|||2021 04614246113773|Chico Country Day|6|Eighty-six percent of fourth thru eighth-grade students at CCDS reported positively to the statement " Adults at my school believe that I can be successful" and "Do you do work that matters?". Eighty-five percent of fourth thru eighth-grade students responded, "I feel happy to be at CCDS", "I want to do my best", and "I feel safe at school". Eighty-six percent of those same students reported positively that, " My teacher cares about me" and " My teacher believes in my ability to learn." These statements speak to the connectedness and feelings of safety we want to foster at CCDS. Based on the student survey our fourth thru eighth-grade students are feeling connected and feel safe on campus. The survey results indicated that forty-two percent of students strongly disagreed, disagreed, or were neutral in regards to " The curriculum at school is interesting to me." This presents an opportunity for our school to seek input from students on what interests them and how we can incorporate this into their learning. We will be using a system called Kelvin to send out "pulses" to students and ask questions related to school culture and climate.|2021-06-22|||2021 04614246119523|Blue Oak Charter|6|In the spring of 2021, Blue Oak surveyed students and parents concerning safety, connectedness, fairness, and academic support. Responses in all areas showed that most students and parents feel safe, engaged, and supported. A small percentage did not feel positive about their school experience. Work will continue on increasing diversity, equity, and inclusion as well as restorative practices and learning loss recovery this year.|2021-06-15|||2021 04614320000000|Durham Unified|6|The Durham Unified School District was able to complete the California Healthy Kids Survey just before the COVID Pandemic began. DHS: In general, results of the survey show strong engagement for DHS students, but students expressed concerns regarding having meaningful participation. The district is working with a new Activities Director and has incorporated more student surveys in an effort to have more meaningful strategies for meaningful student participation. With COVID interrupting nearly all things in the school year last year, DUSD is focused this year on working to connect students. DIS: 6th grade students (70%) report feeling safe at school, but the percent of students feeling safe at school drops each year until it reaches a low of 46% at 8th grade. Additional Counseling time has been added at DIS over the past two school years to provide support for students. DES: Students' responses at DES show a strong understanding of the rules and school connectedness. The COVID Pandemic impacted students in every way over the past school year plus. Strategies put in place to support include adding 50 percent more social emotional counseling time. DUSD has also created a Social Emotional support team and added multiple strategies for adults and students to reach out for support.|2021-06-23|||2021 04614570000000|Golden Feather Union Elementary|6|Due to COVID 19. The Healthy Kids Survey was rescheduled to be taken in the spring of 2022.|2021-06-24|||2021 04614990000000|Manzanita Elementary|6|Manzanita Elementary administered the Healthy Kids Survey during the Spring of 2021 to grades 3-8. The survey was separated into elementary 3-5 and Middle 6-8. The elementary survey revealed that 84% of students felt connected to school, 86% felt there were caring adults on campus, and that 94% feel safe at school. Alcohol or drug abuse was not statistically relevant. 12% of students grade 3-6 felt frequent sadness. The middle school survey revealed that 74% of students felt connected to school, 71% had a caring adult relationship on campus, 76% felt safe at school, and 10% had used alcohol or drugs. 33% of students grades 6-8 had social emotional distress. Several surveys were conducted last year as well that revealed social emotional support needs from students and parents. As a result of these surveys Manzanita has contracted with Butte County Office of Education to provide counseling services to students twice a week. Manzanita also uses PBIS rewards to motivate students become part of the school, follow rules, and have the opportunity to win prices and other incentives all in an effort to improve mental wellbeing.|2021-06-16|||2021 04615070000000|Oroville City Elementary|6|OCESD’s last Healthy Kid Survey was published in 2018-2019. In regards to school climate, 58.5% of our students reported feeling connected to school and 59% felt there were caring adults at the school. Indicators of School Safety Results include 67% of elementary students and 49% of middle school students are feeling safe at school. At the elementary level 35% of the students report students are well behaved. The middle school reports 28% of the students are afraid of being beaten up and 45% have experienced bullying. OCESD is committed to school safety and has taken many measures to increase the safety and school climate at all of our school sites. A CR-PBIS has been implemented at all of the sites and we are continuing to have district wide training to support best practices in providing a supportive and caring environment in addition to engaging classroom practices. Our schools are beginning to develop Affinity Groups to support our various races and ethnic groups at schools and have formed a districtwide Supportive School Climate Committee to engage all our community members on how to best support all students. In addition, we are in the process of formalizing a districtwide bully prevention program.|2021-06-23|||2021 04615070121509|Ipakanni Early College Charter|6|Ipakanni's survey data showed that the majority of students and parents feel the school is safe and there are clear rules in place for all students. This continues to be a strength of the school and a reason the school continues to grow on a yearly basis. Students and parents are very happy with the school being safe and the clear rules and policies in place. One area for improvement is the students feeling about self belongings was lower than the other categories. This indicates that more time and effort needs to be put into the social and emotional needs of students. They need to build their self-esteem with the help of all stakeholders. This continues to be part of the school learning outcomes and it built into lessons on a daily basis.|2021-06-28|||2021 04615070129577|STREAM Charter|6|Student survey results from Spring 2021 indicate that STREAM students feel safe at school with no 5th or 6th graders reporting that they feel unsafe and one 3rd grader reporting not feeling safe. 93% of 5th graders and 81% of sixth graders feel pride in their school. The time spent in distance learning definitely contributed to a lower sense of pride than we have seen in previous years. STREAM is usually thought to be a special place by students because of the number of high-quality field trips available for our students. Since we were unable to take field trips last year, many students expressed disappointment. We plan to increase opportunities to create school connectedness as we resume field trips in Fall 2021. While the majority (60%) of 5th and 6th students feel comfortable bringing issues to their teacher or principal all of the time, this is an area of growth for STREAM in the upper grades. By increasing the overall sense of connectedness through social emotional learning, school activities, school events, and field trips the percentages of students that feel comfortable sharing an issue with the teacher or principal all of the time should increase. As a result of the school-wide Multi-Tiered Systems of Support training we attended, we implemented class meetings at the beginning of each school day. We have found those meetings successful at increasing our students' feeling of connectedness, so we have further codified this practice by revising the master schedule to ensure that all students can participate in these meetings without being pulled out of their regular classroom for additional instruction during that time. STREAM’s school psychologist has increased the number of meetings with students, many of whom have struggled with loneliness during the pandemic. We have also increased the number of staff members providing small group intervention, giving students additional opportunities to communicate with others that isn’t possible in the larger group settings. During 2020-21, due to health and safety protocols all of our assemblies were conducted in individual classrooms. Next year, we plan to resume school-wide assemblies including student of the month awards, a theatrical performance by Travelling Lantern, and a performance by the African Children’s Choir. Reading Buddies, where upper grade students partner to read with younger students, will also resume next year.|2021-10-27|||2021 04615150000000|Oroville Union High|6|OUHSD administered the California Healthy Kids Survey (CHKS) to all students during the 2020-2021 school year. 53% of the survey respondents believed the school is supportive and inviting place for students to learn. 53% of the survey respondents believed their school promotes academic success for all students.|2021-09-15|OUHSD began implementation of CR-PBIS during the 2020-2021 school year. The focus is change the culture to a positive educational environment. We use Safe, Respectful and Responsible as a framework for our Positive Intervention Program.||2021 04615230000000|Palermo Union Elementary|6|The PBIS School Climate Survey was administered to students in 3rd through 8th grade in the 2020-2021 school year. I always/often like school: K/3 83.6%, 4/5 76.4%, 6-8 67.7% I always/often feel safe: K/3 86.8%, 4/5 85.3%, 6-8 86.2% I always/often feel like I do well: K/3 78.2%, 4/5 63.9%, 6-8 76.9% Students always/often treat others well: K/3 81%, 4/5 74.3% Teachers always/often treat me with respect: K/3 92.6, 4/5 94.3%, 6/8 89.9% There is always/often an adult to help me: K/3 93.6%, 4/5 96.3%, 6-8 78.6% There are always/often clear expectations for behavior: K/3 93.6%, 4/5 90.2%, 6/8 88% Key Learnings: The data suggests that overall, the student’s perception of the school climate falls on the more positive end of the scale; while the higher grades have a somewhat less positive perception. Overall, students like school and feel safe at school. The majority of students feel successful and feel that they are treated with respect. In order to improve the overall school climate district wide and increase the student’s feelings of connectedness to their school, we will provide the Capturing Kids’ Hearts training and implement those strategies. In addition, we implemented the 7 Mindsets social-emotional curriculum district wide and continue to improve and refine the Positive Behavior Intervention and Support strategies on all campuses. Data collected during the spring of 2022 will provide the data for the district and school sites to determine if they implemented actions have produced the results that we are seeking. In addition, each school site continues to analyze achievement data in order to determine intervention and core instructional strategies to improve student outcomes and their feelings of success at school.|2021-06-23|||2021 04615310000000|Paradise Unified|6|PUSD disseminated the Student LCAP Survey to students in 4th through 12th grade. According to the 2020-2021 PUSD LCAP Survey for Students given in Spring 2021: 76% of the students who responded stated they strongly agree or agree they belong and feel safe at school 12% of the students who responded chose "I don’t know" when asked if they belong and feel safe at school 12% of the students who responded chose strongly disagree or disagree when asked if they feel safe at school. In addition to the Student LCAP Survey, PUSD disseminated the Healthy Kids Survey during the Spring of 2021. According to the 2020-2021 Healthy Kids Survey: Students were asked if there is a teacher or some other adult from their school...who really cares about them… who notices when they are not there… who listens to them when they have something to say. The averages below reflect students reporting “Pretty Much True” or “Very Much True” to the above questions: Grade 7- 62% Grade 8- 57% Grade 9- 59% Grade 10- 55% Grade 11-70% Grade 12- 77% RDV- 71% Students were asked how strongly they agree or disagree with the following statements... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. The averages below reflect students reporting “Agree” or “Strongly Agree” to the above statements: Grade 7- 65% Grade 8- 50% Grade 9- 51% Grade 10- 56% Grade 11- 62% Grade 12- 67% RDV- 76% MEANING: The data shows that there has been an increase in students feeling safe and connected at school. PUSD is pleased to see this in the time of COVID where we are constantly trying to make students feel safe and the environment safe for students. Staff continues to work on building strong relationships and school community with all students. Challenges have been supporting students recover from the traumatic Camp Fire and continue to move forward with recovery during the time of the Covid Pandemic. USE: PUSD will continue with strong Social and Emotional programs to support students in and out of the classrooms. The main approach PUSD is adopting is the RULER Approach. The RULER Approach provides an organizational approach to SEL. In addition, PUSD administers an SEL survey for students to support the continuous improvement model. Additional counseling staff has also been provided at all sites. Mindful Littles has also supported our students for the last three years and we continue this partnership with them. Teachers have also received trauma training, social emotional training, and our Junior High and High schools are implementing Restorative Justice.|2021-06-15|The impact of the fire along with COVID has created trauma for out staff and students. Prior to the fire Paradise Unified had the highest ACES scores (Adverse Childhood Experiences) in Butte County and Butte County had the highest ACES scores in California. Prior to the fire staff had received extensive PBIS and ACES training. Following the fire we have continued to provide training in these areas as well as Trauma informed practices. Additional counseling has also been brought in to support students and staff. Following the fire PUSD was faced with a 50 percent decline in our student population. It was also expected that we show a similar decrease in staffing. Due to hold harmless funding and COVID funding we have focused on decreasing our staff to student ratio. The purpose of this was to provide additional support for students in the area of academics and social emotional health.||2021 04615310110338|Achieve Charter School of Paradise Inc.|6|Achieve has consistently tracked the percentage of 4th- 8th grade students reporting feeling safe at school. This data has been especially relevant in the wake of the Paradise Camp Fire during the 2018-2019 school year in which all our students were classified as homeless and experienced extreme levels of trauma. During that year 75% of students reported feeling safe, in 2019-2020, 79% reported feeling safe, and last year 82% reported feeling safe. Because of our extreme situation and level of trauma, we have also been administering a school-created Teenage Self-Assessment of Mental Health to our 4th -8th grade students. Results over the last 3 years as as follows: We see some improvement from the year of the fire in some areas such as having nightmares, upsetting memories of the fire, and difficulty with school, but then see a decline in students' ability to start activity/motivation, ability to sleep and ability to concentrate. Our analysis is that the intense trauma recovery support offered to students specifically focused on the Camp Fire including self regulation and self awareness strategies were working for issues related to the fire while at school, but may not have translated into other areas or while at home, and were definitely exacerbated by the COVID pandemic. We have advocated for continued crisis counseling support for our students and continue to build on the gains made with our students.|2021-06-23|||2021 04615316112585|HomeTech Charter|6|1. Data: My school is clean. 98% My school is well maintained. 97% I feel safe at school. 81% 19% no opinion (HomeTech is an independent study program) I believe I am treated fairly by adults at school. 94% I want to do well in school. 91% I like going to school at HomeTech. 86% I trust the adults at HomeTech. 90% Key learnings from our survey results indicate that overall HomeTech provides a safe and secure school climate. Further examination of student engagement strategies will be explored. 2. Meaning: School Climate survey results show that students feel safe, secure and engaged. An area HomeTech will continue to focus on is further engaging students for on-campus support via our new counselor, new and diverse electives and personal teacher/staff outreach. 3. Use: HomeTech will continue to provide personalized learning opportunities and will incorporate social emotional learning as part of our curriculum. Additionally, individual students at risk for drop out or disengagement will receive interventions to add support both academically and social-emotionally.|2021-06-23|HomeTech Charter is provides personalized learning opportunities with a combination of independent study and synchronous instruction (provided in-classroom or virtually). Many of our families choose HomeTech for its small class sizes, personalized attention and ability to provide an environment and schedule different from traditional schools.||2021 04615316112999|Paradise Charter Middle|6|Following are the results of a survey completed by parents in May, 2020: Overall satisfaction with PCMS: 80.7% were extremely satisfied 14% were very satisfied In response to the prompt that they felt their student was safe at PCMS: 89.5% strongly agreed 10.5% agreed In response to the statement that PCMS has high academic standards: 89.5% strongly agree 8.8% agree In response to the prompt that the facilities/equipment and supplies support their students learning: 86% strongly agreed 14 % agreed In response to the prompt that the Administration effectively supports the school mission: 91.2% strongly agreed 8.8% agreed In response to the prompt that the teachers effectively supports the school mission: 86% strongly agreed 12.3% agreed In response to the prompt that the academic programs fulfill the school mission: 80.7% strongly agreed 19.3 % agreed In response to the prompt that the character education fulfills the school's mission: 84.2% strongly agreed 15.8% agreed In response to the prompt that the my student feels safe and connected at school: 75.4% strongly agreed 15.8% agreed We were pleased with these results from last year's survey. However, 53% of our student population this school year, are new to PCMS. Our school has been hard hit with trauma, and as a result, we have faced additional challenges with student behavior and staff have noticed a change in the sense of safety and community that PCMS is known for. We are working hard to get these students to the same place we all were in the past 26 years.|2021-11-16|||2021 04615316113765|Children's Community Charter|6|Twice a year CCCS administers a climate survey to staff, students, and families. The results of the surveys are shared with all stakeholders via newsletters, Board meetings, and Charter Advisory meetings. Staff also analyzes the data and provides input on how to respond to the data. Key learning: Overall staff, students, and families are satisfied with the school and feel like they belong. Meaning: The results of the climate surveys indicate that the school is responding to social-emotional needs. Students overwhelmingly feel like they belong at the school; however, the data shows students do not always think they can be successful in all areas of academics. Students report they could be more respectful when dealing with others who have different opinions. The school could improve on creating space for diversity and inclusion with others that are different. Use: In responding to this data, the school hired a social-emotional teacher to work with small groups and deliver lessons that are targeted to specific needs. Whole school morning messages help to lead the school in feelings of belonging, ways to be inclusive, lessons on Growth Mindset, and foundational character traits (respect, responsibility, safety, preparedness). Culture is one of the three LCAP goals and is a top priority of the school. The whole staff participates in adult social-emotional professional development as it is a multi-year initiative. Equity, quality, and safety are at the top of the priority list for the school. Why?: The leaders of the school along with the staff wholeheartedly believe that the culture of the school is a top priority. Creating a school where people feel wanted and feel safe to take risks is a place where the people will thrive. CCCS believes that culture comes first and with that, the data will support it.|2021-11-11|Culture is an LCAP goal and a top priority. The school invests funds to support this initiative and will continue to make a positive culture and climate a priority.||2021 04615490000000|Thermalito Union Elementary|6|Nelson Middle School Healthy Kids Survey (CHKS) Grade 7 Spring 2020- 2021 results have all improved since the last 2018 CHKS survey. 84% of our students reported they feel safe at school. 95% say adults on campus make them feel safe. 81% of students reported if they have a problem, they know they have someone to talk to at school. 58% of students reported there is a teacher or other adult at school, who really cares about them. Elementary Student Safety Survey 2021 Spring survey results have all improved since the last 2019 student safety survey: 86% of these students feel safe or very safe at school. 84% responded they feel cared about all or most of the time. 77% responded they are happy and feel like they are part of the school. (connectedness) 88% of students feel teachers and other grown-ups at school treat students with respect all or most of the time. The focus for growth is to continue increasing school connectedness and engagement through student advocate teams and school clubs with the focus on strengthening positive relationships.|2021-06-21|||2021 04733790000000|Pioneer Union Elementary|6|Last year students were in distance learning for part of the year. Once students returned we sent out a survey and 80% of parents felt safe sending their student (s) to school.|2021-06-23|||2021 04755070000000|Gridley Unified|6|Gridley Unified School District administers the state-approved California Healthy Kids Survey yearly in the spring to students in grades 5, 7, 9, and 11. Parents and staff members each also are given the opportunity to report on their view of topics related to the schools through the parent and staff versions of the survey. Full survey results are publicly available documents that are available at this web address, and each year's data are published in the fall (November) for the previous administration: https://calschls.org/reports-data/search-lea-reports/. Elementary students reported 78% feeling that caring adults were present at school and 91% reported feeling that there were high expectations on them. Upwards of 87% felt motivated academically and 82% felt connected to school. Fifth graders also noted 84% agreement that school provides them with socioemotional learning support. In the area of safety and school climate, 87% reported feeling safe most or all of the time at school. In terms of bullying, 78% report sufficient anti-bullying climate at school and 78% report never being cyberbullied at all but about half have experience some form of teasing or bullying from peers in other contexts. In socioemotional health, only 14% reported frequent sadness or depression some or all of the time. Among elementary students, 18% reported being absent 3 or more days in a month. Secondary students reported about 58% feeling that caring adults were present in school, and 64-75% felt that there were high expectations on them, depending on grade level. All grade levels reported 60% agreement that they were motivated to do well in school, and 49-63% felt connected to school, depending on grade level. Anywhere from 38-49% felt parent involvement in school was promoted, again depending on grade level. In the area of safety and school climate, 57% of 7th graders said they felt safe at school while 74% of 9th graders reported feeling safe and 52% of 11th graders. In the area of bullying, 30-33% of high schoolers reported an anti-bullying climate at school and 41% of middle schoolers. Middle schoolers reported 36-39% had ever been bullied or had rumors spread, dropping into the mid 20s by 11th grade. Students in this level report feeling sad or depressed at just over a third (35-39%). Students in the secondary grades also report increasing uses of marijuana, going from 5% in grade 7 up to 17% in grade 9 and then 27% by grade 11, with 14% of 7th graders and 46% of 11th graders reporting having ever used alcohol or drugs to get high. With regard to currency of use versus lifetime of ever having used, 7% of 7th graders report current use, 13% of 9th graders, and 18% of 11th graders. In the area of vaping specifically, 6% of 7th graders report current vape use while 18% have at least tried it, which climbs to 9 and 22 for grade 9 and then 10 and 29% for grade 11, with 3-4% reporting vaping at school. Vaping was more common than regular tobacco use.|2021-06-30|Overall, data from the recent administration of the survey indicate that as students age, they feel less connected to schools, experience increases in absences, and increases in likelihood of engaging in unwanted behaviors whether that is substance use, bullying, or depressive episodes. Compared to previous years, these numbers all worsened. It is unclear whether this worsening represents a true decrease in school climate this past year, or if it is connected to lingering effects of the pandemic. Regardless, the GUSD leadership is committed to welcoming back its students and families in 2021-22 with renewed vigor and the awareness that we need to make the schools attractive and desirable to attend and participate in education. Resources are already in places to make sure that socioemotional supports are at each school site with fulltime counselors, family outreach and classes are in the planning stages, and additional EARLY opportunities to engage parents are planned to capture hearts and minds earlier in the school year.||2021 05100580000000|Calaveras County Office of Education|6|There were not enough responses to generate a report on the California Healthy Kid Survey (CHKS) at CRA due to COVID-19 in the 2020-2021 school year. (This survey is not given to students at the Oakendell Residential Home because it is on the grounds of a private group home that houses male wards of the court.) In the 2019-2020 CHKS, CRA students report that 74% of them agree or strongly agree that they experience school connectedness. Students report that 64% either feel very safe or safe at school. Both of these percentages reflect a continuing upward trend for the last 4 years. Due to the nature of the program at Calaveras River Academy, student enrollment fluctuates and many of the students who participated in previous surveys no longer are enrolled there. The challenge is to make this data relevant when looking for trends to influence continuous improvement of school climate. Staff are aware of this challenge and spend time creating caring relationships with individual students. Programmatic growth is hard to measure with hard data; however, staff depend on student attitudes, behaviors and accomplishments to determine successes and challenges in regards to improving school climate.|2021-06-07|||2021 05100580530154|Mountain Oaks|6|In the January 2020 Program Survey for Parents, 77.8% of parents felt that the lines of communication between Mountain Oaks Families and the School staff were clear. 86.75% felt that the school program is meeting the needs of their family. The most common suggestion for improvement was the desire for more core, direct instruction classes, especially at the high school level. 75.6% felt that the school provides outstanding Student Support Services. The most common comment indicated some parents were not familiar with the programs, mainly because they did not have a reason to access them at the current time. 86.7% were familiar with and understand the grades, assessments, and testing that their student(s) participated in. Some parents indicated that they would like to gain a greater understanding of how testing fits into their child’s educational plan, and 95.6% felt that their family is clear regarding goals and expectations for their students. 93.2% of parents were familiar with and understand the paperwork, policies, and procedures for managing their student's learning plan. 88.9% of parents felt that Mountain Oaks provides a safe learning environment and maintains a positive school culture. All parents indicated that they felt safe while on campus. In response to the identified needs, the school engaged in an ongoing effort to improve student achievement in Math and ELA, College and Career preparedness, and improve student, parent, and community engagement. Steps taken to achieve these goals were, and continue to be, pushing out a targeted information a campaign to increase dual enrollment and participation in CTE programs, assessing technological needs to continue to offer blended learning curricular opportunities, partnering with the PTO to expand co-curricular activities, and partnering with the County Office of Education and Sierra Child and family service to establish a wellness center to support families and connect them with community resources.|2021-09-08|||2021 05615560000000|Bret Harte Union High|6|DATA: The data reviewed is from the 2020/21 California Health Kids Survey (CHKS). This survey was given to 114 9th grade students and 63 11th grade students. Students were participating in hybrid model and remote learning model instruction during the school year. Overall, the results reveal our students are feeling supported, engaged, and connected on our campus. Students are reporting an increase in feelings of chronic sadness/hopelessness and have considered suicide. In addition, it appears that the data reflects that use of electronic cigarettes is on the rise. MEANING: In 2021, CHKS results were compared to the 2018 results and revealed and continued increase of students experiencing Chronic Sadness/Hopelessness, as well as considering suicide. Additionally, there is an increase in students using electronic cigarettes. The majority of students report having caring relationships with adults on campus, are connected to school and feel they have high expectations for and from schools. This trend in the data has been compared to the nationwide data from the Center of Disease Control validating this disturbing rise. USE: Bret Harte High School will continue to work with a full time School Resource Officer that provides assistance and support to those students smoking and/or using alcohol and/or drugs along with overall safety on campus. Diversion groups and Tobacco Cessation groups are offered and co-facilitated by our School Nurse, School Counselor, Drug & Alcohol Counselor and School Resource Officer. In addition, vaping devices have been installed in the boys/girls restrooms this year to monitor and address the rise in electronic cigarettes. A Wellness room, staff by a dedicated Wellness Coordinator, has been established this year to provide support for students with both acute and chronic social-emotional needs. Additionally, a Wellness Team will be meeting weekly to discuss School Issues and plan for Social-Emotional Events. School Connectivity will be a key area of focus with assemblies and activities specifically designed to support the mental health of students and the community.|2021-10-04|||2021 05615640000000|Calaveras Unified|6|California Healthy Kids Survey (CHKS) data provides an overview for how our students report their experiences at school. Data from this survey is in the table below and indicates that we have room to improve, particularly at the secondary level. School climate will be a focus area for CUSD moving forward, as indicated by Goal 3 of our LCAP. Schools will be redoubling their focus on PBIS supports. Wellness Centers have been established at elementary schools and school counseling staff and accompanying supports have been expanded at all schools. Social emotional curriculum has been purchased and will be implemented at all schools. To specifically support students with the transition from elementary to secondary school, staff at Toyon Middle School will reestablish “Warrior Welcome Week” at the start of the 2021-22 school year. For the first three days of the school year, students will participate in a series of workshops focused on school climate that will be delivered by school staff, district staff and community members. To help staff at all schools support students, CUSD school counselors will provide training on supporting students' social emotional learning at our 2021 back to school CORE day.|2021-06-29|||2021 05615720000000|Mark Twain Union Elementary|6|The elementary data shows that our students indicate that while there is connections to a caring adult, they do not feel they have a voice in the school. Over half said they are never asked or given choices in learning and less than 25% feel they are told regularly that they are doing a good job or that they have a voice in activities and rules. 70% feel that their physical environment is safe and clean. 55% are motivated to learn and over 70% feel that behaviors are dealt with fairly. Over half of our elementary students feel there is an anti-bullying climate. In our 7th grade over 55% indicated depression and/or feelings of hopelessness and over 20% had contemplated suicide. 33% of the staff believe our students have significant mental health concerns. 33% feel they are in a positive work environment and over 50% feel students are safe at school but only 25% feel there is consistency and clarity of rules. The challenges we are facing is bring the information from students and staff in better alignment. There is work to be done with both students and staff regarding the learning environment and voices felt valued and heard. We are increasing our PBIS with more fidelity; we have hired a learning director to provide supports both behaviorally and academically to students as well as supporting teachers with data-driven best practices. We have kept class sizes in the 22 - 25 student range.|2021-11-04|Coming back to school more fully traditional has proven to be difficult for students with regard to structure. The clarity of expectations both behaviorally and academically have required targeted actions. We believe that we need to better support teaching staff to deal the the even broader range of learning levels in a classroom due to further gaps from impact of the pandemic. There is a greater need for purposeful activities for belongingness and that vacant positions in the classified positions are paramount to fill so there is a lower student to staff ratio.||2021 06100660000000|Colusa County Office of Education|6|Data from the California Healthy Kids Survey has not been made available. Due to the small percentage (14%) of parents participating in the survey, other methods were used to determine the areas of strength and growth of the school. Since the focus of 2020-21 was to re-open schools safely, surveys focused on instruction models and ways to improve current programs. May 2020 surveys indicated that 100% of parents and students believed the school’s transition to Distance Learning was effective. May 2021 surveys revealed that 86% of parents wanted the school to return to “in-person” instruction. Continuous improvement areas included in student and parent surveys include the need for Work Based learning opportunities, an increase in Career Technical Education courses and stability of the SWAA teacher.|2021-06-09|||2021 06615980000000|Colusa Unified|6|The classrooms at my school are clean and well maintained (FIT Results). Burchfield 100% Egling 100% CHS/CAHS 100% I have access to the internet and email often. BPS 90.5% EMS 100% CHS/CAHS 98% I feel welcomed and comfortable at school. BPS 96% EMS 92.5% CHS/CAHS 96.5% Discipline at school is fair and consistent. BPS 90% EMS 78.5% CHS/CAHS 88% My teachers set high standards for my student. BPS 93% EMS 91% CHS/CAHS 92% School is a safe place for my student. BPS 98% EMS 91.5% CHS/CAHS 94% The facilities at school are well maintained. BPS 90.5% EMS 94% CHS/CAHS 87% Communication from school is frequent and high quality. BPS 90% EMS 95.5% CHS/CAHS 86% At school, I can obtain clear and timely information regarding my child’s academic growth. BPS 93% EMS 87% CHS/CAHS 86% As a parent of a student, I am satisfied with the number of extracurricular activities provided by the school. BPS 90% EMS 78.5% CHS/CAHS 78% Parents have many opportunities to participate in school events. BPS 92% EMS 82% CHS/CAHS 72% I am satisfied with the communication between school, myself and home. BPS 94.5% EMS 90% CHS/CAHS 88% At school, the grading policies are clearly explained. BPS 88% EMS 86% CHS/CAHS 90% School climate survey results show that students feel safe, cared about, and engaged. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. An area we continue to address is bullying, by educating students, correcting behaviors, and supporting students who feel bullied.|2021-06-28|||2021 06616060000000|Maxwell Unified|6|Our most recent DataQuest suspension rate is 3.2% along with 0% expulsion rate. The suspension rate declined due to not being in person. We continue to work on creating a set of norms and values that focus everyone’s attention on what is most important and motivates them to work towards a common purpose. We are implementing character education and anti-bullying assemblies and programs. We will continue working with Boy’s and Girl's Circle and with County Mental Health. We have implemented a random drug testing program and unlawful contraband searches using a trained K9 to help provide a safe productive learning environment at the high school. We are striving to improve our positive awards programs and have earmarked funding for these activities.|2021-05-12|||2021 06616140000000|Pierce Joint Unified|6|Students in grades 5, 7, 9 & 11 took the California Healthy Kids Survey (CHKS) in the spring of 2021. In-person and distance learning students were eligible to complete the survey. Fifth grade students had to return a signed parent permission slip in order to participate. Parents of students in grades 7, 9 and 11 were notified of the survey and needed to contact the school if they preferred to opt their child out of participating. Forty-eight 5th graders, 118 7th graders, 124 9th graders and 94 11th graders participated in the survey. This year has been a different year in that all students began the school year in distance learning. Elementary school students could begin in-person instruction on October 19, 2020 and middle and high school students could start in-person on November 2, 2020. There were additional opportunities for students doing distance learning to return in-person during the school year. The feeling safe in school question is a completely different context this year due to Covid-19. Students 'not feeling safe' may be based on fear of getting the Corona-virus. The 'I am a part of this school' is a difficult question to answer as well in this pandemic environment. School hours are shorter. Students are co-horted in pods in grades TK-8th. Clubs and sports have been completely curtailed until just recently. Funding will continue for intervention/prevention counselors, after-school clubs and extra­curricular activities, and staff will have professional development around social-emotional learning, relationship building, and constantly modeling positive behavior toward all students.|2021-06-21|||2021 06616220000000|Williams Unified|6|Williams USD has seen dramatic changes in leadership this year (new Board, new superintendent, and all new administrators). WUSD is striving to build strong, positive relationships with all staff members, families, and community. WUSD is currently administering the California Healthy Kids Survey and will report results to the board of trustees at a regularly scheduled meeting once they are available. Due to COVID closures and the vast turnover in personnel, results from the spring are not available at this time.|2021-06-17|||2021 07100740000000|Contra Costa County Office of Education|6|Data: 32% of students reported feeling connected to the school 60% of students reported academic motivation 41% of students reported having a caring adult relationship 41% of students reported that the adults in school have high expectations 28% of students report meaningful participation 26% of students reported bullying or harassment Challenges- Being in a incarcerated facility it is hard to separate out students' feeling about their circumstance of incarceration from their feelings about the school in particular. During the time of distance learning, this is particularly true as school instructional staff were not physically present on campus for 14 months. Strengths- 60% of students felt academically motivated. This is a huge strength as almost all of our students come to academically disengaged. Although the rating of 41% for caring adults and high expectations is not high, we consider this a relative strength given that almost all of our students were pushed out of their previous academic environments. Actions- It is important to our school that we create an environment where students feel connected and safe. This metric is included in our 2021-2024 LCAP so we can continue to monitor our progress in this area.|2021-06-16|||2021 07100740114470|Making Waves Academy|6|At Making Waves Academy, we implement culture and climate surveys once a semester. The surveys are intended to get a pulse check on the student experience and inform our approach. Please see highlights below as well as our next steps: Data: • RIGOROUS INSTRUCTION: More than 75% Wave-Makers believe that MWA is providing a rigorous instruction that includes high academic/behavior expectations, academic challenge, and teachers not only encourage/support but adjust to how they learn best. 80% of Wave-Makers Academy-wide agree or strongly agree that they "feel supported to be successful in school." 69% of Wave-Makers are worried/very worried about "Getting Good Grades." ? SEL WELL BEING & STUDENT SUPPORT: More than 60% of Wave-Makers feel that MWA facilitates an environment where they feel safe, can be themselves, celebrated/praised, feel valued/important and supported to address and resolve harm. 70% of Wave-Makers Academy-wide agree or strongly agree that "when they cause harm, teachers/deans help them to make things right. 66% of Wave-Makers Academy-wide agree or strongly agree that "when they are harmed teachers/deans help them to address and resolve the issue." 42% of Wave-Makers are worried/very worried about "Not being able to be with classmates during distance learning." ? DIVERSITY & INCLUSION: Over 75% Wave-Makers believe that their teachers and staff treat them fairly and make them feel like they belong. ? MISSION ALIGNMENT: Over 75% Wave-Makers believe that MWA is preparing them to be successful in college & beyond, will help them achieve their life dream. ? SAFETY & SUPPORT: While only around 45% of Wave-Makers know what Restorative Justice/Practices is, over 65% of Wave-Makers believe their teachers/deans help them resolve issues and make things right. 38% of Wave-Makers are worried/very worried about "Conflict with other students/Bullying." Meaning: We look at anything over 70 percent as a material strength. From this data, we believe that areas of instruction, mission alignment and diversity, equity and inclusion are strengths. We have more work to do in helping our students understand our approach to restorative justice and social-emotional well-being. Next Steps: Follow up with Wave-Makers who answered questions that may identify they are in need of support. Continue developing Advisory program to prioritize relationship building, peer engagement, connection and academic skill development. Provide more alignment and training related to restorative practices, such as providing an academy-wide Restorative Practices Framework and roll out. Review culture and climate survey results with key academy divisions to help drive plans for next year.|2021-06-17|||2021 07100740129528|Caliber: Beta Academy|6|1. DATA: There were a number of challenges this year but we were successful in a number of places that matter the most to our LEA. We had an extremely high number of parents who said they were satisfied with the school and would recommend it to others. There are lower areas that may have improved but are not as high as we would want overall. 2. MEANING: There are a number of areas to celebrate for the 2020-21 school year. 97% of families shared that they would recommend Caliber to other families and 96% of families said they were satisfied overall. Both of these responses are up 1% from the previous year. We also had a 4% increase in families sharing that their child wants them to be contacted by the school (95% in 2020-21). We also saw a 7% increase on the question “given your child’s cultural background, how good a fit is his/her school” and a 7% increase on the statement “how much of a sense of belonging does your child feel at his/her school.” The highest increase was 12% on the question “How well do the activities offered at your child’s school match his/her interests?” There were areas that decreased this year. 76% of families shared that they had transportation issues. This was down by 12% from the previous year. There was also a 7% decrease in the question “How much does the school value the diversity of children’s backgrounds?” Distance learning was a challenge for students, staff, and stakeholders. Communication between stakeholders was a challenge to be addressed in the year and maintaining a connection to each other was a challenge exacerbated by the distance learning experience. 3. USE: Overall, the LEA is pleased by the results and data that has been gathered through our surveys. In the future, we hope to have a greater number of families participate in the survey. Additionally, we hope to maintain high responses in areas related to overall satisfaction and willingness to recommend Caliber to other families. It will be interesting to see how responses increase related to transportation once we are back in person. We also plan to improve the available activities that students have access to in the upcoming school year. This includes expanding our extracurricular options in upper school and ensuring opportunities for students to have experiences that match their interests. In the fall of 2020 we added a full time staff member who focuses exclusively on family and community engagement. It is our plan to continue to leverage this person and streamline our communications to include multiple forms of communication.|2021-06-24|||2021 07100740129684|Summit Public School K2|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 77% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 90% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 76% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 92% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 84% Summit K2 believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit K2 take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support.|2021-06-17|||2021 07100740137026|Invictus Academy of Richmond|6|DATA: 99% of students believe their classrooms are safe and under control. 94% of students believe their teachers care about them. 89% of students feel that they belong at Invictus. Our results are indicative of the strong school culture we have created at Invictus Academy. We are proud that our students feel cared about as individuals, especially given the difficulty in forming authentic relationships in a virtual format. MEANING: When the results are disaggregated based on race/ethnicity and grade level, there are not any significant disparities in the results. Our Asian subgroup is very small, and there does seem to be a gap in this group’s sense of belonging to the school community, but at this time we are not sure if the data is a reflection of the small sample size or truly an area of growth. We will continue to monitor the school climate data to see if the gap remains over time. USE: Invictus Academy will increase the frequency of our student surveys, continue to monitor data, and form onsite representative groups (academic leadership team and school culture leadership team) to identify and respond to academic or school culture issues. Our PBIS practices and the development of our restorative justice program have contributed to a positive and safe school climate. As we continue to expand our school community each year, maintaining a positive school culture continues to be a top priority.|2021-06-16|||2021 07100740730614|Golden Gate Community|6|Data: 76% of students reported feeling connected to the school. 70% of students reported academic motivation. 83% of students reported having a caring adult relationship. 93% of students reported that the adults in school have high expectations. 39% of students report meaningful participation. 10% of students reported bullying or harassment. Our challenge is providing all of the services we have available to our independent study students. Likewise, we are constantly exploring more ways to engage parents. Lastly, we are also working to improve our attendance rate. During the time of distance learning, our attendance rate dropped. Our strengths are that we have constructed a culturally relevant curriculum and now more students feel academically motivated. Moreover, our rating of 83% for caring adults is significant progress. We consider this a relative strength given that many on our staff engage in additional PD opportunities better their skills or desire to bring better services to Golden Gate. We will continue to create an environment where students feel connected and safe. Likewise, we will continue to help teachers to develop their skills to support their students academically and socially.|2021-06-16|||2021 07100740731380|Clayton Valley Charter High|6|Due to the COVID-19 pandemic, the last California Healthy Kids Survey that was given to our students on campus was in 2019. The results were: 90% of students reported that "At my school there’s a teacher or some other adult who really cares about me” 88% of students reported “I feel safe in my school” During the 2019-2020 school year, we sent out multiple surveys (virtually) to both students and families to gauge the effectiveness of our distance learning program. The surveys did include several questions that helped our staff tease out how students were feeling about the distance learning environment. Here are some excerpts from the survey questions: In our Distance Learning Survey taken by approximately 400 students in April of 2020, 50% of students who responded to the survey reported that they “feel engaged” in half or more of their courses. 50% of students reported that they “feel engaged” in less than half of their courses. In a student survey sent sent out in late March of 2020, nearly 1300 students responded. Several climate/support oriented questions were included: Distance learning has many challenges, especially if you never wanted to have school in this format. Are there other things going on in your life currently that are making distance learning extra challenging? (multiple answers, open-ended response opportunity) What is/are something(s) you wish teachers knew about being a student doing distance learning?(multiple answers, open-ended response opportunity) These highlights from surveys helped guide decisions and policies relating to virtual school climate during the pandemic. Generally speaking, some other indicators of a positive student climate as it relates to our site include: Our 97%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Our comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. We have a strong character-education program that is delivered to all students across grade levels to promote positive behavior and good choices. We have an active athletic and extracurricular program that includes an array of different ways for students to become involved on campus.|2021-11-10|||2021 07616300000000|Acalanes Union High|6|AUHSD administers the California Healthy Kids Survey (CHKS) every other year, to all students in grades 9 and 11. The district has administered the following CHKS modules to the students: Core, Alcohol and Other Drugs, and Resilience & Youth Development. Results of the CHKS are reported in meetings to the Governing Board, parent organizations at the district and school level, students and staff. This review of the data in this Dashboard is based on the 2019-2020 administration of the CHKS. CHKS will be administered in November, 2021. School Safety High numbers of AUHSD students feel safe at their schools. 71% of 9th graders and 11th graders perceive their school as a very safe or safe environment. Differences are noted when the data is examined by subgroup. Among 9th graders it is noted that students identifying as Asian (26%), White (72%) and two or more races (69%) feel safer at schools while students identifying as Hispanic or Latino (66%) or Black or African American (55%) feel safe at school at lower percentages. A similar trend is seen among AUHSD 11th graders. While the overall percent of students feeling safe is high and well above the state average, AUHSD staff has noted a three year downward trend. This, in addition to the gap in safety perception noted by subgroup is our area of focus. For those students feeling unsafe, experiencing harassment or bullying, especially cyber bullying was identified as the main reason. Connectedness High numbers of AUHSD students feel connected to their school. Based on the 2019-2020 CHKS, 69% of 9th graders and 64% 11th graders felt high levels of school connectedness. This was not available broken down by subgroup. This is an improvement of 5% from the 2018-19 survey and was a focus of all schools in the 2019-2020 school year. AUHSD has placed specific focus on the issue of connectedness as well as social and emotional health of our students. This is also reflected in the LCAP goals. This goal was in part due to the CHKS data that 27% of 9th graders and 38% of 11th graders experience chronic sadness and hopelessness. AUSHD has made spme positive gains since the last survey – a from from 16% to 12% in the number of 9th graders reporting suicide ideation in the last 12 months; a drop from 20% to 17% of 11th graders reporting suicide ideation in the past 12 months. LCAP goals around connectedness and mental health have resulted in various wellness initiatives including opening Wellness Centers staffed with mental health specialists at each campus.|2021-06-09|AUHSD utilizes California Healthy Kids Survey (CHKS) as a School Climate evaluation tool. CHKS is administered by the state of California every other year and was last administered by the District in 2019-2020. AUSHD will be administering CHKS in November, 2021 to all 9th and 11th graders and this data will be utilized during the following year when completing this self-reflection tool.||2021 07616480000000|Antioch Unified|6|AUSD monitors student engagement, connectedness, a feeling of safety, and mental wellness around drug and alcohol usage. This information is collected through the California Healthy Kids Survey which is administered to various grade levels of students. Antioch Unified School District has chosen to administer this assessment to grades 6, 7, 9, and 11 for the 2020-2021 school year, however, a data summary is not available at this time. Due to COVID 19 restrictions, the last data on the LEA Dashboard was from the 2017-2018 school year. Students were given a survey of questions using an online format that anonymously collected their responses. Students shared their personal feelings including connectedness with school, home life, and mental well-being. This year, staff administered a district distance learning survey relative to student engagement and well-being concerning distance learning and their success with asynchronous and synchronous learning. Based on the data from the distance learning survey, the majority of students felt connected to their teachers and felt comfortable asking questions during class sessions. Looking at the comparison between the California Healthy Kids Survey from 2016-2017 and 2017-2018, the following data was gathered: School Connectedness: The 2016-2017 California Healthy Kids Survey compared to the 2017-2018 California Healthy Kids Survey for AUSD indicates that students feeling connected to school has decreased significantly in grades 7,9, and 11. To address these barriers, additional funding is provided through the LCAP to implement a social-emotional learning curriculum, intensive academic and emotional counseling services for grades K-8, and academic counseling and social support for grades 9-12. SB 390 training will be provided for site safety personnel. Mindfulness strategies will expand from 4 schools to 7 schools at the elementary level.|2021-06-09|||2021 07616480115063|Antioch Charter Academy II|6|Fourth through eighth grade students participated in a student survey in spring, 2021. The survey included 48 scale response questions and two open-ended response questions to measure student opinion about the school climate. 100% of students feel safe or very safe at the school. 100% of students think the school is a good school or very good school. Overall, the data shows the students feel that the climate of the school is positive. In the open-ended response questions, many students responded that they like the freedom and the choice they are given at the school. One area for growth is related to using the school's philosophy of Positive Discipline, including the use of classroom meetings. 25% of intermediate students and 34% of middle school students report that they do not feel classroom meetings help solve conflicts. 37%% of intermediate students and 52% of middle school students do not feel good about putting things on the agenda for classroom meeting discussion. Based on this data, ACAII will seek alternate strategies to teach students how to resolve conflicts.|2021-06-15|||2021 07616480137430|Rocketship Delta Prep|6|Families are largely satisfied with the school, with 75% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 80% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 77% of families. We are looking to improve opportunities for families to participate in their child's learning, as 66% of families reported having those opportunities this year and we would like all families to know about how to participate in their child's learning.|2021-06-10|||2021 07616550000000|Brentwood Union Elementary|6|Data: BUSD chose to use the CA Healthy Kids Survey (CHKS) to report on Priority 6. 2020-2021 CHKS Grade 5 Grade 7 School connectedness (agree or strongly agree) 71% 53% School perceived as very safe or safe 82% 72% Meaning: A review of the data indicates that 71% of students in grade 5 and 53% of students in grade 7 have a high connectedness to school. In fifth grade 82% of students feel safe at school and 72% of seventh grade students perceive school as safe or very safe. These numbers demonstrate a significant percentage of students who feel safe at school with a smaller percentage of students who feel connected at school. It should be noted that in fifth grade 74% of girls and 69% of boys feel connected. Gender data is not available for fifth grade girls, but 79% of boys feel safe at school. In seventh grade 50% of boys feel connected while 59% of girls feel connected. This demonstrates a 9 point difference between boys and girls at the seventh grade level. Also, 71% of boys and 70% of seventh grade girls feel safe. Thus indicating a relatively similar response. For school connectedness and school perception of safety, data is not available by race. Data is available for race in 7th grade in many other areas. A review of this data specifically related to school engagement shows a range of percentages. It should be noted that the 'White' and 'Hispanic/LatinX' groups are most likely to be represented with lower percentages of students. Use: BUSD is implementing the following actions as result of the data: • Implementation of Say Something App (an anonymous reporting system) • Increased counseling support groups • PD on Equity, Inclusion, & Belonging • PD on Trauma Informed Practice • Site leadership focused on character education and advisory programs (based on data analysis)|2021-10-27|||2021 07616630000000|Byron Union Elementary|6|The California Healthy Kids Survey was given to students in grades 5 and 7 in March 2021. Several of the key indicators from previous years were not applicable for the administration of this survey due to school closures for the COVID-19 Pandemic. Key learnings from the 5th-grade student population were as follows: *79% felt there were caring adults in schools *91% reported the school taught students to understand how other students think and feel *92% reported the adults in school held high expectations (increase from 83% in 2019) *84% reported being academically motivated *75% reported feeling good and happy (all or most of the time) *94% average reported no cyberbullying in the previous 30 days Key learnings from the 7th-grade student population were as follows: *60% felt there were caring adults in schools *76% reported the adults in school held high expectations for students (decrease from 83% in 2019) *68% reported feeling academically motivated (decrease from 76% in 2019) *40% reported feeling chronically sad or hopeless in the last 12 months (decrease from 53% in 2019) *30% reported feeling social-emotional distress *68% reported feeling positive self-awareness In response to the data, Byron Union School District will continue or will begin implementation of several programs, both at the school and district levels. The Choose Love TK-8 Social and Emotional Learning Program will continue and expand with research and integration of additional instructional materials to provide a well-rounded curriculum for all district students. The district will continue the implementation of Positive Behavior Intervention and Supports (PBIS) with the addition of data collection for discipline, positive reward system structures, and student and staff feedback. Increased counseling for all school sites will provide mental health supports for students and staff. Byron strives to provide an increase of opportunities for family engagement through events and parent learning academies will be at all school sites. Excelsior Middle School will implement the Peer Leaders Uniting Students (PLUS) program.|2021-06-14|||2021 07616630130930|Vista Oaks Charter|6|Vista Oaks is committed to the ongoing development of a positive school climate and culture, where all students are able to thrive and succeed. The school worked diligently to implement the goals and actions that are outlined in the 2020-2021 LCP and have used various forms of data and feedback in the development the 2021-2024 LCAP goals and actions. Results from the school wide survey that 3rd through 12th grade students include: • 89% of students report that Vista Oaks is supportive and an inviting place for students to learn. • 93% of students report that adults at the school treat all students with respect. • 92% of students report that their teachers work hard to help me with my school work. • 96% of students report that they plan to graduate from high school. • 81% of students report feeling safe on campus. • 61% of students report that they feel anxious about the future based on the Covid-19 pandemic. • 71% of students report that they felt like they learned a normal amount this year in school, even with the pandemic. Based on our climate survey results, Vista Oaks will continue to provide a warm and welcoming school environment where students feel safe to grow and learn. Advisors and teachers will foster strong relationships with their students and families where communication and meeting the needs of all students in emphasized. In addition, the school will provide our students with more access to mental health professionals through the addition of two school psychologist interns. Additionally, Vista Oaks has made college and career readiness a priority based on survey results. 33% of high school students reported that they were not enrolled in a class that is part of their career path. Therefore, the school has increased the number of electives available for high school students. Introduction to Business, Culinary Arts, and Culinary Arts 1 were added for the 2019-2020 school year and various courses, including CTE courses, are available through Edgenuity and NUVHS. 27% of students also stated that they have not worked on developing their 5 Year Plan. Thus, professional development and allotted time will be provided to staff to continue the full implementation of this resource. During the 2020-2021 year, academic counselors have maintained time allotted to provide one-on-one guidance, which was well-received and utilized by students, families and staff. Academic counselors coordinated 10 events and provided 5 additional hours per week of time set aside for academic counseling. Finally, Vista Oaks continues to provide a CTE pathway that was articulated with San Joaquin Delta College. Vista Oaks will focus on maintaining these services and programs available to all students.|2021-06-07|||2021 07616710000000|Canyon Elementary|6|In general our climate data reflects that the school is a welcoming and supportive environment for children and their families. We continue to struggle with issues related to COVID Shelter in Place and Distance/Hybrid Learning for more than a year. This year our staff is using the Choose Love curriculum to strengthen the class community, increase self-confidence and the students' feelings of connectedness with one another to support their overall growth in social emotional development.|2021-11-09|||2021 07616970000000|John Swett Unified|6|JSUSD administered the California Healthy Kids Survey to students in grades 5, 7, 9, and 11. This survey captures a valid measure of student perceptions of school safety and connectedness. Response rates ranged from 48% of possible respondents in grade 5, to 85% in grade 7, 73% in grade 9, and 64% in grade 11. Response rates at the middle school and high school were high enough to produce results in a School Climate Report Card. The middle school’s School Climate Index (SCI) for school connectedness is 168 on a scale of 100 to 500, and its overall SCI for feelings about school safety is 154. The middle school’s overall School Climate Index (SCI) is 257. The high school’s school connectedness rating is 247, while perceived school safety shows an SCI of 250. The overall School Climate Index for the high school is 217. While the elementary school responses were not great enough (50% of possible respondents is required) to produce a School Climate Report Card, we can look at scores as reported by those students who did respond. At Rodeo Hills, on questions related to school connectedness, 61% of students responded “yes” most or all of the time, and on safety related questions, 54% responded feeling safe at school most or all of the time. Bullying and harassment by students has become more of an issue over the past three years at both the high school and middle school, as reported in the School Climate Report Card. The middle school’s SCI on the issue of bullying is 145 (on the same scale of 100 to 500). The high school’s SCI on harassment and bullying is 198. It is evident to the District that improvements are needed. At the District’s administrative retreat held prior to the start of school, these findings were shared with the administrative team. Each school’s report was made available to the administrators to be used with each staff. Discussions have been held about what kinds of programs, services, teacher training, and supports will make a difference to improve conditions for students, and changes are being made. The District is providing professional development for all staff on becoming trauma-informed, and on learning to use strategies that will provide support and education for students. All District staff members are receiving training on the implementation of restorative practices, including community circles to help bring about positive changes in students’ thinking and actions. Professional development cycles focusing on school climate occur at each site, and the Parent Advisory Council is bringing parent voices into the work. The teachers’ union has started the Social Justice Activities Committee to address these and other issues. Programs such as Leader in Me, at Rodeo Hills, and AVID (Advancement Via Individual Determination) at all District sites are being implemented to help bring about positive actions and mindset shifts among students.|2021-06-09|||2021 07617050000000|Knightsen Elementary|6|Results over time show that students are feeling safer at school. Although bullying is still an issue, there has been a meaningful increase in response by the district to address it. Likewise, students becoming more aware of their role and how to affect positive change. Parent participation and caring relationship scales have remained level. Positive student behavior and supports for social and emotional learning scores have risen. With a change in the Superintendent and Principal at KES and the district a different model of discipline has taken hold. We are focusing on restorative practices and counseling prior to punitive consequences. We also want to work in partnership with parents and families. Their support is a critical component in working with their children. One of the biggest challenges is moving away from the old way of conducting business with regards to student discipline. It is easy to go back to the prior way of thinking when things become difficult. We will have an ongoing focus on bullying and continually revisit the expectations of our students. We currently have a TK -5 Character Education program and a 6-8 Advisory program what focuses on topics we see and feel within our school. Many topics come to us organically, and there are cyclical topics of importance such as student led conferences, grades, learning styles and dress code reviews. Likewise, we will be using the California Healthy Kids Survey results to guide our thoughts and practice. Once we create and apply the lessons we follow up with staff discussions to gather information as to it's effect. We have also polled the students to get their perspectives. We look to compare results of the CHKS from one year to the next.|2021-07-28|||2021 07617130000000|Lafayette Elementary|6|The data from the most recent Healthy Kids Survey was recently shared to the public during our Governing Board Meeting and other District meetings. Results of the Healthy Kids Survey, though overwhelmingly positive, indicated we have a few target areas that we have identified for further support and action. These areas include social emotional supports for all students. Students indicated the pandemic has contributed to mental health issues and the need to provide support across our schools. Our Multi-Tiered Systems of Support implementation and evaluation of the MTSS supports at schools will be gathered through a Fidelity Integrity Assessment (FIA). The FIA is a self-assessment used by our school leadership teams to examine the current status of schoolwide practices that have been demonstrated through research to provide a basis for successfully including all students who live in the school community.|2021-06-16|||2021 07617210000000|Liberty Union High|6|Liberty Union High School District administers the California Healthy Kids Survey to students in grades 9 and 11. The CalSCHLS.org website, developed by WestEd for the California Department of Education, maintains the data for all schools that administer the California Healthy Kids Survey. This website has a Data Dashboard which disaggregates results by student groups. It also displays 3-year trends. This Data Dashboard is the source of the data analyzed for this report. DATA - Key learning from the survey include: 1) Most students (9th grade = 56%, 11th grade = 54%) perceive their schools as safe or very safe. 2) Most students report being connected to their school (9th grade = 56%, 11th grade = 53%). MEANING - Disaggregated data yielded the following findings: 1) When disaggregated by student groups, nearly all student groups were within ±5% of the total school average, with the exception of Asians, who reported higher levels of safety (9th grade = 59%, 11th grade = 66%). The group with the lowest perception of school safety were freshmen English Learners (9th grade = 42%) and junior Black students (11th grade = 42%). 2) African American students report a lower sense of connectedness to school (9th grade = 50%, 11th grade = 43%). English Learners also report lower student connectedness (9th grade = 46%, 11th grade = 43%). USE: LUHSD has taken several steps to increase student safety, including: School Resource Officers on every comprehensive campus, additional perimeter fencing, and security camera on all sites. Anti-bullying campaigns, plus guest speakers for students are designed to help students feel emotionally safe on campus. Student connectedness has been fostered by 9th grade orientation programs on each site, a wide variety of clubs and activities, and award and recognition programs on every campus. Campus climate student groups are found on every campus, where students work with administrators in a proactive manner to problem solve issues as they arise.|2021-11-17|||2021 07617390000000|Martinez Unified|6|Martinez USD administered the California Healthy Kids Survey (CHKS) in the 2020-21 school year, as it had in the five previous school years, to students in grades 5, 7, 9, and 11. Although not required to give the CHKS annually, MUSD has chosen to do so in order to more carefully monitor and respond to the overall health and safety of our students. A total of 875 secondary students and 166 elementary students responded. In the category of School Safety, the majority of students in 5th grade surveyed, 88% responded that they “feel safe at school.” This has stayed relatively consistent over the past three years and increased 5% from last year. At the secondary level, we are seeing a steady decline in this category. This year 62% of our 11 graders agree with the statement “Perceived as Very Safe or Safe,” an increase from 54% last year. Grades 7, 59% agreed and Grade 9 was 64%. With the pandemic it is difficult to determine the root cause of students who responded "unknown" or "disagree." There has been a layer of uncertainty and unknowns as a result of school closures and a global pandemic. School connectedness is an area that has a similar trend with 76% of 5th grade students surveyed feeling connected. We saw in increase from 47% in 11th grade to 59% of student feeling connected at school. In grades 7 and 9 there was a slight decline with an average of 58% from 60%. We need to take a closer look at Meaningful Participation as it indicates students are reporting lower scores, in all grades and these scores significantly declined from last year. Grade 5 shows a downward trend of 39% from 44% in 2019 and 57% in 2017. Similar trends are noted in secondary; Grade 7, 23% from 32% in 2019 and 46% in 2017; Grade 9, 13% from 28% in 2019 and 30% in 2017; and in Grade 11, 14% from 18% in 2019 and 34% in 2017. In looking to improve this sense of connectedness, MUSD continues to explore social-emotional support and have a multi-year partnership with the Contra Costa County Office of Education to implement Positive Behavior Intervention and Support (PBIS) at our secondary schools. We are also currently building a 30-day Reengagement plan for when we return in the fall. Choose Love will be the foundation of our Social Emotional Learning at all levels. All programs we are implementing have a behavior monitoring or assessment component so that we can track student responsiveness to these programs. We will continue to administer the CHKS each year as another measure used to determine benefits and district goals.|2021-06-28|||2021 07617470000000|Moraga Elementary|6|There have been three areas of school climate focus: 1) student connectedness, 2) student safety, and 3) facilities. Survey results, grades 6th-8th, for the 2019-2020 school year showed 96.8% of students felt safe and 80.56% felt connected. The safety rate exceeded goals and the connectedness rate fell short, identifying an area to improve upon. Survey results, grades 3rd-5th, for the 2019-2020 school year showed 87.6% of students felt saft and 89.5% felt connected. Both rates exceeded goals. Current actions addressing safety and connectedness will continue with an emphasis at grades 6th-8th to focus on increasing the connectedness rate. Annual facility reports to the Governing Board have improved. Individual ratings have improved from fair to good, an outcome of the District's investment in Measure V bond funds to address numerous safety issues while also modernizing school facilities. The District is also investing in improving utility efficiencies - with student environmental benefits - such as replacing HVAC units and installing LED lighting in all classrooms. In some cases, skylights have been installed to increase natural light.|2021-06-15|||2021 07617540000000|Mt. Diablo Unified|6|In the spring of 2019-2020 school year, a sampling of Mt. Diablo Unified School District students in grades 5, 7, 9, and 11 participated in the California Healthy Kids Survey (CAHKS.) A total of 1,541 fifth graders, 1,699 seventh graders, 939 ninth graders, and 467 eleventh graders took the survey. According to the CAHKS data, more than 75% of fifth graders surveyed agreed with the statement that they felt safe all or most of the time at school when they are on campus. When you look at specific issues that may affect student safety at the elementary school, “Having said mean things about other students or called them bad names” was the most frequent offense identified by students that contributed to them feeling unsafe. At the secondary level, 60% of seventh graders, 59% of ninth graders, and 57% of eleventh graders felt safe or very safe at school. About three-in-ten secondary students report experiencing some harassment in the past year, with the percentages declining between 7th and 11th grades. When asked about school connectedness, 70% of the fifth grade students and 58% of seventh, ninth, and eleventh grade students surveyed felt highly connected with school peers and/or staff secondary level. It is important to note that each school site received specific climate information for their own school and has incorporated actions and services into their Single Plan for Student Achievement and Comprehensive School Safety Plan.|2021-06-23|||2021 07617546118087|Eagle Peak Montessori|6|Our most recent climate survey took place at the end of the 2020-2021 academic year. It reflected upon the program that was offered to students during Distance Learning. While parents and students were ready to return to full in person instruction, the results of the survey demonstrate that the majority of families were satisfied with the program which was provided. We are continuing to reflect on that time and to measure how the students performed academically. We also surveyed the students in a separate measurement took in order to gauge how they felt about their learning process during the pandemic. Overall the responses were mostly positive. These surveys were presented to the governing board at a public meeting.|2021-07-27|||2021 07617620000000|Oakley Union Elementary|6|The California Healthy Kids Survey (CHKS) was administered to fifth and seventh grade students in Spring of 2018 and is required every 2 years. Due to the COVID 19 pandemic the CA Healthy Kids Survey was not administered in the Spring of 2020. At the elementary school level, a district total of 269 5th grade students completed the CHKS for a response rate of 49%. Females made up 62% of responders with males making up the remaining 38%. At the middle school level, a District total of 473 7th grade students completed the CHKS for a response rate of 84%. Females made up 46% of responders with males making up the remaining 54%. Middle school students self-identified as: 7% African American, 6% Asian, 46% Latino, and 27% White. Key Indicators of School Engagement and Supports indicate that 79% of elementary students and 55% of middle school students feel a sense of School Connectedness; 75% of elementary students and 67% of middle school students reported that a teacher or other adult listens to them; Elementary and middle school students reported they were treated with respect by adults at the rate of 88% and 56% respectively. In the area of School Safety, 79% of elementary students and 56% of middle school students reported feeling safe at school. At the elementary school level, 80% of girls and 76% of boys reported feeling safe at school. Middle school girls reported feeling safe at the rate of 52%, whereas 59% of middle school boys reported feeling safe. By ethnicity, middle school students reported feeling safe as follows: African Americans – 50%; Asians – 60%; Hispanics – 56%; and Whites 50%. Based on the results of the Spring 2018 CKHS data we have focused on increasing Positive school climate and culture including increased positive behavior support systems. We aspire to provide a safe and inclusive environment for all students. School safety, particularly at the middle school level will continue to be an area of focus. We will compare the data and information we have with the data we get with the next implementation of the CHKS to see the areas of growth and areas we need to continue to improve. .|2021-06-23|||2021 07617700000000|Orinda Union Elementary|6|Orinda Union School District has administered climate surveys both district-wide and site-specific since 2009. This includes the School Site Council survey that measure a variety of school climate criteria such as parent engagement, student connectedness and satisfaction, safety and substance abuse, and mental and physical health. Our most recent district-wide student surveys included the California Healthy Kids Survey which was administered to 94% of Orinda 7th graders in 2015-2016. Orinda Schools have recently expanded our use of the California Healthy Kids Survey district-wide in 2017-2018 to include 5th grade and 7th-grade students, as well as staff. Based on the data we had collected, Orinda also included a Social-Emotional question module to better understand the need of our students. The CHKS survey is given bi-annually. Below is a summary of the results in three key indicators from 2019-20*: 79% of 5th graders responded to the CHKS survey, while 93% of 7th graders responded to the CHKS survey. 1. School Engagement and Supports: 76% of 7th grade students reported feeling connected to school 89% 5th grade students reported feeling connected to school 73% of 7th grade students reported having caring adult relationships at school 81% of 5th grade students reported having caring adult relationships at school 2. School Safety and Substance Abuse 82% of 7th grade students reported feeling school safe or very safe 92% of 5th grade students reported feeling school safe or very safe 3. Mental and Physical Health 0% of 5th & 7th grade students reported current cigarette smoking 29% of 7th grade students reported social-emotional distress 26% of 7th grade students reported experiencing chronic sadness or hopelessness in the last 12 months * this survey was administered during the pandemic, and students & families were facing high levels of impact from their experience in distance learning for more than a year of their school experience. We continue to assess the social-emotional health of all students and staff. As a result of these results and other data indicating high levels of stress and anxiety, several components were implemented for the school year including increased counseling support at K-5 sites, an additional Middle School counselor, and other programs to support students' social and emotional health.|2021-06-14|||2021 07617880000000|Pittsburg Unified|6|Due to COVID 2018-19 CHKS data are still the most reliable: PUSD uses the CA Healthy Kids Survey items as one set of indicators of School Climate as well as reviewing other indicators (e.g., suspensions, referrals, Early Warning behavioral and academic indicators, social-emotional learning indicators, as well as celebrations and positive cultural activities/events/reports) in establishing key priorities and LCAP/LCFF/DIstrict/Site goals and goals in site's SIngle Plans for Student Achievement. The 2018-19 CA Healthy Kids Survey was administered at grades 5, 7, 9, 11 and at our Alternative/Continuation High School, as well as being administered to Parents and Staff. Below we provide data over two years of surveys: 2018-19/2018-17. Highlights of Safety and School Connectedness indicators include: Students who report feeling safe All or Most of the Time (5th grade) or who report feeling Safe or Very Safe (secondary), by grade level: 5th (70%/68%); 7th (44%/53%); 9th (51%/46%); 11th (40%/41%); Continuation HS (71%/66%). Students who show positive ratings of School Connectedness (i.e., the percent who Always or Most of the Time or who Agree or Strongly Agree about being happy at school, part of school, safe at school, close to people at school and treated fairly at school): 5th (66%/64%), 7th (43%/49%), 9th (48%/43%), 11th (39%/42%), Alternative/Continuation HS (56%/54%). We can see that survey ratings around Safety and School Connectedness are lower at JHS and HS levels. We are interested in disaggregating data more in this regard. School Safety in particular has been a strong focus, with a newly hired Supervisor of School Site Safety and Emergency Preparedness in 2018-19; and we had an extensive COVID response in 2019-20 and 2020-21. Work in this area has included district-wide A.L.I.C.E. training and work with sites on rolling out Safety and Emergency Preparedness information and strategies. We also look at the degree to which our schools support Social-Emotional Learning, in part through students own perceptions of things like their self-efficacy, grit, etc. as measured previously by a Panorama Survey given across all sites and grade levels and, since 2019-20, use of the Social-Emotional Learning Module of the Healthy Kids Survey). Results of both of these surveys are reported as part of our LCAP, and reviewed in community meetings. Programs of support and continuous improvement include: Having a central office Coordinator of Multi-Tiered Systems of Support (MTSS) Deploying Behaviorists and Counselors across school sites. A focus on the 3 Be's, with site training and support: Be Safe, Be Respectful, Be Responsible. Restorative Practices/Restorative Justice Coordination of Services Teams (COST) across sites.|2021-06-23|In our Board LCAP presentation in June 2021 we also reviewed a range of Healthy Kids data and our Local Indicators.||2021 07617960000000|West Contra Costa Unified|6|WCCUSD uses a variety of survey measures to guage student perceptions in terms of Engagement, Academic Rigor, Relationships, Instructional Methods, Belonging & Peer Collaboration, Culture, and College & Career Readiness. For each survey area, the district received a rating and a percentile. Data from the most recently administered survey which included a total of 6,868 elementary school students (79% response rate) who took the survey and rated their schools in the following categories: Engagement (2.81 rating/13th percentile), Academic Rigor (2.47 rating/27th percentile), Instructional Methods (2.53 rating/23rd percentile), Relationships (2.65 rating/20th percentile), and Culture (2.10 rating/26th percentile). A total of 3,066 middle school students (82% response rate) took the survey and rated their schools in the following categories: Engagement (3.22 rating/8th percentile), Academic Rigor (3.59 rating/12th percentile), Relationships (3.11 rating/7th percentile), Belonging and Peer Collaboration (3.26 rating/24th percentile), and Culture (3.07 rating/25th percentile).|2021-06-09|||2021 07617960101477|Leadership Public Schools: Richmond|6|1) A customized school climate survey was developed by the school leadership team and administered to students. Due to COVID, questions were tailored to assessing students’ experience in distanced learning in measuring perceptions of school safety, connectedness and access. Average of 68% of students agree that their grades in their classes reflect what they know. Average of 46% of students agree that they are understand by others, feel connected to their teachers, are respected and matter to others and have a sense of belong within their classes. Average of 82% of students agree that teachers challenge them to explain their answers, take the time to make sure they are mastering the content, encourages them to do their best, have high expectations of them and encourages them to never give up on difficult tasks. Average of 51% of students agree that teachers give students time to explain ideas, speak up and share ideas and respects their ideas and suggestions. Average of 80% of students agree that teachers check in with them to ensure they are mastering content and provide them with feedback that helps them understand how to improve. Average of 80% of students agree that teachers create a safe environment where student behavior is under control, students are respectful and class time is productive. Average of 66% of students agree that the distance learning technology platforms are easy to use and satisfied with the amount of time they speak to their teachers and other students. Average of 35% of students agree that they feel connected to the adults on 16 campus, feel understood by staff, matter to others on campus, respected by peers and feel a sense of belonging on campus. Average of 81% of students agree that the school creates a safe environment where students are not worried about violence, unfair treatment, engage in physical fights and obtaining helped if bullied. Overall learning: Strength from survey data is that teachers have created strong classroom cultures that provides rigorous learning, teacher dept of knowledge in content area and present information in clear understandable manner. Opportunities for improvement is for teachers to incorporate more strategies for increasing student engagement and academic discourse (overall score of 21%), increase students feeling of a sense of belonging on campus (overall score of 35%) and helping students feel more connected in advisory and grade level family meetings (overall score of 49%). 2) Due to COVID and the implementation of Distance Learning, the data was disaggregated by classroom teachers for the school leadership teams and teachers. The opportunity for disaggregated results by subgroups were available within the Panorama online platform. Teachers were provided their data and school leadership team analyzed disaggregated data to identified teachers for additional coaching support. See the Criteria section for "USE"|2021-06-14|3)The classroom-level data identified individual teachers and grade levels where students reported higher levels of satisfaction. Professional development time was provided for teachers and staff to review the aggregated and disaggregated data and make next steps for improving satisfaction ratings. Strategies were shared with coaches and feedback were incorporated into coaching sessions. Due to COVID, a school-wide approach to responding to the survey data was not taken since students were engaged in virtual learning.||2021 07617960110973|Richmond College Preparatory|6|RCP administers an annual school climate survey to students, families, and staff. During the 2019-2020 school year, we administered numerous surveys focusing on distance learning and the return to in-person learning. These surveys focused on identifying challenges and concerns so that they could be addressed. One of the primary concerns was the use of technology. RCP held numerous parent workshops on the various types of technology used. In addition RCP staff worked with parents individually to meet their needs, including home visits. The Student Success Team monitors students at risk of behavioral issues and provides student and family interventions as needed. Each stakeholder group (parents/families/students, the RCP Board of Directors, administrators, teachers, and staff) both confirmed the value of existing services and practices as well as recommended additional services and actions. The following are recommendations from the stakeholder groups that were incorporated into the Local Control and Accountability Plan (LCAP): • Continue the professional development for teachers and instructional aides, including the focus on readers' and writers' workshops, cyber bullying and the use of technology. • Expand the social-emotional learning program, for example with Mindful life and counselors. • Provide more support for the program for English Learners. • Provide more professional development and support for teachers on English Language Development (ELD). • Provide more support for students performing below grade level, including a more specific, targeted intervention program and more after­-school intervention, and coordinate it with other interventions. • Continue online parent participation opportunities, for example with Zoom meetings and Facebook events, as well as training for parents in the use of technology. • Implement the study trip program again. Parents and community confirmed the value and importance of: the extended learning program, in particular, the after-school program; the use of technology in the classroom; existing professional development and Directors' role; and the benchmark assessment program; and the positive school climate at RCP. We have continued implementing a weekly class that specifically addresses peer relationships as well as other topics that concern middle school students. Our Mindful Life program operates at all grade levels and during 2020-2021 increased the amount of professional development for staff and workshops for parents/guardians. During distance learning, Mindful Life provided services via Zoom. During the 2020-2021 school year RCP increased the services of our counselor to provide more hours of service for students and to provide some services for staff.|2021-05-27|||2021 07617960132100|Aspire Richmond Ca. College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 07617960132118|Aspire Richmond Technology Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 07617960133637|Summit Public School: Tamalpais|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 84% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 92% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 81% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 91% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 86% Summit Tam believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices to build and maintain peace in the community. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Tam take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to promptly address student concerns as they arise. We proactively tailor our habits-based curriculum, mentoring and community experience to ensure multiple touchpoints for mentors to be made aware of student needs. We train our mentors to identify student needs and to respond with broad support structures.|2021-06-17|||2021 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|6|In the 2020-21 school year, Voices West Contra Costa administered the Panorama Post student support and environment survey. Based on that survey, 67% of students in 4th grade responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 92% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 21-22 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community. Other Strengths included: Annual SEL survey topics (all staff, students in 4th grade, and parents/guardians) School climate rated positively: Teachers 69% Parents/guardians 82% Professional Learning rated positively: Teachers 60% Teacher-student relationships rated positively: Students 78%|2021-06-10|||2021 07618040000000|San Ramon Valley Unified|6|SRVUSD administered the Healthy Kids Survey in spring 2020. With school buildings closed due to the pandemic the shift was made to remote and /or hybrid instructional models. The Core modules were expanded to better understand the impacts of COVID-19. The first question of the Core Module was to find out if the students participated in school remotely or in school or both remotely and in –person. Based on the response the rest of the survey had questions only relevant to their instructional model. Although the survey was sent to approximately 9900 parents, the responses did not come through from all schools. The response rate was 71% in grade 5, 76% in Grade 7, 48% in grade 9 and 55 % in grade 11. The key finding of the results on students’ perception of school safety and connectedness are as follows: 1) 83% of the Grade 5 students reported that they feel connected at school 2) Of the secondary school students, 7th and 9th graders reported a high level of school connectedness at 73% & 72% respectively, followed by 64% of 11th graders. 3) On average, 91% of the 5th graders who were in-school and hybrid models agree they felt safe at school. Followed by 85% grade 9 students and 83% by Grade 11 and 80% by grade 7 students felt they were safe at school. 4) Learning from Home is an important indicator in these Covid times. 88% of the 11th graders felt they worked on schoolwork on an average of more than 5 days, followed by 80% and 79% by 9th graders and 7th graders and about 70% by 5th graders. 5) About 78% of 11th graders felt they had Virtual Peer interactions followed by 9th graders with 73% and 7th graders with 71% and 58% in 5th graders 6) Since it was mixed year on in person and remote setting, parent involvement in schooling was 76% in grade 5 and 57% in 7th grade, 50% in Grade 9 and 42% in grade 11|2021-10-05|||2021 07618120000000|Walnut Creek Elementary|6|WCSD administered the California Healthy Kids Survey (CHKS) in October 2017 to 5th and 7th grade students. Additionally, the Student Youth Truth Survey (SYTS) was administered to all middle school students in May 2019. Based on student responses the key learnings from the survey results are as follows: a. CHKS: 89% of 5th grade students and 70% of 7th grade students report feeling safe at school. b. CHKS: 82% of 5th grade students and 65% of 7th grade students gave a “high” rating to school connectedness. c. SYTS: 54% of middle school students report enjoying coming to school most of the time. (3% higher than reported by typical schools surveyed in CA) d. SYTS: 78% report feeling that most adults in the school treat students with respect. (4% higher than reported by typical schools surveyed in CA) WCSD will implement a comprehensive Wellness Program in the 2021-22 school year. This plan is also a district focus in the 2021- 24 LCAP in order to ensure all WCSD schools are environments filled with safety and belonging so that all students have the opportunity to thrive.|2021-06-14|||2021 08100820000000|Del Norte County Office of Education|6|Students and families from the COE were able to participate in the Del Norte County Unfied School District’s most recent California Healthy Kids Survey CHKS (2021). This survey, as reported, revealed some very important information: 83% of surveyed students (as opposed to 71% in 2018) reported feeling "connected to school." In 2021, 65% of students (as opposed to 58% in 2018) reported feeling "academically motivated." Additionally, 80% of surveyed students in 2021 reported having a "Caring Relationship" (as opposed to 71% in 2018) with an adult who works at their school. However, the survey also indicated that (during the same time frame), only 60% of parents felt that they were welcomed to participate in their child’s school (as opposed to 71% in 2018). Additionally, 50% of surveyed students (as opposed to 31% in 2018) reported feelings of chronic sadness and hopelessness. All of this information lets us know that we have more work to do, in terms of engaging parents as well as continuing our investments in counselors, school psychologists, and counseling technicians. During the 2020-21 school year, the COE also participated in the Del Norte County Unified School District's annual parent survey. From this survey, the following were areas that were reported as being in the top 3 priorities for participants (there were 248 responses): (9.7%) Encourage more parent involvement (13.7%) Focus on improving school attendance/reducing student absences (58.1%) Focus on recruiting and retaining high-quality teachers (10.9%) Increase PBIS and Restorative Practices at schools. (16.9%) Offer more culturally diverse and responsive curriculum materials and training for staff (40.3%) Provide additional academic support for struggling students. (39.5%) Reduce class sizes (14.5%) Provide additional support for social and emotional learning. (25%) Offer more co-curricular/enrichment activities (e.g., art, music, dance, etc.) 26.2%) Invest in improvements to school facilities. (536%) Increase collaboration between schools and community organizations to coordinate student and family support services. (3.6%) Create a stronger connection and collaboration between preschool and K-12 programs.|2021-06-24|The COE will continue to focus on having students build relationships with caring adults. Staff will attend professional development sessions offered by instructional coaches focused on instructional strategies that include building clear expectations and using non-linguistic representation. COE staff has been trained in trauma Informed practices, restorative practices, and positive behavioral intervention systems. This year, the COE plans on distributing a more targeted (but broader reaching) surveys to get valuable information from stakeholders as to the extent to which they feel connected to school, and the reasons why or why they do not feel that way. This should help us in learning more about the programs, services, and resources that we need to devote to building a culture of school connectedness. In addition, the county is supporting all sites with staff dedicated to building systems and incentive programs aimed at increasing attendance and reducing behavioral issues as well as regular positive communication to families about the importance of attendance.||2021 08100820830059|Castle Rock|6|During the 2020-21 school year, a WASC survey was given. The results are as follows: Students/families reported that our facilities meet staff and student needs. 75% agree or strongly agree. The use of technology for curriculum and instruction(LMS) has had a positive impact on learning. 63% agree or strongly agree Labs/class- Castle Rock labs and classes have enjoyed an increase in participation over the past few years. We believe that at least in part, this is due to students feeling comfortable and safe on campus. Attendance- 98% Suspension Rate- Our 2019 suspension rate is 0.4% which is very good when comparing to the state average of 3.4%|2021-06-15|||2021 08618200000000|Del Norte County Unified|6|The most recent California Healthy Kids Survey CHKS (2021) revealed some very important information: 83% of surveyed students (as opposed to 71% in 2018) reported feeling "connected to school." In 2021, 65% of students (as opposed to 58% in 2018) reported feeling "academically motivated." Additionally, 80% of surveyed students in 2021 reported having a "Caring Relationship" (as opposed to 71% in 2018) with an adult who works at their school. However, the survey also indicated that (during the same time frame), only 60% of parents felt that they were welcomed to participate in their child’s school (as opposed to 71% in 2018). Additionally, 50% of surveyed students (as opposed to 31% in 2018) reported feelings of chronic sadness and hopelessness. All of this information lets us know that we have more work to do, in terms of engaging parents as well as continuing our investments in counselors, school psychologists, and counseling technicians. During the 2020-21 school year, the District’s own survey of high school students revealed the following: The highest priorities were to increase student achievement (23%), increase student engagement (21.9%), maintain a positive school climate (18%), improve student achievement in core classes (13.9%), and support basic skills development (12%). The second highest priorities (from the high school student survey)were to increase student engagement (22.4%), support basics skills (17.5%), maintain a positive school climate, increase student achievement on state tests , college and career readiness, and improved English for ELLs (16.4%). The third highest priorities were: guaranteed Student Access to Core Subjects (18.6%), Student Achievement in Core classes(16.4%), support basic skills (14.8%) Increase student engagement (14.8%), and maintaining a positive school climate (12%). During the 2020-21 school year, in the District’s annual parent survey, the following were areas that were reported as being in the top 3 priorities for participants (there were 248 responses): (9.7%) Encourage more parent involvement (13.7%) Focus on improving school attendance/reducing student absences (58.1%) Focus on recruiting and retaining high-quality teachers (10.9%) Increase PBIS and Restorative Practices at schools. (16.9%) Offer more culturally diverse and responsive curriculum materials and training for staff (40.3%) Provide additional academic support for struggling students. (39.5%) Reduce class sizes (14.5%) Provide additional support for social and emotional learning. (25%) Offer more co-curricular/enrichment activities (e.g., art, music, dance, etc.) 26.2%) Invest in improvements to school facilities. (536%) Increase collaboration between schools and community organizations to coordinate student and family support services. (3.6%) Create a stronger connection and collaboration between preschool and K-12 programs.|2021-06-24|In 2018/2019, the District facilitated a Climate Survey to correspond with the LCAP input process. This survey addressed the issues of safety and connectedness from the perspective of parents, students, and staff. The survey had 376 respondents- 79.3% were students; 12.5% were parents (non-employees); 4.1% were parents (District employee); 1.6% were District staff (non-parent); 1.9% were community members (non-parent); and 0.3% were past educator/advocates. Results showed that 173 agreed or strongly agreed that students felt safe and were connected (45.9%); 121 were not sure or had no opinion (32.1%) 82 disagreed or strongly disagreed that students felt safe and were connected (21.8%). This year, the District plans on distributing a more targeted (but broader reaching) survey to get valuable information from stakeholders as to the extent to which they feel connected to school, and the reasons why (or why not) they felt that way. This should help us in learning more about the programs, services, and resources that we need to devote to building a culture of school connectedness. Data from past years has led to our long-term commitment to funding Positive Behavior Interventions and Supports (PBIS), Multiple-Tiered Systems of Support (MTSS), and Universal Design for Learning (UDL)||2021 09100900000000|El Dorado County Office of Education|6|Students were asked to complete Student Stakeholder Surveys. Students responded that they feel safe at school. 80% responded that they were engaged in the learning environment. The schools hosted School Site Council meetings and invited students and parents to provide input and feedback. Discussions with stakeholders revealed a priority around self-advocacy for students’ social/emotional well-being, a goal for more opportunities to develop self-advocacy skills, and the need for teaching self-awareness (such as through restorative practices/mindfulness). While this is a program for incarcerated youth, and parental interactions can sometimes be limited, every effort is made to encourage parent participation.|2021-06-22|||2021 09100900123521|Charter Alternative Program (CAP)|6|We have made it an ongoing priority to continuously improve school culture, which benefits all students, and remains a key performance indicator for us. The program maintains very high ratings from student, parents, and staff regarding a positive school culture. A concerning trend across all programs has been the steady increase of students enrolling as a result of, and/or struggling with, a wide range of mental health-related issues, including but not limited to anxiety, depression, and phobias. We are very aware that at-risk students in general - including Foster Youth, McKinney-Vento students, and those with special needs - tend to arrive with greater emotional needs, so we have always made it a priority to provide support for those students; however, the steady increase of emotionally fragile students across all programs has raised new concerns. We have hired a full-time Mental Health Clinician who delivers direct support to students and coordinates the overall wellness programs within Charter Alternative Programs. We will continue to provide professional development for staff to support these students more effectively - both academically and emotionally. The school has seen great progress and success in creating and utilizing an annual climate survey to rate the school in 14 quality indicator areas, including school safety and connectedness. Our Site Council approved the implementation of this stakeholder survey several years ago, which we use to gauge our success year to year. Our Spring, 2020 survey demonstrates the following: • 87.2% of our stakeholders Strongly Agree or Agree that the school "Offers a variety of high-quality educational options for students." • 87.7% Strongly Agree/Agree that "The school is a safe, clean, and positive place that nurtures learning." • 91.5% Strongly Agree/Agree that "The program communicates with families through a variety of methods on a regular basis." • 88.2% Strongly Agree/Agree that "The program welcomes and encourages parents to be partners in the child's education." • 93.6% Strongly Agree/Agree that "The school's staff care about the success of students."|2021-06-22|||2021 09100900136036|John Adams Academy - El Dorado Hills|6|The COVID pandemic directly affected how learning was provided to scholars across the country. John Adams Academy responded with immediate support of virtual distance learning opportunities for our scholars, and transitioned into modified in-person schedules as soon as possible. Pandemic related scholar quarantines continued throughout the year, but scholars were able to transition in and out of distance learning whenever necessary. John Adams Academy focused throughout the tumultuous year to uphold our Ten Core Values, including maintaining High Standards of Academic Excellence, and, at the same time, ensuring the mental health of our teachers, scholars, and their families. In the midst of the necessary changes in delivery of instruction, our parents participated in a November 2020 Family Survey, provided online for ease of access and response. John Adams Academy families rated their overall satisfaction with in-person instruction at an average of 8.6 out of a scale of 1 to 10. Families rated satisfaction with distance learning at an average of 6.7 out of a scale of 1 to 10. The large majority of respondents voiced a preference to return to full day, in-person instruction as soon as possible, most notably within our English Language Learners and unduplicated population. Maintaining our culture of direct family involvement, John Adams Academy released an online Family Satisfaction Survey in March, 2021. Parents were asked to respond to just one question: “On a scale of 1- 10, with 10 being Most Likely, how likely are you to refer a friend or family member to John Adams Academy?” Measuring our positivity response with scores in the 7 – 10 response range, 96% of respondents rated their overall satisfaction with John Adams Academy as High, with 80% of responses in the 9 and 10 range. Our families reported overwhelming satisfaction with the John Adams Academy American Heritage Classical Education and the high academic standards expected of our scholars. Parents equally supported our Ten Core Values and the positive culture they create among scholars, staff and families. The parent responses also included strong satisfaction with our teachers and staff, noting professionalism in the classroom, and support for scholars and families throughout these difficult times. While our goal at John Adams Academy is to ensure we are achieving our mission of developing servant leaders for all scholars, we are cognizant of feedback from our parents that point to areas for improvement. In the Family Satisfaction Survey, 4% of parents responded they were unsatisfied (scores in the 1 – 6 range) with aspects of our program. Most dissatisfaction centered on social-emotional support of scholars from teachers, staff, and administration. John Adams Academy is committed to our Ten Core Values, including Modeling What We Teach. Our goal is to maintain a strong positive culture for our scholars and all stakeholders.|2021-10-07|John Adams Academy creates a positive school climate by focusing on the mission of developing servant leaders. Developing a servant leader is about becoming, not about teaching a certain set of facts or training in a particular skill. We recognize each scholar as a sovereign and an individual agent that is best developed not through dictate, but through a process rooted in the principles of liberty. Through this process, individuals are inspired to take responsibility for their education, to grow from nurtured to self-governing, and to progress from self-improvement to virtuous service. This growth process is accomplished through our Ten Core Values and the practice of liberal arts using classical content guided by mentors, who lead through a liberty-based art of mentorship. The classically-educated scholar discovers truth, develops virtue, and becomes wise from living the principles of this education. As a result, scholars naturally transition from preparing to serve to leading others through service in their sphere of influence.||2021 09100900930123|Charter Community School Home Study Academy|6|The school has made it an ongoing priority to continuously improve school culture, which benefits all students, and remains a key performance indicator for us. Although our independent study programs have traditionally enjoyed very high ratings by students and parents regarding positive school culture, the ratings for CCP were generally significantly lower, which is very typical for a County-operated community school. We are very proud, however, of the positive shifts seen over the past several years. A concerning trend across all programs has been the steady increase of students enrolling as a result of, and/or struggling with, a wide range of mental health-related issues, including but not limited to anxiety, depression, and phobias. We are very aware that at-risk students in general - including Foster Youth, McKinney-Vento students, and those with special needs - tend to arrive with greater emotional needs, so we have always made it a priority to provide support for those students; however, the steady increase of emotionally fragile students across all programs has raised new concerns. We have hired a full-time Mental Health Clinician who delivers direct support to students and coordinates the overall wellness programs within Charter Alternative Programs. We will continue to provide professional development for staff to support these students more effectively - both academically and emotionally.|2021-06-22|||2021 09100900930131|Rite of Passage|6|A School Climate Survey was administered to students at two sites in Winter, 2020. The School Climate Survey (a local instrument not associated with the Healthy Kids Survey) provided information in multiple areas and the following most closely aligned with the provisions of this priority. According to the Climate Survey (administered to grades 9-12): 90% of students indicated that “Most of the teachers at the school know me” 78% of students indicated “I feel like I am welcome in this school” 79% of students indicated “I feel safe at school” In response to the results, efforts are being made to include students in activities that provide them with choice and the opportunity to participate in activities outside of the classroom more often. Staff is going to receive additional training in the Road to Success Academy model (as safety guidelines allow) so that they are better equipped to offer structures in the classroom that align with the social-emotional needs of the students. Another survey will be conducted in Fall 2021 and results will be compared to measure growth.|2021-06-22|||2021 09618380000000|Buckeye Union Elementary|6|The results of the 5th-grade climate survey indicate that 1) Ninety-seven percent of students feel safe at their school sites. 2) Ninety-six percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-eight percent of students enjoy coming to school to see friends. The results of the 7th-grade climate survey indicate that 1) Ninety-two percent of students feel safe at school. 2) Eighty-nine percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-six percent of students enjoy coming to school to see friends. In recent years, the District/sites have focused on social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site.|2021-06-16|||2021 09618380107227|Charter Montessori Valley View Campus|6|The results of the 5th-grade climate survey indicate that 1) Ninety-six percent of students feel safe at their school sites. 2) Ninety-seven percent of students report having positive relationships with teachers and other adults at their site. 3) 100% percent of students enjoy coming to school to see friends. The results of the 7th-grade climate survey indicate that 1) Eighty-seven percent of students feel safe at school. 2) Eighty-four percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-five percent of students enjoy coming to school to see friends. A core focus of our site is social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate.|2021-06-16|||2021 09618380111724|California Montessori Project-Shingle Springs Campus|6|CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. Surveys administered during the 2020-2021 school year have predominantly been centered around the COVID pandemic. It was imperative to learn from the CMP learning community prior to decisions becoming finalized. Examples of these are distance learning information surveys, multiple planning for the 2020-2021 school year surveys, summer Club Montessori surveys, distance learning feedback surveys, hybrid learning planning surveys, COVID vaccine information surveys. Also, during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking suggested improvements and/or changes. These stakeholder meetings are an integral part of the LCAP process as the gathering of community input sets forth the goals and directs the budget for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued as every stakeholder is a partner in the education process.|2021-06-14|||2021 09618380136200|Clarksville Charter|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|2021-05-27|||2021 09618380137919|Buckeye Union Mandarin Immersion Charter|6|The results of the 3rd-grade climate survey indicate that 1) Ninety-four percent of students feel safe at their school site. 2) Ninety-four percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-four percent of students enjoy coming to school to see friends. In recent years, District/sites have focused on social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site.|2021-06-16|||2021 09618380139006|Cottonwood|6|At The Cottonwood School, we know that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment, and they all should feel respected and cared for so they can successfully learn. A positive school climate is a shared responsibility that must be continually discussed and measured to sustain a positive campus climate. We have meaningful discussions with parents at parent advisory meetings and ELAC/DELAC meetings about the school climate. Data and analysis are pending.|2021-09-28|||2021 09618460000000|Camino Union Elementary|6|Camino USD administers four CHKS surveys - Elementary 5th and 6th, Secondary 7th and 8th, Staff and Parent. We have administered these surveys every year since 2014 (prior to this these surveys were given every other year to 6th and 8th graders - to better understand and use this data Site Council requested that we administer every year to 5th-8th). Camino USD breaks up the results into some key areas to better understand the feedback. The main categories we use are: Substance Abuse, School Safety, Academic Motivation, School Connectedness, Meaningful Participation, High Expectations, Caring Adults, and School Supports. The main feedback in each area is as follows: Substance Abuse - not a problem at CUSD, but vaping still a concern. School Safety – parents, staff and students feel CUSD is very safe. Academic Motivation - all believe almost all of our students are motivated to succeed. School Connectedness - has declined recently, largely due to lack of staff and funding to continue various VAPA programs. Meaningful Participation - students want to be included more, but recognize student leadership has to be more active. High Expectations - very high from all groups. Caring Adults - very high from all groups. School Supports - very high due to strong efforts from CUSD to sustain great support programs. Camino USD continues efforts to implement all of the recommendations in the Master Facility Plan that was largely focused on Health and Safety Improvements. Funding for improvements is the greatest challenge to improve these areas of concern. Camino USD will work hard to find the staff and on-going funds to rebuild our VAPA programs. Camino USD will increase efforts to develop strong student leadership programs through Student Council, Interact Club, Peer Tutoring/Mentoring, and Athletics. Camino USD will encourage student participation in all stakeholder groups. Camino Elementary is an excellent school and the overwhelming majority of parents and students love attending here. Camino USD invests heavily in its community and the community invests heavily in our school.|2021-09-28|||2021 09618460123125|Camino Polytechnic|6|Camino USD administers four CHKS surveys - Elementary 5th and 6th, Secondary 7th and 8th, Staff and Parent. We have administered these every year since 2014 (prior to this these surveys were given every other year to 6th and 8th graders - to better understand and use this data Site Council requested that we administer every year to 5th-8th). Camino USD breaks up the results into some key areas to better understand the feedback. The main categories we use are: Substance Abuse, School Safety, Academic Motivation, School Connectedness, Meaningful Participation, High Expectations, Caring Adults, and School Supports. The main feedback in each area is as follows: Substance Abuse - not a problem at CUSD, but vaping still a concern. School Safety – parents, staff and students feel CUSD is very safe. Academic Motivation - all believe almost all of our students are motivated to succeed. School Connectedness - has declined recently, largely due to lack of staff and on-going funding to continue various VAPA programs. Meaningful Participation - students want to be included more, but recognize student leadership has to be more active. High Expectations - very high from all groups. Caring Adults - very high from all groups. School Supports - very high due to strong efforts from CUSD to sustain great support programs. Camino USD continues efforts to implement all of the recommendations in the Master Facility Plan that was largely focused on Health and Safety Improvements. Meeting funding requirements for improvements is the greatest challenge to improve these areas of concern. Camino USD will work hard to find the staff and on-going funds to rebuild our VAPA programs. Camino USD will increase efforts to develop strong student leadership programs through Student Council, Interact Club, Peer Tutoring/Mentoring, and Athletics. Camino USD will encourage student participation in all stakeholder groups. Camino is an excellent school and the overwhelming majority of parents and students love attending here. Camino USD invests heavily in its community and the community invests heavily in our school.|2021-09-28|||2021 09618530000000|El Dorado Union High|6|On an annual basis, the El Dorado Union High School District administers the California Healthy Kids Survey to all 9th and 11th grade students. In considering the key indicators from the survey, several data points stand out from the 20/21 administration of the survey, specifically: - A 6% decline in overall school connectedness - A 4% decline in caring adult relationships - Increases in perceived school safety of approximately 5% - A significant decrease in bullying amongst 9th graders of 8% - A continued rise in chronic sadness and suicidal ideation - Significant decreases in alcohol, drug, and vaping use amounting to an 11% decrease among 11th graders for drugs and alcohol, and a 7% decrease in vaping. It is important to consider that the data from this most recent survey comes in the midst of the COVID-19 pandemic which may skew results. With that in mind, the decreases seen in drug, alcohol, and vaping use may be a result of increased efforts across the district to address these issues. Last year, the district was awarded a TUPE Tier 2 grant which has led to increased responsive services including onsite counseling through the district's Wellness Centers as well as heightened educational efforts in classrooms about the effects of drugs, alcohol, and vaping. The increases seen in perceived safety and decreases in bullying, while promising, require further analysis and data from subsequent surveys. Given that students were learning remotely or in a hybrid setting for much of last year, the data may have been impacted by the setting. The data shows that the pandemic has definitely impacted student mental health and connectedness to school. The district must continue to make student mental health a priority as we continue through and emerge from the pandemic. Efforts in creating a positive school culture and connecting with students are already underway as the majority of staff have participated in the Capturing Kids Hearts program. Wellness Centers continue to be not only funded, but expanded, to provide students more access to counselors during the school day. Finally, efforts will continue through the TUPE grant to help students connect in positive ways with their peers through programs such as Friday Night Live. As the pandemic continues to be a source of anxiety for our students, the district remains steadfast in its commitment to making student mental health a top priority in the coming years.|2021-10-19|||2021 09618530930214|EDUHSD Virtual Academy at Shenandoah|6|The California Healthy Kids survey was given to 9th and 11th grade students in the spring of 2021. This data was analyzed and compared to the prior 3 years of the survey. This analysis was done with staff, parents, and students. Areas of greatest strength (and continued strengths from prior years) include: Perceived safety at school, Feeling safe at school; At my school there is a teacher or some other adults who really cares about me, Teachers treat students fairly and with respect. We also saw a large increase in students stating that they feel like they are a part of this school. The most prevalent area of concern continues to be the number of students reporting feelings of chronic sadness and hopelessness. We did recognize that this could be on the rise due to the COVID-19 pandemic. Students were isolated more than ever before and this has shown its effects on mental health and emotional wellbeing. We have had and will continue to keep one of our LCAP goals focusing solely on mental health and wellbeing of our students. We have created a peer mentor program and have begun implementing an SEL curriculum into classes utilizing Capturing Kids Hearts. We believe this will continue to build connections among students and staff and help students attend school more to seek out the social connections. We met our goals of reducing the percentage of students in 2019-20 , but we would still like to see a smaller percentage reporting this as well as seriouslyconsidering suicide. We believe these two are related and that due to the challenges of connecting with others during the pandemic had a large effect on these numbers increasing. .|2021-10-19|||2021 09618790000000|Gold Oak Union Elementary|6|The Gold Oak Union School District annually administers the California Healthy Kids Survey to all students in grades 5-8. The results of the survey are shared with the Gold Oak Union School District Board of Trustees and the LCAP Parent Advisory Team each year as well as sharing the results with staff. The district has administered the Healthy Kids Survey to all students in grades 5-8 for three years which has allowed the district to see areas of strength and areas of challenge. An area of strength is with the number of students responding that they feel safe at school and that they are happy to be at school. While 100% of the students are not responding in that manner, the number has increased over the last three years and the goal is to continue the work to build more inclusive schools where kids feel comfortable and where they belong. An area of challenge is the decrease in motivation to learn in some of the grade levels as demonstrated by the survey results. This is an area of focus in the LCAP and teachers are working on student engagement as a result. While the district has seen survey results indicating that the number of students being bullied has decreased, a challenge is the number of students reporting on the survey that students do not try to stop bullying when they see it happening. This will be an area of focus. An area the district focused on in the 2017-2018 year was supporting students feeling sad. The results of the survey in 2017-2018 indicated that a growing number of students reported that they felt “sad or hopeless almost every day for two or more weeks.” As a result of this data, the district made counseling a priority in the LCAP. In the 2018-2019 school year the district hired a school counselor and increased the time for the school psychologist. The number of students on the 2018-2019 Healthy Kids Survey who responded that they felt sad or hopeless decreased. However, after the school closures in the 2019-2020 school year and going into the 2020-2021 school year, the number of students reporting that they feel sad has increased. As a result, the district is increasing the emphasis on counseling time and social emotional learning in the LCAP.|2021-06-14|||2021 09618870000000|Gold Trail Union Elementary|6|In looking at parent, staff and student surveys, both provided by the county, California Healthy Kids Survey, and LEA Google polls, it is apparent that there is a need to focus on strengthening our Positive Behavior Intervention and Supports and Social and Emotional Learning structures. From clarifying student expectations on campus, revising handbooks, and working with student teams to include student voice, there is a need to enhance these areas. We will build strong PBIS team, implement Listen and Learn circles to promote student voice, and continue to enhance our counseling services.|2021-10-14|School climate is imperative to student learning success. Providing a structure for climate improvement will take focus, a plan, and resources. Our LCAP and both site SPSA plans include a focus on both PBIS and SEL. As we move forward we will look to continue to engage families and students in the process With a turnover of both Principals and the Superintendent this year it will take time to develop trust, work on relationship building, and moving forward in the area of creating a strong and healthy school culture at both sites.||2021 09619030000000|Lake Tahoe Unified|6|LTUSD biennially administers the California Healthy Kids Survey (CHKS) in grades 7, 9, and 11; students were most recently surveyed in April 2021. Grade 5 students will be surveyed with the next CHKS administration, 5th grade student responses to school safety and connectedness were taken from the student LCAP survey administered in winter 2021. Grade 11 results for South Tahoe High School are not available. % completed the survey Grade 5: 35% Grade 7: 58% Grade 9: 68% Grade 11: 1% Alternative education grade 11: 64% Feel safe at school Grade 5: 91% (LCAP survey) Feel like they belong at their school Grade 5: 96% (LCAP survey) School perceived as safe/very safe 7: 66% 9: 67% Alternative education grade 11: 69% School connectedness 7: 61% 9: 61% Alternative education grade 11: 67% Academic motivation 7: 57% 9: 58%. Alternative education grade 11: 57% Meaningful participation at school-pretty or very much true 7: 25% 9: 19% Alternative education grade 11: 20% Self-Efficacy 7: 72% 9: 69% Alternative education grade 11: 69% Caring adult relationships 7: 69% 9: 57% Alternative education grade 11: 70% High expectations-adults in school-pretty or very much true 7: 81% 9: 66% Alternative education grade 11: 72% Experienced chronic sadness/hopelessness 7: 37% 9: 35% Alternative education grade 11: 53% Considered suicide 7: 14% 9: 12% Alternative education grade 11: 35% Perceptions of school connectedness and school safety have increased. Although students report being self-efficient, which is particularly significant due to site closures and distance learning in 19/20 and 20/21 in response to the COVID-19 pandemic, they struggle with motivation, focusing on completing their schoolwork, and meaningful participation in school. The majority of students feel adults in school have high expectations of them and there is an adult at school who cares about them. To address student social-emotional and mental health needs such as chronic sadness and ideations of suicide, LTUSD plans to implement: - Elementary Counselor to support social-emotional learning (SEL) - Identify and implement safe schools curriculum which will include suicide prevention and mental health awareness and education - McKinney Vento/Foster Youth Instructional Assistant to support our homeless students and foster youth - Student Advocate to provide SEL/behavioral and mental health services and resources - Continue with districtwide Nursing Services - Continue with support through school district Psychologists|2021-06-22|||2021 09619110000000|Latrobe|6|The following Data represents the most recent survey administration: School Connectedness - The total number of responses from grades 4-8 was 73. 65% of students feel close to people at their school. 19% were neutral on the question and 17% or 12 students did not feel connected at school. School Safety - 83% of 73 students responded that they feel safe at school. 4% or 3 students responded that they did not feel safe at school. The results of the 2018-2019 survey reinforced the desire of the staff to be trained in Positive Behavior Intervention Strategies. While our results are positive we all felt that we can be more deliberate in our attention to school climate and connectedness. The training began at the beginning of this school year, 2019-2020. Training was suspended in 2020-2021 due to the COVID Pandemic, but has resumed in the 2021-2022 school year.|2021-06-15|The Site Council/Parent Advisory Committee reviewed the results. One change that will be made in the survey format for next year will be the elimination of the Neutral choice. We felt that without that choice we will gather more accurate information.||2021 09619290000000|Mother Lode Union Elementary|6|Through a variety of surveys and assessments, MLUSD learned that many successes were found in school climate. Students and parents felt that there was a caring adult on campus and that students were welcome. Students knew what to do in case of an emergency or in the event they did not feel safe. Areas of growth include students feeling that their ethnicity was represented in their textbooks or curriculum in general. Students also reported wanting to have more participation in the creation of rules. Including students in conversations regarding curriculum selection and rule creation is a goal of MLUSD. We have begun to implement student voice in the Board of education meetings.|2021-06-09|||2021 09619450000000|Pioneer Union Elementary|6|Pioneer District is partnering with Pivot Learning to improve systems to provide proactive support for students based on their learning and social emotional needs. Pivot Learning is facilitating Listen & Leap sessions with stakeholders to co-design strategies for great teaching and learning that are rooted in evidence and tailored to our learner community. The following Listen & Leap sessions were conducted to gather school climate information and gain input for developing the Expanded Learning Opportunities Grant Plan: April 7, 2021 Meeting with Certificated Staff including bargaining unit members April 14 & 26, 2021 Meeting with PUSD Leadership Team April 29, 2021 Listening Circles Student Groups, 5th grade, 6th grade & 7th/8th grade combined April 29, 2021 Pioneer School Site Council Meeting Spring 2021 California Healthy Kids Survey (CHKS) grades 6-8 Spring CHKS Parent Survey - Walt Tyler Elementary Spring 2021 Preschool Parent Survey SELPA Guidance has been offered throughout the year to address the needs of Students with Disabilities Parents and community members were surveyed using Google Docs in May, 2021 6ht - 8th grade students were surveyed during Spring 2021 using the California Healthy Kids Survey (CHKS) 43% of 6th grade students responded 41% of 7th grade students responded 61% of 8th grade students responded CHKS focuses on students' home educational routines, engagement and motivation in educational activities, quality of relationships with teachers and peers, and social-emotional well-being. The Core Module seeks to provide schools with essential data to determine the degree to which they provide the conditions and supports that all youth need to succeed in learning and developmentally thrive. 6th grade respondents indicated the highest levels of school engagement, supports and safety with 74% rating their school connectedness at a high level, 78% indicating they agreed there's a caring adult at school and 75% perceived the school as very safe or safe. 50% of 8th grade respondents reported the experienced harassment or bullying and 67% of 6th grade respondents reported that they had rumors or lies spread about them. PUSD continues to identify areas of improvement in school culture. We are working with staff to expand our enrichment activities during school. We're also working with the staff and community to build additional enrichment and sports activities after school to further enhance school connectedness for our students.|2021-09-09|||2021 09619520000000|Placerville Union Elementary|6|(PUSD annually surveys students [CA Healthy Kids Survey] grades 5-8). See PUSD web page for Student survey results as reported to the PUSD Governing Board on June 5, 2019. The HKS is shared through the School Site Council, Health Education Advisory Committee as well as all teaching staff. Goals are written concerning school climate based on the information pulled from the CHK|2021-06-09|||2021 09619600000000|Pollock Pines Elementary|6|Every two years PPESD surveys students using the CA Healthy Kids Survey in grades 5-8. Healthy Kids Survey was administered to grades 5 and 7 in April 2021.|2021-06-08|||2021 09619860000000|Silver Fork Elementary|6|Due to the small size of the school, the District will continue to explore a climate survey tool that would be appropriate for a school with approximately 16 students.|2021-05-19|||2021 09737830000000|Black Oak Mine Unified|6|This LEA closed it's doors on March 17, 2020. Summer 2020 task force committees examined our prior performance and current status by reviewing the progress of our California Dashboard up to closing in March 2020. It was observed that the district was making incremental progress in attendance and discipline issues as exhibited by performance indicators as well as an uptick in our student/school engagement as evidenced by the 2019 California Healthy Kids Survey. Concerns expressed by parents, bargaining units, and public participation in our Covid Advisory and Re-opening committees asked whether the gains BOMUSD made prior to Covid would be lost and the achievement gap would widen? This experience might also be exacerbated by the burden of poor connectivity in our school community. Research suggested, students could lose roughly 70% of gains from a typical year in reading and 50% in math. Younger learners would fare worse falling nearly a full year behind. Chronic absenteeism data from prior studies corroborated these suggestions. Leaving stakeholders with the driving question: What is the effect on learning losses in relation to a shortened school year combined with a Distance Learning opening? May of 2020, brought a renewed effort of stakeholder involvement with the launch of an online “BOMUSD Parent Survey” which revealed hidden barriers to connectivity and engagement experienced during the Spring. Additionally, the survey renewed support and suggestions from our stakeholders to provide vision and input in the development of our Learning Continuity and Attendance Plan (LCP). BOMUSD developed two new stakeholder groups: the Covid Budget Advisory Committee and the BOMUSD Re-Opening Committee which were tasked with reviewing the impending financial impact of Covid on BOMUSD as well as a to identify and advise our school community on them challenges and needs for Distance Learning and Hybrid models. The summary of stakeholder feedback indicated three main areas of concern for our staff and students: safety, access, and improved instructional practice. Analysis of stakeholder feedback informed the development of the BOMUSD Learning Continuity and Attendance Plan (LCP ) in the following aspects: Provisions for a safe return to site based instruction as soon as possible, access to devices and connectivity for all learners including improved online practice and curriculum (especially for our unduplicated population and for those with unique educational needs), provision for a robust curriculum during Distance Learning (DL) and potential pivots from DL to site based, and social/emotional well being support to engage families during this time of academic and social isolation. Our conclusion upon reflection was that these concerns mirrored those identified in the 2019-20 LCAP. Our greatest area of need as identified by the California State Dashboard is continued attention toward improving attendance rates and reducing suspension rates.|2021-10-28|Root causes identified in 19-20 were exacerbated during the pandemic specifically those pertaining to lack of access (power, transportation and basic needs) and lack of understanding regarding adverse experiences (trauma). The 21-24 LCAP makes similar recommendations as those in the 19-20 LCAP but with expanded and increased services supporting School Connectedness and Attendance. To address these needs we expanded family connectivity by distributing Chromebooks, i pads and hot spots. In addition we expanded wireless access to our community at the school sites. Cooling spots for families were located in site auditoriums and libraries during the school day. Expand and increase pupil engagement and outreach through essential planning of distance learning models and re-entry models that maintain relationships and connectedness through pivots due to closures and re-opening was accomplished through expansion and increase of access to connectivity, food programs, and academic support as well as counseling services and creating connections with county agencies through our FAST (Family and Schools Together Coordinator) . Our Family and Schools Together (FAST) Coordinator has become pivotal in the leadership and outreach of the district wide attendance and connection team in providing critically needed services to families; especially with regard to social emotional learning, attendance, student discipline, and healthy living.||2021 10101080000000|Fresno County Office of Education|6|The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2021. The CHKS captured a valid measure of student perceptions of school safety and connectedness. 81 students completed the CHKS. Data was not provided for student groups. Overall, 55% of students felt that the adults cared personally for their success, and that they were academically motivated, including during remote instruction during COVID-19. During distance and in-person learning, 36% of students believed they had opportunities for meaningful participation. 53% of students felt staff had high expectations for their achievement in school. 55% perceived their school as very safe; only 11% were afraid of being victimized by physical violence, though 35% reported having been in a physical altercation. 14% of students stated experiencing social/emotional distress, 16% chronic hopelessness, and 6% had considered suicide, including during the COVID-19 crisis. 39% felt adequately supported by their peers. 39% of students admitted to current usage of alcohol or drugs. Specific items of particular relevance to school safety and connectedness include reasons for truancy; 9% of students reported being absent several times each month. For example, 39% of students noted being sleep-deprived, and 13% felt that interfered with the ability to attend school. Although 58% claimed sufficient adult support, only 19% of students believed that their parents were connected to their academic progress, increasing the likelihood of truancy. Analysis of the data demonstrates that students will continue to benefit from the return to in-person instruction, with proper safety measures in place, to foster opportunities for meaningful participation, and peer and adult supports for their academic, social and emotional success. In addition, counseling and mentoring services from LEA staff and collaborative agencies will continue to be necessary to support students. Areas of student need include substance and alcohol abuse counseling; redirection away from acts of violence and criminal activity; reduced bullying and harassment; and addressing emotional wellness, and prior trauma concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need, including the use of Positive Behavior Intervention and Support, integrating social-emotional learning, and trauma-informed practices. In addition, student perception of low parent involvement mirrors data collected during the LCAP process. The LEA plans to collaborate with parent outreach services from the district in order to facilitate increased family/stakeholder involvement. These measures have resulted in benefits for students enrolled for 90 calendar days or more.|2021-06-17|||2021 10101080109991|Crescent View West Public Charter|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 85% of the students reported that they felt safe (the pandemic had an impact) * 38% reported that they felt connected to the school (the pandemic had an impact) This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma-informed practices with fidelity. CVW staff has participated in various trainings throughout the year to increase awareness and implementation of trauma-informed practices. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. About 55% of the teachers felt concerned for their safety. During the school year, 84% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continuous improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma-informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-10|||2021 10101080111682|Hume Lake Charter|6|In a recent survey, conducted in March 2021, parents, teachers, and students reported on key issues involving the school. Of the 29 surveys sent out to the 1st – 6th grade students, 27 reported back. Of the 42 surveys sent out to 7th – 12th grade students, 42 reported back. Of the 62 surveys sent out to parents, 27 reported back. Of the 15 surveys sent out to the teachers and instructional staff, 14 reported back. The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on March 8, 2021. Student subgroups cannot be disaggregated for further study of survey results due to the small size of the classes. The largest single class in the school, of the grade levels survey, had only 9 students, so the students were groups by 1st – 2nd, 3rd – 6th and 7th – 12th, in order to protect student privacy. Students in the 1st – 6th grade reported the following: "The teachers and staff at Hume lake Charter School care about me." 26 out of 27 students responded with most of the time or all of the time. These same students also reported the following: "Hume Lake Charter School is a safe place to go to school." 27 out of 27 reported that this is true most of the time or all of the time. The 7th – 12th grade students responded to the following: "The teachers and staff at HLCS care about me.” 41 out of 42 of the 7th – 12th grade students indicated that this is true most of the time or all of the time. "Hume Lake Charter School is a safe place to go to school." 100% of the 7th – 12th grade students responded that this is true most of the time or all of the time. "The school has high academic expectations of me." About 91% of the 7th – 12th grade students agreed that this is true all of the time or most of the time. Some of the primary concerns voiced by parents and students focused on size of certain facilities, adequate funding, and increased technology along with on-line course issues. As a result of these responses and the results of our WASC self-study and ongoing goals, 3 continuing or on-going areas of need were identified. First, adequate facilities for meeting our growing student population is of great need. We were able to implement creative reorganizing going in to the 2020-21 school year, but the longevity of our current facilities or the pursuit of new facilities is still to be determined. Second, adequate funding was identified and in response HLCS submitted an application and was accepted for the REAP/SRSA grand through the Federal Government.|2021-06-21|||2021 10101080119628|Big Picture Educational Academy|6|DATA by grade span: K-5: Basic Needs 4.18 Belonging 3.76 Self Efficacy 3.74 Rigor 3.98 Hope 3.94 6-8: Basic Needs 3.93 Belonging 3.62 Self Efficacy 3.66 Rigor 3.83 Hope 3.72 9-12: Basic Needs 3.87 Belonging 3.72 Self Efficacy 3.83 Rigor 3.78 Hope 3.78 MEANING: K-5: The youngest students have a strong sense that their basic needs will be provided for. It is clear that the culture has led them to feel safe and they believe they will receive what they need. However, their self-efficacy score shows room for improvement in making sure that our primary students believe in their own abilities to be successful. 6-8: Our middle school students also echo the strengths of our campus culture in that they believe their needs will be met. They show the most need in their sense of belonging, which is developmentally appropriate. 9-12: Completely the trend for our school, even our high schoolers believe that needs will be met by our staff. However, it is concerning that by high school they are still feeling a lack of belonging. USE: K-5: We will provide more opportunities for choice and risky tasks which provide them with a sense of self worth and display their abilities. Exhibitions will be focused on spotlighting the relative capabilities of each student. 6-8: We will continue our peer connections programs, such as “bigs & littles”, “book buddies” and shared advisories to connect multi-grade level groups. Our leadership team will expand and focus on creating opportunities for all students to find a place where they belong. Middle school advisory will focus on belonging as an essential theme. 9-12: We will require 100% participation in our LTI program, which will create opportunities for all students to try new vocational environments and opportunities. High School clubs will be introduced to create additional points of connection based on interest. Leadership team will expand to create opportunities for student body cohesion.|2021-06-24|||2021 10101080127514|Kepler Neighborhood|6|With respect to school climate and culture, student and families survey data also showed some encouraging bright spots. Parents/Guardians/Caregivers: 68.2% Satisfied with Distance Learning; 90% Satisfied with In-Person Learning; 52.5% Just right about of work for the child in Distance Learning; 72.5% of parents are concerned about social emotional well-being of their child after COVID. Teachers/Staff 1. Kepler promotes personnel participation in decision making that affects school practices and policies. 61.6% Agree 2. Do you need professional development on working with diverse racial, ethnic, or cultural groups? 53.8% Yes 3. Do you need professional development on supporting students exposed to trauma? 76.9% Yes 4. Do you need professional development on meeting the social, emotional, and developmental needs of youth? 73.1% Yes 5. Kepler is a supportive and inviting place for staff to work. 73.1% Agree Students I feel safe and supported at Kepler. 80% Agree Finally, during the course of the school year, the Charter School was able to host one Expo highlighting students’ work and the 8th Grade Promotion Ceremony. This was minimal due to the impacts of COVID. Creating more events center on social emotional wellbeing emerged as a priority area with the LCAP Committee.|2021-06-23|||2021 10101080140186|Clovis Global Academy|6|CGA administered 3 surveys to families in the 2020-21 year to monitor students' sense of connectedness, excitement for learning, and relationships with staff and classmates. Since we served TK- 1st Grades only in 20-21, we relied upon parent's reports of their student's sense of safety and connectedness in these surveys. We also monitored students sense of well-being and connection to school through informal conversations between administrators and pupils during classroom walkthroughs. Key learnings from the data include that students were enjoying school, but that the length of the day was too long for them when we were delivering instruction in the e-learning format at the start of 20-21. Due to this feedback, we made schedule adjustments to respond and support our students which included breaking classes into smaller groups so students could have more of their teacher's attention and get to know fewer classmates more deeply, and to increase student engagement and participation. The revised schedule produced improved student engagement and allowed our teachers and aides more opportunity to provide differentiated instruction to support learning. The data also supported that the students felt our staff was responsive to their needs, but that parents wanted more homework/ practice and extension activities for use at home to reinforce learning. As a result, we implemented a regular materials drop off/pick up process to keep the flow of materials steady for families. In 21-22, which is completely in person, we will administer a new survey to students, pulling important questions from the Healthy Kids Survey (but not using all for our TK- 2nd grade students) to begin measuring student impressions of safety and connectedness.|2021-06-09|||2021 10619940000000|Alvina Elementary|6|The Alvina Elementary Charter School District gathered data through its annual survey during the 2020-2021 school year. This survey was designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. Questions on this survey were focused on student connectedness, school safety, student support and student involvement. Questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in lower than expected results. 76% of students in the elementary grades and 72% of students in the middle school grades indicated they feel they are part of the school and are happy to be at Alvina. These questions were consistent among all subgroups. Questions designed to focus on school safety, such as “Do you feel safe at this school?” also resulted in a bit lower scores than the prior year. 81% of students in the elementary grades and 75% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups. In reviewing the written responses, it was determined that the drop in percentages from the prior years are a result of the Covid pandemic. Many students felt disconnected from their classmates as a result of distance learning. Also, while students were happy to return to campus, they felt nervous returning while in the middle of the pandemic. Also, questions designed to focus on student support and involvement, such as “Do teachers and other adults believe you can do a good job and help you when needed?” and “Do teachers and other adults give you a chance to help solve school problems?” resulted in the following results. 96% of students in the elementary grades and 97% of students in the middle school grades indicated teachers and other adults believe in them and provide support. Also, 84% of students in the elementary grades and 78% of students in the middle school feel they are involved in helping solve school problems. This percentage identifies a continued area of focus in increasing student involvement. These results were consistent among all subgroups. The district in their continued work with parents and students, will set a target of increasing or maintaining percentages at or above 90% among all subgroups.|2021-09-15|||2021 10619946005730|Alvina Elementary Charter|6|The Alvina Elementary Charter School District gathered data through its annual survey during the 2020-2021 school year. This survey was designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. Questions on this survey were focused on student connectedness, school safety, student support and student involvement. Questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in lower than expected results. 76% of students in the elementary grades and 72% of students in the middle school grades indicated they feel they are part of the school and are happy to be at Alvina. These questions were consistent among all subgroups. Questions designed to focus on school safety, such as “Do you feel safe at this school?” also resulted in a bit lower scores than the prior year. 81% of students in the elementary grades and 75% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups. In reviewing the written responses, it was determined that the drop in percentages from the prior years are a result of the Covid pandemic. Many students felt disconnected from their classmates as a result of distance learning. Also, while students were happy to return to campus, they felt nervous returning while in the middle of the pandemic. Also, questions designed to focus on student support and involvement, such as “Do teachers and other adults believe you can do a good job and help you when needed?” and “Do teachers and other adults give you a chance to help solve school problems?” resulted in the following results. 96% of students in the elementary grades and 97% of students in the middle school grades indicated teachers and other adults believe in them and provide support. Also, 84% of students in the elementary grades and 78% of students in the middle school feel they are involved in helping solve school problems. This percentage identifies a continued area of focus in increasing student involvement. These results were consistent among all subgroups. The district in their continued work with parents and students, will set a target of increasing or maintaining percentages at or above 90% among all subgroups.|2021-09-15|||2021 10620420000000|Burrel Union Elementary|6|Although we had an unusual school year, we still managed to administer several Parent and Student surveys. In the Spring of 2021, we provided our 5th through 8th grade students with the online California Healthy Kids Survey (CHKS). This year, most of our 5th (81%), 6th (57%) and 7th (63%) graders took the survey, while none of our 8th graders responded.Of the students responding, results demonstrated a high percentage in School Connectedness at 90% with 100% of students feeling Safe at School and on their way to and from School. Social/Emotional supports were at 85%. Students surveyed felt our climate provided an anti-bully environment at the rate of 73%. Although School Safety was scored high, about 30% of our students felt rumors were spread about them and were called bad names. This year, the incidents of "bullying" were based on "cyberbullying" and occurred at a rate of about 17% for 5th & 6th graders. While 7th graders reported 50% received cyberbullying incidents. We wonder if the increase in technology/internet access as well as older students being left home alone at home may have affected this rate. In the area of School Disciplinary Environment, all Students reported that they felt they were treated with respect at 100% of the time and treated fairly when disciplined. In regards to Mental Health, 5th graders reported sadness at 8% and 6th graders reported no cases of sadness. However, 7th graders reported the highest rates of Sadness at 70% and Social Emotional Distress at 28%. Most alarming was that 20% of 7th graders reported considering Suicide. Although we did not conduct any threat assessments, this rates is very disturbing. The majority of our 7th graders reported having Optimism (53%) and Gratitude (77%). When it came to answering the question regarding Student check ins from a School adult or teacher, 100% of 7th graders responded this to be true. The use of drugs and alcohol for 5th & 6th grade students was not reported, however, 30% of 7th graders reported using Alcohol two to up to four or more times within their lifetime. Zero use was reported by 7th graders within the past 30 days. No other forms of drugs, including smoking/vaping were reported used by 7th graders. After reviewing our results, we have provided more opportunities for student input on school activities and ideas. All classrooms engage in Community Circles in order to build a stronger student to student and student to teacher connection. Teachers were encouraged to hold class meetings at least once a trimester to gather student input on activities. Student Council continues to meet twice a month and invites Administration to attend and listen to student ideas. The amount of 7th grade students considering suicide was very concerning and as a result, we will utilize our Psychologist and Clinician to provide supports to our students in the areas of suicide prevention. We will continue to provide parents with education about monitoring social media.|2021-04-06|||2021 10621090000000|Clay Joint Elementary|6|Clay Joint Unified sent out an anonymous survey to all 4th - 8th-grade students. With 120 responses out of 130 students, we know we have a good representation of how the students feel. Overwhelmingly, the students feel safe and happy at school. 95% of 5th-grade students felt safe while 79% in 7th felt safe. The students indicated that they try hard at school and work hard to understand new things. Over 90% of the students believe there is someone at school who really cares about them and notices when they are not there. Approximately 3% responded negatively to this question. Students feel that there is at least one person on campus who wants them to do their best - this was at 100%. 97% of the 4th - 8th graders surveyed believe that there is someone on campus who believes they will be a success. From the student perspective, 87% of the students feel their parents feel welcome to participate at this school and over 80% feel that the school staff takes their parent concerns seriously. Over 92% feel safe at school and when asked on the same survey follow-up question what we could do to help them feel safer, most students responded "nothing" or "I feel safe enough already." However, a few mentioned keeping gates closed or get new gates, a few mentioned a tighter lockdown system, locks on doors, only one out of 120 mentioned taking bullying more seriously. When asked about bullying, over 90% of the students say they have been made fun of or called names less than 4 times in the last year. When asked in the follow-up question to elaborate all students indicated others were just messing around and didn't mean it. When asked if the school helps students solve conflicts with one another 11% said, "never." This is an area we felt as a staff we would like to improve on, especially as we build our conflict resolution approach. We want students to feel that conflict is handled right away. During the 2020-2021 school year there were no suspensions and there was at least one opportunity for conflict resolution that had a positive outcome. Overall the satisfaction and safety rate among the students is above 90% with 100% of 5th graders feeling satisfied and 83% of our 7th grade feeling satisfied. A few student suggestions in addition to adding gates or closing the gates for safety were a change in dress code for girls shorts and get rid of our progress reporting system iReady. We have already addressed the dress code and changed to a measurement of inseam, instead of the tip of their fingers. We have applied for a grant to add more gates to the school to have a one entrance school that protects our campus from intruders. We cannot get rid of iReady but are trying to provide some better understanding to the students so they understand the "why" behind its purpose. Some parents expressed interest in an entrepreneurial curriculum that could provide an alternative for the students. So entrepreneurship along with robotics are strong considerations for the fall.|2021-06-08|Clay will continue to have a Student Council and a PBIS student council so that students have a voice. We will continue to work towards having the students develop relationships with our younger students so that ownership and relationships are established.||2021 10621170000000|Clovis Unified|6|Clovis Unified School District (CUSD) Student Survey was given to students in grades 4 through 11 and was designed to help CUSD understand student experiences and perceptions of the school environment. Two of the questions on the survey were designed to specifically understand student connectedness through participation in co-curricular activities and impressions of school being a safe place for learning. The results are detailed in the charts below. Have You Participated in Any Co-Curricular Activities? (Percent Answering Yes) Grade All White American Indian Asian African American Hispanic Two or More Races 4-6 65% 70% 54% 53% 64% 69% 54% 7-8 62% 73% 56% 51% 70% 57% 60% 9-11 75% 80% 66% 73% 82% 68% 76% My School is a Safe Place for Learning (Percent of Strongly Agree or Agree) Grade All White American Indian Asian African American Hispanic Two or More Races 4-6 92% 93% 91% 91% 90% 93% 80% 7-8 83% 85% 90% 81% 81% 84% 80% 9-11 76% 78% 80% 72% 78% 76% 77%|2021-06-09|||2021 10621170118018|Clovis Online Charter|6|Clovis Online administers a local climate survey every year that provides a valid measure of perceptions of school safety and connectedness, to students in all grade levels that we serve (7th-12th grades), and reports the results to our local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the California School Dashboard. Sample of results from the Spring 2021 Survey 93% of parents strongly agreed or agreed to the statement: This school provides a quality education that promotes academic success for my child. 97% of parents strongly agreed or agreed to the statement: Parents feel welcome to participate at this school. 96% of parents strongly agreed or agreed to the statement: School personnel and site safety procedures are in place to maintain a safe and secure school environment for my child. 95% of parents strongly agreed or agreed to the statement: This school communicates the importance of respecting all cultural beliefs and practices.|2021-06-09|||2021 10621250000000|Coalinga-Huron Unified|6|Percentage of students who feel safe and connected as measured with the Healthy Kids Survey 2019-2020 - 46% stated COVID-19 had an impact on students feeling safe at school - 51.7% of secondary students feel connected to school. Stakeholder needs input: - Safety for their children as they return to school. Parents and staff want to make sure it is safe before coming to school in-person learning and want CHUSD to continue to provide the trainings and PPE’s for staff and parents. - Technology hot spots. Stakeholders want their children/students to be able to access their work and want a reliable internet connection. - Academic support for all students due to the learning loss from the pandemic. Stakeholders expressed their concerns about learning loss due to the pandemic and CHUSD realizes that students are disengaged. CHUSD will continue to use Student Services administrator on special assignment as well as add additional staff to provide services to the students in need and at risk of failing. - Stakeholders expressed the need for more social-emotional support from school counselors and school psychologists. Wellness centers will be developed to address the needs of the students as it relates to Social Emotional Learning (SEL) and Mental Health. ACTION 3: Campus Safety Liaisons: Our unduplicated students have some of the lowest attendance rates and highest chronic absenteeism. According to parent feedback, providing a safe environment for their children is key to student engagement. CHUSD is committed to ensuring a safe and secure learning environment for all students. The district will provide Campus Safety Liaisons, (1) at HES, (1) at CHS (1) at HMS (1) CMS and (1) CES. CHUSD will continue its partnership with Coalinga and Huron Police Departments to support (2) School Resource Officers, one for each community, to provide community oriented communications with parents, students, and staff.. In addition School Resources Officers will conduct presentations on campus safety for staff and students. CHUSD is aware that COVID-19 had a negative impact on student attendance for our unduplicated students. Through stakeholder meetings, parents expressed that their students were disengaged and scared to come back to school. With the continuation of providing Campus Safety Liaisons and School Resource Officers, CHUSD expects to increase attendance rates and reduce chronic absenteeism. ACTION 4:Counseling Services: Our unduplicated student population is in need of additional support in order to increase their high school graduation rates. Feedback from stakeholders suggest that wellness centers are a venue that can provide this needed support in an organized and effective manner. CHUSD is committed to providing caring and supportive counseling services through the development of school wellness centers that focus on social-emotional, behavioral, attendance, academic, and A-G completion, with an emphasis on unduplicated students.|2021-06-29|||2021 10621580000000|Fowler Unified|6|DATA: On the LCAP survey, 761 students, representing grades 5-12 submitted responses to the nine items that assessed students’ attitudes toward the District’s LCAP Goal 2: Provide a positive environment that will improve student outcomes and close performance gaps. 64% of students feel like they are part of their school 76% of students felt safe at school 88% of students reported that teachers and other adults at their school care about them 75% reported being happy with their school MEANING: The data reveal that, while Fowler USD has overall rates of student connectedness and students generally feel safe at school, both feelings have declined and this could be related to the effects of the pandemic. The district recognizes and continues to address the challenge of providing school environments that contribute to school connectedness. Such environments are characterized by high academic standards coupled with strong teacher support; an environment in which adult and student relationships are positive and respectful and a physically and emotionally safe school environment. USE: To address the social and emotional needs of students, in 2020-2021, Fowler USD used Expanded Learning Opportunity Grant Plan funds to increase the number of Student Support Specialists across the District; all school sites have a specialist assigned to just their school allowing the needs of more students to be met. The services and systems implemented by the staff include trainings (Suicide Awareness, De-escalation, Mindfulness, etc.), counseling services (small group and one-on-one), on-site and virtual support for students and staff (in and out of class), and a referral and required permission process for the services. Staff, parents, and students were all able to refer someone to the Student Support staff, through a confidential referral system. All schools utilized the Positive Behavior and Intervention Strategies (PBIS) and have been recognized as PBIS Gold Medal schools for their implementation efforts.|2021-06-16|||2021 10621660000000|Fresno Unified|6|Fresno Unified School District conducts a culture and climate survey of students in grades 4-12 to better understand student perceptions of school environments. Among the questions, two key questions offer measures of perceptions of safety, belonging and the support of one or more nurturing adults in the school setting. In 2020-21, 71% of elementary students and 51% of secondary students responded favorably to the statement, "I feel like I am part of this school." 68% of elementary students and 59% of secondary students responded favorably to the statement, "There is a teacher or some other adult who really cares about me." The results of the survey reveal positive movement in Fresno Unified School District in secondary student perceptions, and allows for affirmation of actions taken to focus on student school connectedness. This annual climate and culture survey is being revised in alignment to the district's new strategic plan, and the 2021-22 LCAP will include the new survey domains that further triangulate areas of strength, growth, challenges, and/or barriers. Third grade is also being added to the grade span in order to delve deeper into earlier student perceptions.|2021-06-16|||2021 10621660106740|Aspen Valley Prep Academy|6|Aspen Public Schools engaged stakeholders throughout the COVID-19 emergency, and the 2020-21 school year, to get feedback on how to best provide instructional supports and interventions. With the start of in-person instruction, Aspen sought input from the school community to inform major portions of Aspen’s instructional plan. The school reached out through surveys, Zoom meetings, ParentSquare messages, and social media, site administrator phone calls, teachers texts and phone calls, home visits, and school homeless liaison communications. The school was able to get feedback on how students and their families were feeling. Students received social and emotional supports from the school, which included home visits, when deemed necessary. As mentioned, throughout 2020-21, the school engaged parents, guardians, staff members, and board members through stakeholder surveys. The following describes these and some other ways we solicited stakeholder feedback: Parents and Guardian Stakeholders: Parents/Guardians will continue to have opportunities for input through parent surveys, parent/guardian workshops, parent Individualized Learning Plan (ILP) conferences (Aug., Oct., Mar.), and Board meetings. The monthly board meetings will be welcoming to Parents/Guardians, with outreach notifications that include the ParentSquare app, social media, and website. Events such as Back to School Night and Parent Technology Night, have been well attended. Aspen conducted many parent surveys. For example, on June 23, 2020, to determine how our parents felt in terms of COVID-19 and school plans for reopening. Then again, on August 26, 2020, we surveyed Parents/Guardians to find out and address any challenges related to distance learning. The school will continue Parent/Guardian surveys on regular basis (see below). (The results of our surveys and how we plan to address parents' concerns is addressed below.) Students: Aspen Valley conducted student surveys in August 2020 to get feedback from students on how they were feeling about distance learning and technology. Students: Student Mentor Meetings, Summit Learning Grades 5-8: Students meet with their teacher one-on-one to discuss personal and academic goals. This is a time for teachers to conduct SEL check-ins, as well. The mentorships are a part of the Summit Learning Program. Students: We also held student-parent conferences to develop the individualized learning plan (ILP)and received input on how students learn best and communication preferences. Students have a voice in the conferences. In addition, a back-to-school night was held virtually to prepare students and their families for distance learning. Aspen's LCAP was developed, keeping in mind feedback from students and their parents/guardians.|2021-10-19|||2021 10621660114355|Sierra Charter|6|The communication between our parents and staff is very good. At all grade levels the teachers informally survey the students and parents to discover how we can do what we do better. Suggestions are passed on to administration to implement, when possible.|2021-09-09|||2021 10621660114553|University High|6|UHS has used a school climate survey for many years. The survey is administered every year and asks questions specific to our school and the school climate. The survey is given to our students in the late spring of each year and the School Board reviews the results either in its June or August meeting. The school has two goals it uses to measure the climate standard. The schools goal is the following • The percent of students suspended will be less than 5% and expulsion rate less than .5%. For last year (2020-21), this goal was achieved as our rates were 0% for suspension rate and 0% for expulsion rate. • The Attendance rate for the school year will be greater than 97%. For last year, the goal was achieved as our rates were 98%.|2021-10-07|||2021 10621660121533|Morris E. Dailey Charter Elementary|6|Data: 82% of students feel apart of the school 82% participate in weekly community building activities, with 74% of students feeling they are good experiences. 77% of students feel there is a teacher or other adults at school who cares about you Response rate was lower than in years past Meaning: Dailey was able to continue having students feel a part of the school while in online and hybrid learning. On the survey, 75% of students indicated they feel a part of the school when interacting with their peers and 65% with field trips Interactions this year were limited due to online learning and physical distancing when in person. Field trips were not allowed, except virtually. Use: • Continued professional development on student-teacher connections • Continue to implement community building activities with students and develop ways to determine if they are meaningful for students • Ways to increase interactions in the coming year, should physical distancing guidelines not change|2021-06-08|||2021 10621660133942|Aspen Meadow Public|6|Aspen Public Schools engaged stakeholders throughout the COVID-19 emergency, and the 2020-21 school year, to get feedback on how to best provide instructional supports and interventions. With the start of in-person instruction, Aspen sought input from the school community to inform major portions of Aspen’s instructional plan. Site administrators and school liaisons also reached out to families. Aspen Meadow held a Parent School Site Advisory, including an EL Parent on December 3, 2020. The team reviewed topics that included addressing the CPP and sent numerous surveys with questions regarding providing supports to students, staff training, new hires, such as a literacy coach, and meeting the needs of struggling learners through ELO. On February 4, and February 24, 2021, Administration met on Zoom with Aspen English Learner parents to discuss ELPAC met to review and provide input on topics that included providing supports to students in summer school who are English Learners and meeting the needs of those ELs struggling to keep pace in English language acquisition and accessing core subject-matter knowledge and skills. Throughout 2020-21, the school engaged parents, guardians, staff members, and board members through stakeholder surveys and Town Hall meetings. The following describes some of our school's efforts to solicit stakeholder feedback: Parents and Guardian Stakeholders: Parents/Guardians will continue to have opportunities for input through parent surveys, parent/guardian workshops, parent Individualized Learning Plan (ILP) conferences (Aug., Oct., Mar.), and Board meetings. The monthly board meetings will be welcoming to Parents/Guardians, with outreach notifications that include the ParentSquare app, social media, and website. Events such as Back to School Night and Parent Technology Night, have been well attended. Parents and Guardians: Parents/Guardians are vital to our 2020-21 planning. These valuable stakeholders will continue to have opportunities for input through parent surveys, parent/guardian workshops, parent Individualized Learning Plan (ILP) conferences (Aug., Oct., Mar.), and Board meetings. The monthly board meetings will be welcoming to Parents/Guardians, with outreach notifications that include the ParentSquare app, social media, and website. Events such as Back to School Night and Parent Technology Night, have been well attended. In addition to the survey schedule below, Aspen conducted parent/guardian surveys on June 23, 2020, to determine how our parents felt in terms of COVID-19 and school plans for reopening. On August 26, 2020, we surveyed Parents/Guardians to find out and address any challenges related to distance learning. The school will continue Parent/Guardian surveys on a monthly basis. (The results of our surveys and how we plan to address parents' concerns is below.)|2021-10-19|||2021 10621660140038|Endeavor Charter|6|The following info contains our Student Survey results from March 2021. The feedback contributed to our LCAP goals & actions for the 2021-22 SY. 54 students responded to our local school survey on a variety of topics. The results were broken into student responses for TK-8 (with 26) and 9-12 (with 28): TK-8 Students: I receive encouragement from teachers and other school staff. 77% Excel; 19% Above Avg; 4% Satisfactory. My school is clean & in good condition. 88% Excellent; 12% Above Avg. I feel my Advising Teacher/s take time to discuss my grades, academic progress, success, or areas for improvement with me & my parents. 88% Excel; 4% Above Avg; 8% Satisfactory. I feel welcomed, valued, & connected to others in my school community. 81% Excel; 12% Above Avg; 8% Satisfactory. How well did ECS support your educ-related tech needs? 73% Excel; 23% Above Avg; 4% Satisfactory. 9-12 Students: I receive encouragement from teachers & other school staff. 46% Excellent; 32% Above Average; 18% Satisfactory; 4% Poor. How emotionally safe do you feel with staff & students at our school? 54% Excellent; 18% Above Average; 29% Satisfactory. My school provides textbooks & other learning materials to meet my educational needs. 61% Excellent; 29% Above Average; 7% Satisfactory; 4% Poor. I feel my teacher/s take time to discuss my grades, academic progress & success, or areas for improvement with me & my parents. 50% Excellent; 25% Above Average; 25% Satisfactory. I feel welcomed, valued, & connected to others in my school community. 36% Excellent; 29% Above Average; 32% Satisfactory; 4% Poor. My teacher(s) provided me with enough guidance & support to successfully complete my distance learning courses? 43% Excellent; 21% Above Average; 36% Satisfactory. How well did the school support your education-related tech needs? 25% Excellent; 39% Above Average; 29% Satisfactory; 7% Poor. It's Endeavor’s purpose that all students graduate completing the full A-G (college prep) course requirements. Are you on track to complete the full A-G course requirements for graduation? 79% YES; 0% NO; 21% “I don’t know.” Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning? 29% Excellent; 36% Above Average; 36% Satisfactory. Overall how would you rate your mental health? 37% Always good; 41% Usually good; 15% Sometimes poor; 7% Usually poor. Have you had any problems this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, or anxious? 44% YES; 56% NO. What support/s have you used to help you this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, sad, or anxious? (mark all that apply): 67% Reached out to friend; 25% Reached out parent. 25% Didn’t ask for help; 8% stated Other; 8% Attended counseling; & 25% Reached out to their Advising Teacher or other staff.|2021-06-15|||2021 10621661030840|Carter G. Woodson Public Charter|6|The information was provided by parents, students and staff during the sites yearly survey for additional feedback on perception, next steps and areas of improvement. The survey steps of improvement parent relation and building relationships with school sites such as: • 82% of students Agree or Strongly Agree that Multimedia is a safe place to attend school. • 81% of students Agree or Strongly Agree that Multimedia facilities are clean and well maintained. • 92% of students Agree or Strongly Agree that Multimedia has adequate technology available on campus to meet academic needs. • 96% of students Agree or Strongly Agree that Woodson Main Campus is a safe place to attend school. • 95% of students Agree or Strongly Agree that Woodson Main Campus facilities are clean and well maintained. • 95% of students Agree or Strongly Agree that Woodson|2021-08-09|||2021 10622400000000|Kingsburg Elementary Charter|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622400113142|Ronald W. Reagan Elementary|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622400114587|Island Community Day|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622406006704|Lincoln Elementary|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622406006712|Roosevelt Elementary|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622406006720|Washington Elementary|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622406108328|Rafer Johnson Junior High|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622406114805|Central Valley Home|6|Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families.|2021-10-12|||2021 10622570000000|Kingsburg Joint Union High|6|KJUHSD conducted a survey in the spring to all students in the district which garnered a total of 791 responses. Students were asked a variety of questions to gather information about views on school climate, including safety, academic rigor, opportunities for extracurricular participation, teaching strategies, student connectedness and technology. In the area of school safety, 91.5% of the students feel safe on campus. In comparing grade levels, twelfth graders feel the least safe at 88%, but all other graders were at 90% or higher. A total of 91% of the students feel the school works hard to provide a safe environment for all students. In comparing grade levels, the twelfth graders rated the district the lowest at 80% and then eleventh graders at 88%, where the ninth and tenth graders rated the school over 95%. A total of 80.8% of students feel the classrooms, bathrooms, and office spaces are clean and orderly compared to 92% of students who feel the grounds, parking lots, and athletic fields are clean and orderly. This is an increase from past results, but data shows that the percent of approval decreases with each grade level. Twelfth graders only rated the cleanliness of the restrooms at 71%. Student connectedness showed that 68% of students feel connected to their school. In comparing grade levels, the ninth and tenth graders had the highest percentage (71%), with seniors having the lowest (63%). The low numbers may be the result of the pandemic and students not able to be on campus full day for the year and with restrictions in activities and gatherings of students. Overall, 91% of students feel the school cares about them and works hard to provide a quality education, which is a 2% increase. In comparing grade levels, 9th and 10th graders (96% and 94%) had the highest percentage while fewer 11th and 12th graders (86% and 85%) feel the school cares about them and works hard to provide a quality education. Overall student results showed that actions to improve safety have improved as results show an increase. The district is committed to continue to support safety and school connectedness by including more after school tutoring opportunities, after school transportation and an on-campus safety monitor. To support student emotional needs, the district has brought on additional behavioral health support personnel five days a week.|2021-06-21|||2021 10622650000000|Kings Canyon Joint Unified|6|The local climate survey is administered to all students in grades 3-12 in KCUSD. This survey provides data on overall school climate and culture as it pertains to student safety, expectations for both behavior and academic achievement as well as expectations beyond graduation. This survey was administered in the Spring, once all students had the opportunity to return to some in person instruction. Through an analysis of the survey results, it is evident that KCUSD has been successful in rolling out Positive Behavior and Intervention Supports (PBIS) and providing safety protocols for COVID-19 mitigation through the consistency in results between grades 3-8 and 9-12. For example, students from both grade ranges report that “There are clear expectations for behavior at my school” (96.9% for grades 3-8, and 97.1% for grades 9-12). Additionally, students are very clear on “There are clear consequences for breaking the rules at my school” (94.2% for grades 3-8 and 93.6% for grades 9-12). In the areas of student perception of the quality of education, over 95% of both 3-8 students (97.9%) and 9-12 students (96.2%) responded that they agree or strongly agree that “My school provides a good education for students.” Additionally, in the area of expectations for student attendance, both groups of students reported that expectations are very clear (96.6% for 3-8 and 97.8% for 9-12 rating that they agree or strongly agree that “My principal, teachers think it’s important that I attend school every day.”). Student perception of safety and connectedness is also consistent and showed tremendous growth from previous year. Considering that this survey was administered in the Spring, it is evident the COVID-19 pandemic impacted these scores, but also demonstrates that administrators and teachers did great work to provide the best climate possible for students upon their return to in person instruction. Students responded positively to the question “I feel welcome at my school” (91.5% for grades 3-8 and 92.4% for grades 9-12). For the question of “I am safe in the hallways, bathrooms, and on the yard at my school” students in grades 3-8, 92% rated that they “agree or strongly agree” and for grades 9-12, the percentage was 92.5%. Students were asked if they believed that their school “is the right place for me.” In grades 3-8, 91.9% of students responded that they “agree or strongly agree” in the affirmative on that question. In grades 9-12, 87.5% responded in the affirmative. These data points are extremely informative and they will continue to be reviewed through cycles of continuous improvement to cultivate a more positive climate and culture at school sites. These scores are all slightly higher than the previous year, but further study will be required next school year when students return to campus for full time, in person instruction. Overall, Students reported a strong sense of feeling safe on campus, and general connectedness with school a|2021-06-22|||2021 10622810000000|Laton Joint Unified|6|Laton Unified School District conducted the Healthy Kids in the spring of the 2019/2020 school year. These surveys were offered to all students in grades 5, 7, 9, and 11 grades. Parents and staff within the K-12 grade ranges of the school district also had the opportunity to participate in the survey. The total number of student participants was 139 out of a 201 target. Staff participation was over 50%, with 71 staff members taking the survey. Parents’ participation was the lowest, with only 83 parents providing input in the survey. The stakeholder’s perceptions are critical to creating awareness and understanding of current programs, trends, and philosophies while presenting insight into shaping the next academic year. Key findings from the surveys relate to the District’s position of maintaining and promoting a safe, clean and positive environment for every student. The key findings indicate that 83% percent of staff strongly agree/agree that school facilities are clean and maintained, and only 17% disagree or strongly disagree. The majority(69%) of parents who took the survey strongly agree/agree that school facilities were clean and maintained. While 17% of parents strongly disagree/disagree with the statement. Another critical finding from the report indicates that 50% of students felt like they were part of the school community, and 49% stated they felt safe. This is a notable difference from the previous survey where the majority of students felt safe and as though they belonged in their environment. While the survey data is promising, LUSD realizes the need to provide additional levels to improve school safety and school climate. Actions to address challenges identified through the disaggregated data include continuing to employ a campus security officer. The continuation of counseling services at both sites by employing two full-time counselors. The District will also continue the partnership with FCSS to provide All4Youth services to those who need them. We will continue with PBIS and incorporate Leader in Me and Second Step Social-Emotional curriculum in daily instruction. Another critical item to note is hiring a community liaison to act as a bridge between the community and the school district. These items can be found in the LUSD’s 2020-2021 LCAP. Student input/perceptions are essential to supporting student learning. LUSD looks forward to the survey process because it represents voices, concerns, and trends 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, Community Engagement, and School Climate and Culture.|2021-06-23|||2021 10623230000000|Monroe Elementary|6|The has been an increase in stakeholder interest in school connectedness and inclusion. School connectedness and sense of inclusion promotes academic engagement, motivation, and achievement, among other benefits such as lower health-risk behaviors. While District data show 92.9% of our collective stakeholder groups strongly agree/agree that there is a Positive School Climate and Sense of Safety, the District will strive to increase school connectedness and sense of inclusion. Stakeholders report an interest in improving student mental health and reducing unhealthy academic stress. Addressing the increased rates of student mental health challenges and providing additional support has become critical in our schools. Noted strengths sampling: - comprehensive Positive Behavior Intervention System across all grade levels and groups including all unduplicated student groups - strong partnership and support from local county behavioral health department through the All 4 Youth counseling support program which above and beyond district provided psychological and social-emotional support - Social-Emotional Learning (SEL) Instruction to develop healthy social-emotional competencies. - continued 0% expulsion rate - 92% of students who returned to live instruction toward the end of the year showed many of the challenging behaviors experienced during Distance Learning were non existent. Noted challenges sampling: - 50% uptick in referrals to our All 4 Youth program for direct counseling for youth and families. - ALL stakeholders were experiencing some level of stress, anxiety and/or depression - most notable challenging student behaviors during Distance Learning were: inattention, incomplete assignments, attendance and participation in class activities How did we use what we learned: - this stakeholder feedback and data reinforced our commitment to providing additional social-emotional and mental health support for our stakeholders and to provide additional training for our staff to provide more and improved support - having our students on campus for live instruction is most appropriate and supportive for their sense of inclusion and connectedness which impacts the school climate and individual sense of safety and security - engaging our parents through consistent and direct communication/involvement builds solid relationships which leads to the high degree of support and feedback of all stakeholders feeling safe and secure in our district.|2021-06-15|||2021 10623310000000|Orange Center|6|Facilities, furniture and grounds have been well maintained. A digital check in system and background check system (Raptor) has been implemented and maintained. Cameras (6) have been installed at the school entrance and other strategic areas around campus. To ensure student engagement in a rural school, home to school transportation has been provided to students attending in-person. The district has improved VAPA performance area by cleaning all stage curtains and ensuring flame retardant standards are up to date in order to provide an appropriate environment for activities that were principally directed toward the entire student population. The district has provided preventative healthcare measures through a site LVN to assist in COVID-19 daily screenings of students and staff, communicating with parents in regards to preventative health/emotional issues and immunizations in order to improve attendance and loss of instructional time. The district provided Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place and Time to Teach behavior program. The district encouraged an increase of clubs and campus activities pre-COVID-19 to support a positive school climate. It is the intention of the district to continue these activities post COVID-19. There were PBIS stipends, behavior/attendance incentives, supplies for activities, banners, motivational speakers, rallies. Continuing clubs/events: Mariachi/Guitar Club 2018-19 School Climate Survey: How connected do you feel at your school? Very connected- 46% Somewhat connected- 43% Not connected- 10.1% How safe do you feel at your school? Very safe- 46% Somewhat safe- 47% Not safe- 7.1% The district determined one area of need based on the California Dashboard 2018. The suspension rate data indicates that there was an increase to the number of students who were suspended once increased by 5.2%. Teachers and support staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio-emotional issues.|2021-06-30|||2021 10623310137661|California Virtual Academy at Fresno|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 68 Students feel safe: 100% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 98.5% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-10|||2021 10623560000000|Pacific Union Elementary|6|Pacific Union administers an annual student survey to students in grades TK-8. Students in grades TK-2 complete the survey as a class, submitting one survey of responses per classroom. Students in grades 3-8 each complete a survey online. 182 surveys were completed during the 2020-21 school year. Results indicate that 86% of 3rd-5th grade students and 76% of 6th-8th grade students have a teacher or other adult from school who they can count on for help, no matter what; 98.9% of all students indicated they feel safe at school, and 74% of students feel comfortable speaking to teachers and/or administration. The results of the survey were used to direct ongoing upgrades and improvements in order to decrease chronic absenteeism and suspension rate. The number of students who completed the annual survey was down from 2018-19 due to the pandemic. We will take steps to ensure that most, if not all, students complete the 2021-22 student survey. In order to increase students' school connectedness, Pacific Union has increased psychological services, counseling services, and implemented Social and Emotional Learning school-wide. The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance.|2021-06-29|||2021 10623720000000|Pine Ridge Elementary|6|During the past school year, we gave our students a local measure of safety and connectedness. Last year was a very difficult year for our school community as the entire school community was evacuated during the Creek Fire. Approximately 35% of our school community experienced losing their home to the fire. This local survey measured students connectedness and sense of safety while on campus. 98% of our students attended school in person 75% of our students attend either an after school program or participate in a sport two days a week 95% of our students felt the campus was clean either most or all the time 88% of our students felt the teachers and grown ups check on their feelings either most or all the time 91% of the students are proud to attend Pine Ridge School either most or all of the time 84% of the students feel that adults on campus treat them with respect either most or all of the time 96% of the students feel they know the rules either most or all of the time 83% of the students feel that they are treated fairly when/if they break the rules either most or all of the time 77% of the students feel that they are taught how to treat others kindly either most or all of the time 72% of the students reported that they finish their school assignments either most or all of the time 91% of the students reported that they follow classroom rules either most or all of the time 100% of the students have not brought a weapon to school in the past year 100% of the students have not seen another student with a weapon on campus in the past year Using this data, it appears that Pine Ridge is doing the things necessary to ensure we meet the students needs while on campus. We had already planned on having more social emotional support and staff on campus as result of the pandemic. But after the Creek Fire we made sure that we increased the amount of our services for children and the community. The challenge during all of this was when we had to evacuate, we could not locate everyone right away. Once we did locate all of our families, we made sure that we did meet their needs; regardless of the need. We have found that our additional mental health services have been very beneficial to our families. We have added an interactive, online social emotional support for our parents and community. This was added as a result of parents and families asking for additional supports in the social emotional arena.|2021-09-14|||2021 10623800000000|Raisin City Elementary|6|Students in grades 5-8th grade participated in the School Climate Survey. 85% of students felt that teachers at this school want students to succeed in their classes. 77% of English Learners stated that they receive the support they need from their teachers and 67% of students said that they are happy to be at their school. 76% of students said that they plan on attending college or some other school after high school. Overall students are connected and happy with school. This is good and the LEA will continue to survey and talk to students regarding the school climate. There is new leadership in the school district which includes a new site principal and superintendent. The LEA will continue to monitor the school climate by classroom observations, student surveys and academic student growth. After the baseline data is collected from this leadership then goals will be made and determine actions that are needed.|2021-09-13|||2021 10623800136499|Ambassador Phillip V. Sanchez II Public Charter|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 88% of the students reported that they felt safe at school * 42% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. Additionally, our survey results showed that teachers were also adversely impacted and that 74% of them were concerned for their health. Of the respondents, 67% felt they had a teammate they could count on at school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be align with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-10|||2021 10624140000000|Sanger Unified|6|A district total of 6900 4th through 12th grade students completed the Panorama Survey in October 2020 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, and Sense of Belonging. The total response rate for student competency measures was 79.8% of students, while total response rate for student supports and environment was 76.8%. SCM for 1705 students in grade 4 and 5 showed favorable endorsements ranging from 45% to 66%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 1% to 6% decrease in favorable responses in these domains. SSE responses were collected for 1646 students in grades 4 and 5 and showed favorable endorsements ranging from 71% to 79%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 0% to 9% increases in favorable endorsements regarding school support and student-staff relationships. SCM for 5195 students in grades 6 through 12 showed favorable endorsements ranging from 42% to 61%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 3% decrease to 3% increase in favorable responses in these domains. SSE responses were collected for 5017 students in grades 6 through 12 and showed favorable endorsements ranging from 46% to 73%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 4% to 13% increases in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) and socio-economic disadvantage (SED) students in grades 4 and 5 favorably endorsed SCM at 41% to 66% and students in grades 6 to 12 endorsed at 44% to 61%. These percentages are 0% to 9% lower than total student data. However students in the same sub-groups in grades 6 to 12 had higher endorsements compared to total student data ranging from 1% to 11%. These data revealed that the district has an opportunity to work specifically with elementary age students designated as EL to improve teacher connections and a sense of belonging and with students designated as SED regarding rigorous expectations and a sense of belonging. The district will continue actions that improved a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy.|2021-06-22|||2021 10624141030766|Hallmark Charter|6|A district total of 6900 4th through 12th grade students completed the Panorama Survey in October 2020 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, and Sense of Belonging. The total response rate for student competency measures was 79.8% of students, while total response rate for student supports and environment was 76.8%. SCM for 1705 students in grade 4 and 5 showed favorable endorsements ranging from 45% to 66%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 1% to 6% decrease in favorable responses in these domains. SSE responses were collected for 1646 students in grades 4 and 5 and showed favorable endorsements ranging from 71% to 79%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 0% to 9% increases in favorable endorsements regarding school support and student-staff relationships. SCM for 5195 students in grades 6 through 12 showed favorable endorsements ranging from 42% to 61%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 3% decrease to 3% increase in favorable responses in these domains. SSE responses were collected for 5017 students in grades 6 through 12 and showed favorable endorsements ranging from 46% to 73%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 4% to 13% increases in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) and socio-economic disadvantage (SED) students in grades 4 and 5 favorably endorsed SCM at 41% to 66% and students in grades 6 to 12 endorsed at 44% to 61%. These percentages are 0% to 9% lower than total student data. However students in the same subgroups in grades 6 to 12 had higher endorsements compared to total student data ranging from 1% to 11%. These data revealed that the district has an opportunity to work specifically with elementary age students designated as EL to improve teacher connections and a sense of belonging and with students designated as SED regarding rigorous expectations and a sense of belonging. The district will continue actions that improved a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy.|2021-06-22|||2021 10624146117865|Quail Lake Environmental Charter|6|A district total of 6900 4th through 12th grade students completed the Panorama Survey in October 2020 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, and Sense of Belonging. The total response rate for student competency measures was 79.8% of students, while total response rate for student supports and environment was 76.8%. SCM for 1705 students in grade 4 and 5 showed favorable endorsements ranging from 45% to 66%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 1% to 6% decrease in favorable responses in these domains. SSE responses were collected for 1646 students in grades 4 and 5 and showed favorable endorsements ranging from 71% to 79%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 0% to 9% increases in favorable endorsements regarding school support and student-staff relationships. SCM for 5195 students in grades 6 through 12 showed favorable endorsements ranging from 42% to 61%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 3% decrease to 3% increase in favorable responses in these domains. SSE responses were collected for 5017 students in grades 6 through 12 and showed favorable endorsements ranging from 46% to 73%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 4% to 13% increases in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) and socio-economic disadvantage (SED) students in grades 4 and 5 favorably endorsed SCM at 41% to 66% and students in grades 6 to 12 endorsed at 44% to 61%. These percentages are 0% to 9% lower than total student data. However students in the same subgroups in grades 6 to 12 had higher endorsements compared to total student data ranging from 1% to 11%. These data revealed that the district has an opportunity to work specifically with elementary age students designated as EL to improve teacher connections and a sense of belonging and with students designated as SED regarding rigorous expectations and a sense of belonging. The district will continue actions that improved a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy.|2021-06-22|||2021 10624146117873|Sanger Academy Charter|6|A district total of 6900 4th through 12th grade students completed the Panorama Survey in October 2020 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, and Sense of Belonging. The total response rate for student competency measures was 79.8% of students, while total response rate for student supports and environment was 76.8%. SCM for 1705 students in grade 4 and 5 showed favorable endorsements ranging from 45% to 66%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 1% to 6% decrease in favorable responses in these domains. SSE responses were collected for 1646 students in grades 4 and 5 and showed favorable endorsements ranging from 71% to 79%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 0% to 9% increases in favorable endorsements regarding school support and student-staff relationships. SCM for 5195 students in grades 6 through 12 showed favorable endorsements ranging from 42% to 61%. When compared to survey reports from October 2019, before the COVID-19 school closure, students reported a 3% decrease to 3% increase in favorable responses in these domains. SSE responses were collected for 5017 students in grades 6 through 12 and showed favorable endorsements ranging from 46% to 73%. When compared to survey reports from October 2019, before the COVID-19 school closure, students report 4% to 13% increases in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) and socio-economic disadvantage (SED) students in grades 4 and 5 favorably endorsed SCM at 41% to 66% and students in grades 6 to 12 endorsed at 44% to 61%. These percentages are 0% to 9% lower than total student data. However students in the same subgroups in grades 6 to 12 had higher endorsements compared to total student data ranging from 1% to 11%. These data revealed that the district has an opportunity to work specifically with elementary age students designated as EL to improve teacher connections and a sense of belonging and with students designated as SED regarding rigorous expectations and a sense of belonging. The district will continue actions that improved a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy.|2021-06-22|||2021 10624300000000|Selma Unified|6|The district administered the California Healthy Kids Survey in the spring of 2021 to students in 5th, 7th, and 11th grade. Results of the survey for 5th grade students show that students feel engaged and supported at their schools. 75% of 5th graders surveyed noted that they feel connected to school and 77% noted there were caring adults on their campuses. Both of these are improvements from the prior year. On the issue of feeling safe at school, 81% of the students surveyed noted that they felt safe at school. On the question of whether students feel they are treated with respect, 93% of the students felt they are treated with respect. One area with a lower score was the issue of Meaningful participation in school. 47% of the students responded that they never are given a chance to help decide things at school, while this is below other ratings it is an improvement from the prior year. Our 5th grade students reported (62%) that they developed peer support and interacted virtually with peers (49). Results of the survey for 7th and 11th graders show that 62% of students felt connectedness with school and 61% stated there were caring adult relationships. 17% of the students who responded noted that they had experienced any harassment or bullying. When asked if they felt safe at school, 69% of the students noted they agreed or agreed strongly with the statement, I feel safe in my school. Given that the majority of the school year was conducted in Distance Learning and that less than ½ of our students returned to in person instruction from April-June, we recognize that these results have to be considered with those things in mind. Key areas that we will continue to work to improve are school safety, school connectedness and the promotion of success for all students.|2021-06-29|||2021 10625130000000|Washington Colony Elementary|6|During the 2020-21 School Year, Washington Colony administered the California Healthy Kids Survey to 5th grade and 6-8 grade students in order to provide a valid measure of perceptions of school safety and connectedness. Due to the COVID-19 Pandemic period responses were taking into account based on the perception the 5-day Distance Learning instruction, Hybrid/Blended Models of In-person Cohorts participation and virtual participation of students. Washington Colony School Climate Index Score is at 314. Due to COVID-19 this year 2020-21 the School Climate was not reported by the California Survey System CalSCHLS. Washington Colony will continue to monitor areas of need based on the CAHKS results and will keep the overall score above 300 in all areas for the next three years. During the 2020-21 COVID-19 Pandemic School Year, Washington Colony administered the California Healthy Kids Survey to 5th and 6th – 8th grade students in order to provide a valid measure of perceptions of school safety and connectedness. The results of the 5th grade survey showed that 64% of the students feel safe at school Most and All of the time for a positive school climate environment; a 63% of the students feel School Connectedness All the time and 71% of the students feel academically motivated All of the time. The average results of the 6th – 8th grade survey showed that 65.5% of the students feel safe at school Most and All of the time for a positive school climate environment; a 59% of the students feel School Connectedness All the time and 60.5% of the students feel academically motivated All of the time. The Positive Behavior Interventions & Supports (PBIS) program has been implemented for the past five years and has received the Bronze, Silver and GOLD Awards. Washington Colony will increase positive reinforcements and incentives in all grade levels. A new Suicide Prevention policy and Mental Health supports are in place including an All-4-Youth behavioral health services clinician on site provided by FCSS. Moreover, the district has maintained Parent Liaison in order to provide systems of support, to increase communication to all families by targeting Chronic Absenteeism and increase student attendance. In addition, as reflected in the LCAP 2021 Goal 2 Action 8.0; next school year 2021-22 the district will hire a new K-8 School Counselor that will assist students and families focusing on mental and behavioral health services; identify and address barriers to learning; train staff to recognize student needs and guide staff, students and families to resources that will support social and emotional learning. Also, the district will hire a new Licensed Vocational Nurse (LVN) that will support the physical wellness and provide resources to parents such as access to meal programs, vision, or hearing referrals, and other services promoting wellness.|2021-06-22|||2021 10625470000000|Westside Elementary|6|The district each year conducts a local climate survey every year to one grade within each grade span. The results are then indicated in the LCAP.|2021-06-23|||2021 10625470136523|Crescent View South II|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 89% of the students reported that they felt safe (the pandemic had an impact) * 36% reported that they felt connected to the school (the pandemic had an impact) This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. About 59% of the teachers felt concerned for their safety. During the school year, 93% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-10|||2021 10738090000000|Firebaugh-Las Deltas Unified|6|Results for this section were carried forward (Pre-COVID). DATA: CHKS student results (2018-19) from 2 key indicators were reviewed and reported in the 2019-20 LCAP. Gender and grade distribution from 541 students that completed the survey (Spring 2018) was (5th, 55% M, 45 F); (7th, 49% M, 51% F); (9th, 51% M, 49% F); and (11th, 52% M, 48% F). Responses of moderate and high levels for school “Connectedness” and “Feeling Safe and Feeling Very Safe” at school were: Connectedness: (5th, 99%; +6) (7th, 92%; -4) (9th, 94%; +2) (11th, 90%; -1) Feeling Safe/Very Safe: (5th, 80%; +1) (7th, 68%; +1) (9th, 71%; -4) (11th, 55%; -2) DATA: 80%, 5th graders feel safe to/from school and safe at school most/all of the time; 68%, 7th graders feel safe at school most/all of the time. 71%, 9th and 55%, 11th graders reported feeling safe/very safe at school. 89%, 5th graders reported bullying is not allowed most/all of the time; 78% of 7th graders; 68% of 9th grades and 60% of 11th graders feel bullying is not tolerated. 81%, 7th graders reported being harassed or bullied in the past 12 months 0 times; 5% reported at least 1 time. 84%, 9th graders and 90%, 11th graders reported never being harassed or bullied. 90%, 5th grade students reported alcohol use is bad or very bad and 93% of 5th grade students reported that marijuana, (smoke, vape, eat, or drink) is bad or very bad. 21% of 7th graders; 54% of 9th graders and 50% of 11th graders reported alcohol is easy or very easy to obtain. Eleven percent of the 7th graders; 42% of 9th graders and 51% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana. MEANING: CHKS results show students benefit from positive, safe learning environments and alcohol and marijuana use increases as students get older. The District acknowledged that in order to more effectively meet the academic, behavior, social and emotional needs of ALL Students additional supports and services were needed. USE: CHKS results are used to identify and monitor progress in areas of need. The District focuses on early prevention and intervention through the implementation of a Multi-Tiered System of Support (MTSS). The District has also implemented the All for Youth Program in partnership with the Office of the Fresno County Superintendent of Schools; specifically, the SELPA. The All For Youth program was designed to help youth and their families access behavioral health services at school, in the community and in the home. Children ages 0-5 with frequent tantrums, difficult playing with others, following directions, or persistent nightmares will be served. Youth age, 6-22 years old, with difficulty coping with problems and daily activities; excessive worry or anxiety (i.e. refusing to go to school); feelings of sadness and hopelessness; frequent outbursts of anger and difficulty with behavior and frequent suspensions will also be served.|2021-06-10|||2021 10739650000000|Central Unified|6|Central USD utilized the Panorama survey in spring 2021. The survey was administered to students, staff, and families. Key learnings from the survey results were while 78% of students felt their school climate was positive, only 62% of family members felt that true. 75% of students felt they attended and safe school and 76% of the families surveyed seemed to agree. Family engagement (the degree to which families become involved and interact with their child’s school) was noted at a low 14%, definitely an identified area of growth. To address this need, utilize the services of a Parent Involvement Coordinator to engage with parents and promote interactions at the school sites. The district also serves sites and staff with 5 Community Liaisons (bilingual) and 2 family outreach Liaisons, also bilingual. Goals are set in the Local Control Accountability Plan to increase favorable responses for positive climate and perceived school safety.|2021-06-22|||2021 10739990000000|Kerman Unified|6|KUSD collects data from the annual District parent survey. All parents in the district have access to complete the survey, which is available in English and Spanish. New this year, KUSD students will participate in California Student Tobacco Survey. KUSD also uses data from the Healthy Kids Survey, which is utilized every other year. The Healthy Kids Survey was completed in the 5th, 7th, 9th, and 11th grades, as well as by staff and parents in November of 2019. It is scheduled to be given again in November of 2021. The strengths reflected in the surveys include that parents feel well-informed of what is going on in the schools and that students have many opportunities to be involved in co and extracurricular activities. An area of focus continues to be the lack of or outdated facilities due to continuing growth of the District. The District has a long-term plan to update and build classrooms and other facilities over the next several years.|2021-06-17|||2021 10751270000000|Mendota Unified|6|During the 2020/21 school year MUSD students in grades 5, 7, 9, and 11, participated in the California Healthy Kids Survey (CHKS) in a remote format due to school closures. Student safety is a district priority. The school district continues to make improvements in this area as outlined in the 2021/22 LCAP and uses the CHKS results for continuous growth in the area of student safety. The percentage of students who perceive school to be safe are as follows: 5th grade = 79%, 7th grade = 64%, 9th grade = 70%, and 11th grade = 76%. When compared to the previous year’s data, grades 9 and 11 had an increase, grade 5 remained the same, and grade seven dropped (from 78% to 64%). A closer look at the data revealed that the drop-in grade seven was due to the fact that more students responded in the “neither safe or unsafe” category. It also should be noted that, for this grade level, less students reported that they felt “unsafe” or “very unsafe”. Therefore, although a drop-in percentage points it can also be viewed as a positive since there was a drop in the unsafe and very unsafe category. The data for the high school grades demonstrated a significant increase. Grade 9 increased by 13% and grade 11 increased by 17%. It is believed that the high school is accomplishing this by continuing to provide a very welcoming environment with plenty of opportunities to be involved. There was no significance difference between subgroups. With regards to school connectedness, the ratings were as follows: 5th grade = 70%, 7th grade = 60%, 9th grade = 50%, and 11th grade = 46%. Based on these results, students tend to feel more connected to the school when younger. There were no significant differences between subgroups in this area. It must be stated that the survey was conducted during a time when students were not in school due to COVID 19. Therefore, the validity of these results can be questioned. However, the last time the survey was conducted with students in schools there was a significant increase at the high school. It is believed that this was due to the amount of increased opportunities afforded by the school site and the conscious effort staff made to ensure that all students participate and belong to a club or team. They accomplished this by expanding their after-school offerings and ensuring that students have an opportunity to know what is available. The district’s elementary schools have also increased their after-school offerings; however, the challenge remains to be after-school-transportation. Currently, the district does not provide transportation for students who participate in an after-school offering. Moving forward, the district will conduct a study to learn if providing transportation is feasible and then follow-up to see if providing transportation will have a positive impact on the number of students participating in after-school offerings.|2021-06-30|Feeling connected to school has a direct impact on a student’s perception of school safety. Previously it was found that although students had not been physically hurt they were not feeling safe. So, the district decided to increase opportunities for student engagement as noted the district’s LCAP. The district has been consistently increasing its after-school offerings for the past three years and what has noticed is that students are now feeling more connected and safer. Next steps will be to continue to survey students to find out what their interests are and for staff to make conscious efforts to ensure that students participate.||2021 10752340000000|Golden Plains Unified|6|Golden Plains Unified collaborated with all stakeholders at the site and district level to complete the 2022-2024 LCAP. 1. Data: Each school site presented an LCAP to parents, students, teachers, and classified staff often times at morning and afternoon meetings in order to accommodate stakeholder input. Sites reviewed school and district data for each of its goals, highlighting achievements and commenting on needs for improvement. Stakeholders were asked to provide input on what they were proud about and what they had concerns about. 2. Meaning: Feedback from stakeholders: (1) Academic Performance. Teacher, parents and staff were proud about the re-classification of English Learners. An increase in re-classified students indicates the district is reducing the number of long term English Learners. These students can take additional pathway courses or college preparation courses. The district provided Chromebooks and hot spots for students, including buses fitted with WiFi. Teachers and staff were concerned that students are struggling on ELA & Math in all subgroups. Some parents and teachers voiced concerns that combination classes in elementary schools affects student learning negatively. (2) Academic Engagement. The district, teachers, and parents are proud about providing social-emotional supports for students with counseling and psychologists. Teacher/student relationships have improved because teachers are choosing to remain in Golden Plains. Students are proud that more clubs and CTE are offered at the high school. The district, teachers, staff, and parents are concerned that a large number of students are leaving the district. (3) Climate and Conditions. The district is proud that it provided enough sanitation supplies, masks, shields and foggers to keep students and staff safe. Security cameras were replaced and upgraded at the high school. Parents are concerned about facility appearances. They wanted facilities to be upgraded, including refurbishment of the swimming pool. The condition of some desks and chairs is concerning as is the condition of classrooms. 3. USE: District Actions: (1) Academic performance. The district will provide additional staff to monitor student academic, attendance, and social progress. Site leadership and teachers will respond with appropriate interventions to improve instruction and aide student learning. District leadership will monitor this cycle of continuous improvement throughout the school year and at quarterly meetings. (2) Academic engagement. Student departures: The district will study the reasons for these departures and make necessary adjustments. (3) Climate and Conditions. Parents and students expressed concerns about the outdated and worn out condition of site facilities. In order to address these concerns, the district will modernize facilities to meet parent and student expectations and promote a sense of student pride and connectedness.|2021-06-22|Dates for stakeholder input meetings: Cantua Elementary: Parent: 4/31/21 AM, 4/14/21 PM; Students: 4/13/21; Teachers: 4/12/21 AM, 4/12/21 PM; Classified: 4/13/21 AM, 4/13/21 PM. Helm Elementary: Parent: 4/7, 4/8/2021; Students: 4/8, 4/9/21; Teachers: 4/12, 4/19/21; Classified: 4/13/21. San Joaquin Elementary: Parent: 4/22/21, Students: 4/23/21, Teachers: 2/22/21, Classified: 4/22/21. Tranquillity Elementary: Parents: 4/8 & 4/14/21, Students: 4/15/21, Teachers: 4/12 and 4/14/21, Classified 4/12/21. Tranquillity High School: Parents: 4/8/21, Students: 4/13/21, Teachers: 4/12/21, Classified: 4/12/21. District: FCSS SELPA Meetings (8 meetings), 6/9/2021 (Dr. Sharpe), DELAC Meetings (7 meetings), DAC meetings (7Meetings), Bargaining Unit meetings (3 meetings), Administrator team meetings (2 meetings).||2021 10752750000000|Sierra Unified|6|Sierra Unified School District used 2 measurements to gain perspective of students' feelings of connectedness, belonging and safety at school; the School Climate survey and SEL survey. The results collected from 2 SEL rounds yield the following: Foothill Elementary: Nov: Feel safe; 88%, Belonging; 81.9%, Connectedness; 89.2%, Feb: Safety; 85.3%, Belonging; 79.4%, Connectedness; 84.9% Sierra Alternative Schools (all students): Nov: Feel Safe meeting with my teacher; 87.5%, Belonging; 54.2%, Connectedness; 38.5%, Feb: Safety; 100%, Belonging; 66.7% and Connectedness; 83.3%. Sierra Junior/Senior High School: Nov: Safety; 85.6%, ; Belonging 73.4% and Connectedness; 61.1% Feb: Safety 84.5%, Belonging; 73.6%, Connectedness; 61%. The SEL survey we have developed has been added as an assessment in our Illuminate Assessment tool that students will be assigned at the same time as District benchmarks. The use of Illuminate allows for the district to build a needs assessment data table that will be part of a yearly collection of state and local assessment outcomes that will inform practices and seek input from families to move toward improvement. A student school climate survey was administered to students in Grades 5,7, 9 and 11, in May of 2021 to collect similar data as the SEL survey above. Overall, outcomes indicate that 85.8% of students feel connected to school and 91.2% feel safe at school. Topics surveyed to inform connection to school include, but are not limited to, relationships with other students and adults on campus, availability of help at school with school work or personal issues, fair treatment of students in relation to discipline, inclusion and recognition. In the area of safety questions about harassment, bullying are measured from a student perspective, witnessing or being involved in physical confrontations, the ability and availability to reach out for help is again measured in this area of questioning. Questions regarding the presence and availability of drugs, alcohol or paraphernalia are included in the safety portion of the high school student survey. 192 families participated in the Parent School Climate Survey addressing the same topics as mentioned above where the response options included-Strongly Agree, Agree, Disagree, Strongly Disagree and not applicable. Questions were stated: How strongly do you agree or disagree with the following at your child's school site: 61.5% strongly agree that their child reports feeling safe at school, and 82.1% of parents strongly agree that the school involves them in their child's education, and accepts their input in decision-making, 47.9% strongly disagree that drugs or alcohol are a problem on campus, 66.8% strongly disagree that violence is an issue on campus. The district remains committed to continue work toward development of data reports and monitoring trends from these surveys to inform our stakeholders and district of our state of climate and culture.|2021-06-28|||2021 10754080000000|Riverdale Joint Unified|6|During the course of the 2020-2021 school year, students operated in a hybrid model and were on campus for infrequent periods throughout the year. To capture a valid measure of student perceptions of school safety on a campus, RJUSD referred to their survey conducted in the 2019-2020 school year. Almost 700 students, in grades 4th - 12th, were surveyed. The student perceptions were essential to the awareness and understanding of programs provided. While the perceptions, trends and consternation were to be addressed in the 2020-2021, it will not be until a full year of student presence, on campus, that RJUSD will be able to see if expressed concerns were dispatched. Key findings from the survey related to the district’s position of maintaining and promoting an element of school safety for each and every student. While most students find their campus clean and in good condition 6% felt vandalism/graffiti was present. 21.9% of students, down from 25% in 2018-2019, experienced a form of harassment or bullying. In addition, 20.6% of students expressed that they perceive a level of illegal drug and alcohol use exists on their campus. School Engagement and Supports were also reported in the survey with 33.6% of students being academically motivated and 63.6% telling that adults had caring relationships for their well being. While the level of engagement and support is promising, RJUSD realizes the necessity to provide additional levels to improve school safety and increase student connectedness. To address this expressed need, RJUSD will have individuals, who supervise students, work with them in establishing connections during breaks, recess and passing periods. This connection will help to grow relationships with students while providing a sense of supervision for the student body to witness. RJUSD will continue to offer its PBIS program along with having a dedicated counselor at each school site working with students. With the return of students to campuses, in a traditional fashion, for the 2021-2022 school year, Riverdale Joint Unified School District understands that revisions to their approach of establishing a positive and supportive environment may need to change. The district is fully committed to following through or altering their approaches to support student needs in a positive and supportive school climate.|2021-06-23|||2021 10755980000000|Caruthers Unified|6|Students in grades 5-12th grade participated in the School Climate Survey. 87.8% of students felt that teachers at this school want students to succeed in their classes. 80.09% of English Learners stated that they receive the support they need from their teachers and 75.8% of students said that they are happy to be at their school. 73.7% of students said that they plan on attending college or some other school after high school. Overall students are connected and happy with school. This is good and the LEA will continue to survey and talk to students regarding the school climate. COVID has been a barrier in many general areas however it has also brought communication between teachers, students, parents even tighter. This is something that the LEA will continue to foster and promote.|2021-06-21|||2021 10767780000000|Washington Unified|6|In order to capture a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6– 8, 9–12), Washington Unified School District school administered an LCAP Student Survey to all students in grades 3-12 containing questions about student perception of school safety and connectedness. Results showed that of 84.4% students feel safe at school and 93.3% feel that adults on their campus cares about them. 87.4% reported feeling happy to be at their school. These results indicate that the majority of students surveyed report feeling safe and connected at school. This is a stark improvement over the results of a Summer 2020 survey administered after school closure as a result of the COVID-19 pandemic. As reported in that survey, only 69% of student respondents felt that adults or other school staff cared about them during Spring school closure. And 42% of student respondents felt sad or alone during Spring school closure. WUSD took those results seriously and devised a plan to make daily contact with students who did not engage in distance learning. This involved developing student engagement teams on campus, including shifting staff responsibilities during school closure to ensure that each family received a follow-up communication the first day that a student was reported absent. We believe this pointed effort in pursuing our non-engaged students resulting in increases in participation and engagement, knowing that school staff did indeed care about their success.|2021-06-23|||2021 10767781030774|W.E.B. DuBois Public Charter|6|The information was provided by parents, students and staff during the sites yearly survey for additional feedback on perception, next steps and areas of improvement. The survey steps of improvement parent relation and building relationships with school sites: • 3% of students Agree or Strongly Agree that DuBois is a safe place to attend school. • 92% of students Agree or Strongly Agree that DuBois facilities are clean and well maintained. • 94% of students Agree or Strongly Agree that DuBois has adequate technology available on campus to meet academic needs|2021-08-09|||2021 11101160000000|Glenn County Office of Education|6|All of our classes are on different district campuses throughout the county. Our classrooms participate in all district activities and school climate surveys. This data is held with each of the hosting districts.|2021-06-15|||2021 11101160124909|Walden Academy|6|Results from the 2021 California Healthy Kids Survey are very encouraging. This feedback indicates we are successful in many key areas. Overall, 82.5% of students indicated they feel connected at school with 82% stating they have caring adult relationships. 85.5% state that they feel safe at school. An area of concern is a low score for meaningful participation. This will be addressed this year by teachers making sure the learners in their class understand the significance of what they are learning and how it has real-life application. 95% of parents believe the school encourages parents to be active partners in educating their child and 91% feel welcome to participate and teachers communicate what the children are expected to learn in class. 100% of parents state the school staff treats parents with respect, responds to calls and messages and that the school is an inviting place for students to learn. Only 71% believe the school actively seeks input of parents before making important decisions. Only 62% of parents state we provide quality counseling and ways to help students with social or emotional needs. The staff would like more opportunities for professional development in positive behavioral support and classroom management as well as working with diverse racial, ethnic, or cultural groups. More professional development and collaboration time will be offered the staff. To address the areas that received lower scores, we have increased the amount of time available for school-based counseling. We will seek parent input through more diverse methods to provide more input from parents regarding important school decisions.|2021-09-27|||2021 11101160130724|Success One!|6|After conducting various surveys and other data collection, it is evident that the curriculum and instruction at Success One! Charter support the student's abilities to meet academic goals. Ours students feel the school provides opportunities to be academically successful, and offers an accessible support system (instructional aides, literacy couches, counselor). Our students felt they had all material resources necessary to be successful. We also learned that 43% of our student have no work or school related plans after graduation and have numerous personal barriers outside of school (health problems, childcare, transportation, work schedules, etc.) In response to these findings the school has created a retention program to help students to stay focused. This program includes a student progress tracking system, ongoing wellness surveys, counselor meetings, continuous collaboration with special education team, and relationship building activities. After the implementation of the student retention program, the attendance rate improved by 5% and the drop out rate was reduced by 10%. Due to the success of the retention program, this practice is being carried over to the current school year.|2021-06-10|||2021 11101161130103|William Finch|6|Schoolwide Social Emotional Learning Data Snapshot 28 families participated in the Child Trends Survey for SEL Competency. ? 75% of students meet or exceed standard expectations in the area of self-control. ? 71% of students meet or exceed standard expectations in the area of persistence. ? 75% of students meet or exceed standard expectations in the area of academic self-efficacy. ? 50% of students meet or exceed standard expectations in the area of mastery orientation. *Kids who have high mastery orientation tend to have high intrinsic motivation or behavior driven by internal rewards. In a school setting, children who have high mastery orientation want to learn for the sake of learning. They are not preoccupied with their performance (i.e., their grades or teacher's approval) and keep working on school tasks even if they get poor feedback. They welcome challenges and new learning experiences. Research indicates that mastery orientation can improve a child's academic performance both in the short term and in the long term. Based on the low engagement and results of the survey, the school is looking to provide expanded intervention services and engage stakeholders more by developing a strong sense of school culture, community, and pride through advertised events, school swag, and social groups. Schoolwide Engagement Events ? Pioneer Post along with a monthly calendar of events was mailed this month and will continue to be mailed each month. ? Volunteer Handbook ? Facebook Business Page ? School Website for students (only accessible to wmfinch.org users) ? OTUS-Schoolwide communication system using Otus Mailbox was launched this month. Otus Plans will be launched in October. Schoolwide Intervention Services: Executive functioning skills classes onsite and online Social emotional learning- K-3 implements daily. 4-12 implements lessons weekly Designated ELD support weekly|2021-09-29|||2021 11625540000000|Capay Joint Union Elementary|6|As a result of our School Climate Survey, staff, students and parents generally reported that the high academic standards, broad range of study and caring compassionate staff were the hallmarks of the Capay School experience. The groups also reported the desire for better communication and a more inclusive PTO to strengthen the school climate to include all parents and groups.|2021-06-07|||2021 11625960000000|Lake Elementary|6|In an effort to identify the impact school closure and the pandemic has had on school, the District compared the three most-recent results from the California Healthy Kids Survey. After reviewing the results in 2017-18, the district focused on activities and events to increase the students’ feeling of safety and connectedness at school. Based on the increase in results of the 2019-20 where more students felt connected, more students identified with a caring adult at school, and more students felt safe at school, it would appear the activities increased school connectedness. The decrease in responses across the survey in 2020-21 is worth noting. Pre-pandemic, many students viewed the school as a safe place. During staff conversations post-pandemic, it was highlighted that “even the safe place of school” got taken away during the pandemic. While the District believes that the pandemic did have an impact on the results, it does not lessen the desire to continue to provide activities to students and families that demonstrates a safe and caring learning environment.|2021-05-27|||2021 11625960139550|Lake View Charter|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|2021-05-26|||2021 11626380000000|Plaza Elementary|6|Overall ,students reported on the 2020 CHKS that they feel happy and safe at school. Also, each year the district administers a school climate survey to parents. The overwhelming majority reported that they are happy with how the District educates their children, minimizes bullying and misbehavior, and provides a safe, welcoming environment. One area of growth is educating students and parents on internet safety in order to be digitally responsible citizens. The District solicited assistance from the County Sheriff's Department to give a social media and cyber bullying presentation to our 5th-8th graders.|2021-06-17|||2021 11626460000000|Princeton Joint Unified|6|We have administered the California Healthy Kids Survey as well as the associated parent and employee surveys. We have and will continue to utilize data gathered in the LCAP process, Advisory Committee meetings, Board Discussions, parent conferences, etc...|2021-06-29|We have a long history of a safe and inclusive school community. The most recent results confirm this remains true.||2021 11626530000000|Stony Creek Joint Unified|6|Grades K-8 90% of students surveyed indicated they feel connected to school, that the staff is polite and helpful and they are not being bullied. Almost all students indicated that the teachers and paraeducators are doing a good job and getting a good education in a safe environment. 90% indicated that they are receiving enough emotional support and that 90% gave the their school experience an average scored or above. Corrective actions: updating school libraries and more opportunities for outdoor education experiences were priorities such as FFA, sports, health classes and assemblies. Grades 9-12 92% of high school students surveyed an average or above school experience with most stating the high school was "average". Students wanted more course offerings such as drivers education, food service sports, increased FFA activities and honors classes. Most wanted a dedicated FFA department and more ASB activities. Instruction in the classroom was a concern in a few classes. 90% indicated the school campus is safe and feel supported by staff. Most indicate teacher expectations managment are adequate. Parents: indicated that the school campuses are clean and in good repair. Most parents wanted an expansion of programs offered at the high school level including FFA, drivers education and remedial classes. Most wanted the afterschool program to include more reading time and additional homework support. Most parents favored more demanding instruction in English/Language Arts and mathematics and to have tutoring available afterschool. Parents wanted the schools to focus on more community involvement and job skills for the high school and promote a "love of learning" to the students. 70% of parents felt a connection with the schools. Areas to address is to be more consistent with discipline issues in the classrooms at the high school grades.|2021-10-13|Healthy Kids Survey 2019-20 Results: School Engagements: 42% indicated a connection to school and 49% had a strong academic motivation to do well. 35%of students indicated that the school had high expectations for student success. School Safety: 60% of students indicated they felt safe at school and 42% indicated they had been victims of bullying or harassments and had rumors spread about them. Drugs and Alcohol and Mental Health: 30% of students indicated they use alcohol and drugs and 40% indicated they have a experience chronic sadness and/or hopelessness.||2021 11626610000000|Willows Unified|6|According to the results of the California Healthy Kids Survey 2019-2020 and the LCAP Survey 2020-2021, students generally perceive school as a very safe or safe place (70% at the elementary school level; 53% at the intermediate school level; and 60% at the high school level). Only 7% of the students in WUSD experienced violence and victimization, while 1% of student behavior infractions were related to weapon possession on school property. Over 53% of WUSD students feel connected to teachers and schools. An area of growth, according to the Student LCAP Surveys is related to food services. Students would like to see better food served during the day. Additionally, students would like more electives at the secondary level. Willows Unified School District is currently working on improving the meals served in our district as we qualify for Community Eligibility Provision (CEP). Contingent upon funding and available personnel, Willows Unified School District will investigate opportunities to provide more electives at the secondary level.|2021-06-17|The district has hired at least one full time counselor at every school site to, among other things, help increase parent and students’ knowledge and skills in career planning; understand graduation requirements and preparation for college and career; and to increase awareness of intervention strategies and support programs within the community to help prepare students in reaching their optimal potential. In addition, Willows High School works with University of California, Davis, to employ a full time advisor to aide and support students in preparation for academic studies after school. This advisor has begun working with this group since middle school and will continue to work with the same cohort group until graduation. The district will also have an assigned School Resource Officer who will work closely with administrators in an effort to create a safer environment for both students and staff. The district also works with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist in student interventions, parent education, and staff professional development. The District has seen a decline in suspension rates.||2021 11754810000000|Orland Joint Unified|6|Orland Unified School Districts selected the California Healthy Kids Survey as the metric to measure school climate. Grades 7, 9, and 11 were surveyed. Data from 2020-21 administration indicate that: 1. School Connectedness, students reporting a High Level of Connectedness: Grade 7 (57%), Grade 9 (64%), and Grade 11 (50%) 2. Caring adult relationships; (Average Reporting) Grade 7 (56%), Grade 9 (64%), Grade 11 (50%) 3. School perceived as 'safe' or 'very safe' Grade 7 (62%), Grade 9 (66%), Grade 11 (56%) 4. Experienced chronic sadness/hopelessness Grade 7 (44%), Grade 9 (48)%, Grade 11 (59%)|2021-06-25|||2021 11765620000000|Hamilton Unified|6|The District annually uses the Healthy Kids Survey to obtain specific guidance from our students on their social, emotional, and academic needs to receive further information regarding the needs of our community, HUSD has worked to survey our stakeholders via Google Forms due to COVID restrictions. 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. HUSD has utilized the received data to modify supports for students throughout our District. At the elementary school, we have created a "Zen Den" that allows students a quiet space to relax as needed or de-escalate if a student feels anxious or agitated. At the high school, additional social/emotional support staff have been hired to meet the needs of our students. 3. During administrative meetings, as well as, Hamilton Unified Leadership Committee meetings, the obtained data is used to guide decision making to better serve our students.|2021-06-23|||2021 12101240000000|Humboldt County Office of Education|6|School Climate – Student Survey (18-19)** Rating Percent Responding I feel close to people at this school Strongly disagree 17% Disagree 18% Neither disagree or agree 39% Agree 23% Strongly Agree 3% I am happy to be at this school Strongly disagree 9% Disagree 10% Neither disagree or agree 29% Agree 40% Strongly Agree 12% I feel like I am part of this school Strongly disagree 7% Disagree 13% Neither disagree or agree 28% Agree 45% Strongly Agree 7% The teachers at this school treat students fairly Strongly disagree 4% Disagree 4% Neither disagree or agree 13% Agree 53% Strongly Agree 26% I feel safe in my school Strongly disagree 3% Disagree 5% Neither disagree or agree 29% Agree 45% Strongly Agree 18% School Climate – Parent Survey (18-19)** Rating Percent Responding Teachers at this school communicate with parents about what students are expected to learn in class Strongly disagree 4% Disagree 6% Neither disagree or agree 26% Agree 48% Strongly Agree 16% Parents feel welcome to participate at this school Strongly disagree 2% Disagree 3% Neither disagree or agree 38% Agree 46% Strongly Agree 11% School staff takes parent concerns seriously Strongly disagree 3% Disagree 5% Neither disagree or agree 34% Agree 41% Strongly Agree 17% School Climate – Teacher Survey (18-19)** Rating Percent Responding Teachers feel connected to all staff and regularly collaborate with other teachers Strongly disagree 0% Disagree 0% Neither disagree or agree 0% Agree 77% Strongly Agree 13% Teachers feel connected to each of their students Strongly disagree 0% Disagree 0% Neither disagree or agree 0% Agree 77% Strongly Agree 13%|2021-06-09|**All students, parents and staff were surveyed during the 20-21 school year for reporting in the fall of 2021. We are awaiting results. The student survey data was completed in 18-19 school year via the California Healthy Kids Survey(CHKS). The student survey is administered every two years. Parents and families are surveyed twice a year at family nights. Due to COVID-19 the CHKS 2019-2020 surveys were not completed.||2021 12101240134163|Northcoast Preparatory and Performing Arts Academy|6|School climate surveys indicate that the great majority of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. NPA anticipates that its upcoming survey will yield results similar to those of past surveys. School climate is an ongoing area of emphasis for the school as a whole, including during its weekly all-school meetings, grade level advisory periods, and staff meetings. This emphasis is also reflected in NPA's LCAP.|2021-06-08|||2021 12101240137364|Northern United - Humboldt Charter|6|Northern United - Humboldt Charter School administered the School Climate Survey to students, parents and staff. While we did receive 76 responses from our participants, our participation rate in this survey is much lower than in past years. I would say that Covid 19 and the absence of students on campus played a large part in this lack of participation. A breakdown of participants is as follows: 22 students, 53 parents and 6 staff members participated in the School Climate Survey. Of the 22 students who participated in the survey, 21 of the students were in grades 9-12th. When asked if they felt their school adequately prioritizes their safety, 93.8% of the students stated that they felt safe at school and that their school prioritizes their safety. In the 6th-8th grade,1 student participated in the survey process. The student who participated, 100% stated that their school did not place a high priority on school safety. 53 parents participated in the survey with 100% of the parents responding that they felt that Northern United - Humboldt Charter School placed a high priority on their student's safety. Moreover, 94.1% responded that they are provided ample opportunities to participate in their student's education. 6 Staff participated in the survey with 100% stating that they feel connected to their students. Staff also responded with an 83.3% that they feel connected to all staff and are regularly able to collaborate. Despite a lower participation rate than usual, the data provides a clear picture that students, parents and staff feel safe and a strong sense of connectedness to their school. Given that there were so few students participating in both the k-5th and 6-8th grades, we will be placing emphasis on gaining greater participation in the upcoming school year. Covid 19 and the lack of being on-site did play a major role and lend to the disadvantage of a small sample size. However, in moving forward, we will provide ample time and opportunities for all stakeholders to participate in our survey. This should help significantly in avoiding sampling errors and bias.|2021-06-18|||2021 12626790000000|Arcata Elementary|6|The Arcata School District annually conducts the CA Healthy Kids Survey for students, parents, and staff. Each survey includes a section on school climate. The following are 2020 survey responses regarding school climate: Students 71% of students indicate they “feel safe at school.” (20192020 Baseline Data) 71% of students are identified as having caring adults at school. (2020/2021 Baseline Data) Staff 82% of staff feel “extremely safe” or “quite safe” at school. (20192020 Baseline Data) Parent/Guardian 60% of parents/guardians indicate school is a safe place for their child. (2020/2021 Baseline Data) 56% of parents/guardians agree or strongly agree that their school provides instructional materials that "reflect my child’s culture, ethnicity, and identity." (2020/2021 Baseline Data) Summary: Based on the survey conducted in Fall 2020, Students, Staff, and Parents/Guardians appear to feel safe and welcome at our school sites. Students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support.|2021-06-17|||2021 12626790109975|Fuente Nueva Charter|6|The school climate at Fuente Nueva as reported by parents has always been rated highly on our annual school surveys. This year due to operating in distance learning for much of the year, we did not survey families about their feelings about their child's experience with the school climate. We did however ask parents the following. 1. The school maintains open and clear communication about school-wide information. 94% of respondents agree or strongly agree 2. I am provided an opportunity to participate in the school's decision making process. 92.4% agree or strongly agree 3. Fuente Nueva demonstrates a commitment to meet my child's individual needs. 88% agree or strongly agree We also asked what their top priorities were for the school year 2021/2022 and the parents overwhelmingly reported - social emotional student well-being was the number one priority. This relates directly to the school climate. To help inform our process of scaling up our current social emotional well-being practices, we surveyed the third through fifth graders with a selection of questions that are from the California Healthy Kids Survey. The survey questions focused on student connection with staff and peers. Students were given the survey through a google form on their Chromebooks. The school counselor worked with each grade to provide instruction on how to complete the survey and a discussion around the basic meaning of the questions. Students were then given a chance to work quietly on their own to answer the survey. Below are the questions and results. 1. Do the teachers and other grown-ups on campus care about you? 97% most or all of the time 2. Do the teachers and other grown-ups at school listen when you have something to say? 88% most or all of the time 3. Do the teachers and other grown-ups at school make an effort to get to know you? 83.3% most or all of the time 4. Do you feel close to people at school? 92.4% most or all of the time 5. Are you happy to be at Fuente Nueva? 98.5% most or all of the time 6. Do you feel like you are part of this school? 94% most or all of the time 7. Do teachers treat students fairly at this school? 98.5% most or all of the time 8. Do you feel safe at school? 97% most or all of the time 9. Is the Fuente Nueva building neat and clean? 88% most or all of the time 10. Does your school teach students to feel responsible for how they act? 97% most or all of the time 11. Does your school teach students to care about each other and treat each other with respect? 100% most or all of the time 12. Teachers and other grown-ups at school treat students with respect. 100% most or all of the time. 13. Teachers and other grown-ups make it clear that bullying is not allowed. 100% most or all of the time 92.4% all of the time 14. If you tell a teacher that you've been bullied, the teacher will do something to help. 98.5% most or all of the time|2021-06-16|The results demonstrated that overall students feel safe and connected at Fuente Nueva. Areas of growth include helping students become upstanders in the case of bullying. We also see that we can improve the care of the facility, which can be a communal goal. 1. The certificated staff were also asked questions regarding school climate. The questions and responses are below. 2. Teachers feel connected to other staff and regularly collaborate with other teachers. 75% agree or strongly agree 3. Teachers feel connected to each of their students. 100% agree or strongly agree 4. Teachers feel safe at school: 83.4% agree or strongly agree These results reveal that the staff has work to do to recenter ourselves as a collaborative teaching team. The leadership will reflect on ways that they create a collaborative environment and empower the staff to make engage. Covid-19 and the pandemic likely contributed to this feeling of the staff's sense of safety. We look forward to having a more secure year with vaccination rates rising.||2021 12626790137653|Redwood Coast Montessori|6|RCM has administers a modified CA Healthy Kids Survey (CHKS) to seek feedback from grades 3-4, 5-6, and 7-12. The key areas of the survey are school climate, safety, and student support. Based on the results of the survey, RCM students generally feel safe and respected while at school. Students reported a high degree of respect from staff. Student felt like they were listened to by staff and treated fairly. RCM students did report being teased by peers. In response to this issue, RCM has expanded our health education classes to include grades K-3 with particular emphasis on consent and the power of NO! Beginning during the SY of 2021-22, RCM will be implementing the full CHKS to parents/guardians, staff, and students to gather more robust information related to the school climate. The results of these surveys will help guide teachers, administrators, and the governing board in development/updating of school policies, curriculum development, and communication with all families.|2021-10-13|||2021 12626870000000|Northern Humboldt Union High|6|The three stakeholder groups that were surveyed for school climate (Goal 2 of our LCAP) were students, families and staff. The California Healthy Kids Survey was administered in the Fall of 2020 to all grade levels with 1253 (or 79.5%) students participating. 50.3% of the students reported that it is pretty much true or very true that there is a teacher or another adult from the school who really cares about them. The survey did not provide the same feedback as in years past where school connectedness and feeling safe at school was measured. These changes in what survey data measured was due to the pandemic. The LCAP Surveys did not provide a large enough sample size of students to report the results. Families were surveyed via the 2021 Spring NHUHSD survey. 89 families participated in the survey. 65.17% felt the schools are safe and 67.42% felt the schools are welcoming. Staff was surveyed in the same 2021 Spring NHUHSD survey with questions specific to staff members. 85.29% of the 34 who participated felt the schools are safe. 91.18% reported they enjoyed coming to school each day.|2021-06-15|||2021 12626870107110|Six Rivers Charter High|6|Our three stakeholder groups that were surveyed for school climate (Goal 2 of our LCAP) were students, families and staff. The California Healthy Kids Survey administered in the Spring of 2019 to 9th, 10th, 11th, and 12th grade students, for a total of 86 students surveyed. 72.75% of the students agreed or strongly agreed that they felt connected to the school. 70.25% of the students felt safe at school in 2019. Families were surveyed via the 2021 Spring NHUHSD survey. 6% of families participated in the survey. 91% of families felt the school was safe and 91% felt the school was welcoming. Staff were surveyed in the same 2021 Spring NHUHSD survey with questions specific to staff members. 93% of those who participated felt the school was safe. 93% reported they enjoyed coming to school each day.|2021-06-15|||2021 12626950000000|Big Lagoon Union Elementary|6|Big Lagoon administered a local climate survey to all K-8 students in the spring of 2021. The survery showed that 91% of students surveyed agreed or strongly agreed that they enjoyed coming to school. Eighty-Two percent of the students agreed or strongly agreed that they felt safe at school and 99% agreed or strongly agreed that they trusted the adults on campus. Ninety-nine percent of the students agreed or strongly agreed that they had friends at school, but only 57% agreed or strongly agreed that there was a "good connection" between school and home. From this data, district staff agreed that continuing to work on a feeling of safety at school for all students is a priority. We wondered if the low percentage of agreement on the question regarding the connection between school and home might be due to confusion about the word "connection" - it may have been that students were thinking of the internet connection between home and school during distance learning, which was not always great! However, staff continue to work on establishing, supporting and addressing student feelings of safety, as well as continuing to work to find ways to better connect with families.|2021-06-22|||2021 12627030000000|Blue Lake Union Elementary|6|School Climate – Family/Community 2022 School Survey Teachers go out of their way to help students. Strongly Disagree 0 Disagree 6% Neither disagree or agree 3% Agree 27% Strongly Agree 64% Parents feel welcome to participate in school activities when they are available. Strongly Disagree 0 Disagree 10% Neither disagree or agree 7% Agree 35% Strongly Agree 47% School staff are responsive Strongly disagree 0 Disagree 2% Neither disagree or agree 6% Agree 28% Strongly Agree 61% Students feel safe and connected to the school. Strongly disagree 0 Disagree 0% Neither disagree or agree 21% Agree 37% Strongly Agree 42% Staff feel supported by our school. Strongly disagree 0 Disagree 5% Neither disagree or agree 16% Agree 42% Strongly Agree 37% The school provides supports that help students to be academically successful. Strongly disagree 0% Disagree 0% Neither disagree or agree 0% Agree 38% Strongly Agree 62% Do you like school? No, never 5.3% Yes, some of the time 38.9% Yes, most of the time 44.2% Yes, all of the time 11.6% Do you feel close to people at school? No, never 9.5% Yes, some of the time 34.7% Yes, most of the time 40% Yes, all of the time 15.8% Do you feel like you are part of the school? No, never 9.5% Yes, some of the time 24.2% Yes, most of the time 29.5% Yes, all of the time 36.8% Do teachers treat students fairly at school? No, never 3.2% Yes, some of the time 16.8% Yes, most of the time 24.2% Yes, all of the time 55.8% I feel safe in my school No, never 2.1% Yes, some of the time 4.2% Yes, most of the time 35.8% Yes, all of the time 57.9%|2021-06-23|||2021 12627290000000|Bridgeville Elementary|6|80% of parents indicated their child(ren) felt safe at school on the 2020-21 school climate survey. Data on school connectedness was not collected. No data is currently available for both elements from all 3 groups. This year the LEA will administer a local climate survey that provides a valid measure of perceptions of school safety and connectedness.|2021-06-29|||2021 12627370000000|Cuddeback Union Elementary|6|School Climate – Student Survey (20-21) Statement Cuddeback School Rating Percent Responding I have friends at Cuddeback, and I look forward to coming to school most days. Strongly disagree 3 Disagree 7 Neither disagree or agree 12 Agree 40 Strongly Agree 38 Bullying is a problem at Cuddeback School. Strongly disagree 32 Disagree 36 Neither disagree or agree 11 Agree 11 Strongly Agree 11 I feel connected to Cuddeback, like I am a part of this school. Strongly disagree 3 Disagree 7 Neither disagree or agree 13 Agree 32 Strongly Agree 45 The teachers at this school treat kids fairly and with respect. Strongly disagree 4 Disagree 2 Neither disagree or agree 9 Agree 30 Strongly Agree 55 I feel safe in my school, I’m not worried about another student hurting me. Strongly disagree 0 Disagree 5 Neither disagree or agree 16 Agree 36 Strongly Agree 43 *with less than 10 respondants in each grade span, the rating is included for K-8 School Climate – Parent Survey (19-20) 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 11 Agree 39 Strongly Agree 45 Parents feel welcomed and encouraged to participate at this school. Strongly disagree 4 Disagree 6 Neither disagree or agree 12 Agree 27 Strongly Agree 51 Cuddeback School staff takes parent concerns seriously and values their input. Strongly disagree 5 Disagree 5 Neither disagree or agree 9 Agree 36 Strongly Agree 45 I believe that my child is safe at Cuddeback School. Strongly disagree 5 Disagree 0 Neither disagree or agree 0 Agree 27 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 8 Neither disagree or agree 38 Agree 38 Strongly Agree 16 *with less than 10 respondants in each grade span, the rating is included for K-8 School Climate – Teacher Survey (20-21) Statement Cuddeback Rating Percent Responding Teachers feel connected to all staff and regularly collaborate with other teachers. Strongly disagree 10 Disagree 0 Neither disagree or agree 0 Agree 20 Strongly Agree 70 Teachers feel connected to each of their students. Strongly disagree 0 Disagree 0 Neither disagree or agree 0 Agree 10 Strongly Agree 90|2021-06-23|||2021 12627450000000|Cutten Elementary|6|All students at Cutten School were surveyed, to capture a valid measure of their perceptions of school safety and connectedness. Results of the survey show an overall positive sense of feeling safe and connected to school. The figures below indicate the percentage of students who responded Often or Always to the following statements: SPRING 2021 LOCAL SURVEY RESULTS I feel safe in my school. 92% I like school. 68% Teachers treat me with respect. 95% There is an adult at my school that will help me. 93% My school wants me to do well. 97% Students in my class behave so that teachers can teach. 80% SPRING 2021 CHKS SURVEY RESULTS I feel safe in my school. 92% I like school. 92% Teachers treat me with respect. 96% There is an adult at my school that will help me. 74% My school wants me to do well. 90% Students in my class behave so that teachers can teach. 52% Staff will continue with strategies to make connections with all students. We have increased our school social worker staff from 1.65 FTE to 2.0 FTE to address student needs. Class study meetings, regular check-ins to provide a daily personal connection with identified students, social groups, and individual counseling are examples of services to support students who exhibit behaviors of concern and/or a disconnect with school. A Student Council is implemented at Cutten School. We continue with PBIS and MTSS, overseen by our School Climate Committee. Forty-two percent of fifth grade students completed the California Healthy Kids Survey (CHKS). Comparative results are listed above. SCHOOL CLIMATE SURVEY FOR PARENTS - ANALYSIS School to Home Communication 98% Parent Participation encouraged 84% Students Safe and Connected 94% The parent survey, with 69% of parents responding, indicates overwhelmingly that our families perceive school climate, participation, and safe and connectedness as strengths. This has been a year when parent participation has been very limited due to the pandemic, so it is notable that 84% of parents still feel their participation is welcomed. Cutten District will continue to nurture an open, respectful, and highly beneficial relationship with families. SCHOOL CLIMATE SURVEY FOR TEACHERS - ANALYSIS Staff connectedness 83% Student connectedness 100% Student safety 96% Student opportunities 100% The results of our teacher survey shows that almost all teachers who responded agree or strongly agree that there is open communication within the organizational structure of the district, as well as student connectedness. Staff connectedness was rated lower than it has been previously, and can be attributed to the difficulties we face with the restrictions imposed due to the pandemic.|2021-06-14|||2021 12628100000000|Fortuna Union High|6|The Fortuna Union High School District will use the 2021 CA Healthy Kids Survey for 9th and 10th grade students. The results for school safety were 84% of 9th graders and 93% of 10th graders perceived the school as Very Safe or Safe and only 12% of 9th graders and 7% of 10th graders experienced any form of harassment. The statistics are favorable to the district and its schools. The District will continue to try to improve on these numbers by continually communicating and engaging stakeholders. The results for school connectedness were 70 % of 9th graders and 78% of 10th graders stated there were caring adults in school, 78% of 9th graders and 80% of 10 graders noted there were high expectations from adults in schools, and 77% of 9th graders and 68% of 10th graders attested to Agree or Strongly Agree that they were connected to the school. The District can improve by providing more relatable experiences to all students. The District has invested in Crisis Prevention Intervention (CPI) to help staff work with all students. We have also provided professional development for Trauma Informed practices.|2021-10-13|||2021 12628280000000|Freshwater Elementary|6|The California Healthy Kids Survey is given to students annually. In 2019-20, 83% of Freshwater Elementary students responded that they agree/strongly agree that Freshwater School is a safe place. The California Healthy Kids Parent Survey is given to parents at Freshwater Elementary annually but was not administered in 2019-20 due to COVID-19. The results from 2018-19 are as follows: 1 - School welcomes parent contributions = 93% agree/strongly agree 2 – School seeks input before decisions = 74% agree/strongly agree 3- School encourages parent partners = 97% agree/strongly agree 4 – School welcomes parents to participate at school = 93% agree/strongly agree The California Healthy Kids Staff Survey is given to staff at Freshwater School District annually. In 2019-20, 100% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work.|2021-06-14|||2021 12628286116289|Freshwater Charter Middle|6|The California Healthy Kids Survey is given to students annually. In 2019-20, 81% of Freshwater Charter Middle School students responded that they agree/strongly agree that FCMS is a safe place. The California Healthy Kids Parent Survey is given to parents at Freshwater Charter Middle School annually but was not administered in 2019-20 due to COVID-19. The results from 2018-19 are as follows: 1 - School welcomes parent contributions = 95% agree/strongly agree 2 – School seeks input before decisions = 80% agree/strongly agree 3- School encourages parent partners = 97% agree/strongly agree 4 – School welcomes parents to participate at school = 92% agree/strongly agree The California Healthy Kids Staff Survey is given to staff at Freshwater School District annually. In 2019-20, 88% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work.|2021-06-14|||2021 12628360000000|Garfield Elementary|6|Key learning from Garfield's Annual Student Survey indicates that students feel emotionally and physically safe while they are at school. Students feel connected to their fellow students and staff members. The disaggregated results from our survey indicate that students would appreciate having additional academic choice in their learning while at school. Garfield school district will focus on creating additional academic choice for students via professional development during the 2021-22 school year|2021-10-20|||2021 12628510000000|Green Point Elementary|6|80% of the students agree or strongly agree that they feel close to the people at school, are happy, feel part of the school, and feel like they are treated fairly. 100% of parents agree or strongly agree that they feel welcome, that concerns are taken seriously, and that teachers communicate with parents about what students are expected to learn in class. 100% of teachers agree or strongly agree that they feel connected to staff and students, and they feel safe at school.|2021-06-03|||2021 12628850000000|Hydesville Elementary|6|A survey was distributed to 4-8th grade students in June 2021. 1. 100% indicated that they agreed or strongly agreed they felt safe at school. 96.1% agreed or strongly agreed they felt that their teachers cared about them. 83.2% of students reported that they are enjoy attending school and 97.5% of students reported that they felt they were treated fairly. 2. This data will be followed and compared to student perceptions in the upcoming year to ensure the percentage of students expressing feelings of safety and connectedness to school is maintained or improved. 3. LCAP Goal #2 includes programs and services to support a positive school climate and ensure students' social/emotional needs are addressed. Resources to support these services include counseling, Second Step, and a variety of other programs and actions to build positive behavior and family engagement.|2021-06-15|||2021 12628930000000|Jacoby Creek Elementary|6|School Climate – Student Survey The California Healthy Kids Survey is given to students on a bi-annual basis. Student Response: Do you feel safe at school? GRADE 5 % All or Most of the time 2015-2016 93% 2016-2017 84% 2017-2018 87% % Increase or decrease 3% increase School safety question was not asked due to distance learning during CHKS administration. 2020-2021: Is there an adult who cares about you at school. 84% Strongly agree or agree. Student Response: Do you feel safe at school? GRADE 7 % between neither safe nor unsafe-very safe 2015-2016 93% 2016-2017 100% 2017-2018 93% % Increase or decrease 7% decrease School safety question was not asked due to distance learning during CHKS administration. 2020-2021: Is there an adult who cares about you at school? 68% Strongly agree or agree. School Climate – Parent Survey Parent Response: Does your child feel safe at school? % Always or Most of the time 2015-2016 94% 2016-2017 96.5% 2017-2018 94% % Increase or decrease 2.5% decrease 2020-2021: The JCS staff is approachable and responsive. 97% Strongly Agree or agree School Climate – Staff Survey 2020-2021: I feel my coworkers care about me. 92% Strongly Agree or agree I feel the administration cares about me 95% Strong agree or agree|2021-06-07|||2021 12629010000000|Klamath-Trinity Joint Unified|6|Our district administered the California Healthy Kids Survey. There were not enough data collected on the perceptions of school safety and connectedness to report for this metric. The majority of students in grades 5, 7, and 9 reported that there are caring adults in school. Forty-nine percent of students in grade 11 reported that there are caring adults in school.|2021-06-30|||2021 12629190000000|Kneeland Elementary|6|Data collected from surveys and in-person indicated parents supported the educational program and services provided by Kneeland School: 100% agreed or strongly agreed their children's classroom experiences were preparing them for the next level of education 100% agreed or strongly agreed a nurturing learning environment, and efforts to foster attendance were in place 92% agreed or strongly agreed there were appropriate avenues for parent concerns and 87% believe staff were inclusive and they felt welcome, 75% felt morale was high Response rates: 95% from families,100% participation rates from students, and 100% participation from staff. Specifically stakeholder input noted and valued: An excellent staff who readily takes on myriad roles in order to facilitate the best possible educational experience for students Teachers and staff who are engaged and strong, warm and caring Staff to parent communication A sense of community Welcoming and inclusive environment due to staff engagement and genuine care for student wellbeing and growth Efforts to ensure all children feel safe and included Small class sizes School board has strong leadership. Hands-on learning. Many creative projects. Science fair is emphasized. Fun, project-based learning Ideas for possible additional offerings: Encouraging reading Free or discounted Lunch option Spanish language education or music instruction.|2021-10-04|||2021 12629270000000|Loleta Union Elementary|6|The key learnings from the survey results are as follows the 2021 elementary checks report that 53% of our students feel connected 71% feel safe at school we do see that only 33% of the parents feel the school on Curves M to be an actor partner and only 38% feel the school is a safe place for their child teachers feel at 50% of them are caring adult relationships of supports for students and 32% feel the schools a safe place for staff 45% feel the schools are safe place for students. What this means is that the school needs to focus on restoring this feeling of safety for adults as well as the 30% of children who do not feel safe. Also there needs to be more of a connection between the adults and the parents of our school families in order to demonstrate that there is a caring environment and school culture for all adults. What we are going to do in order to help develop this is continue our work for parental outreach continue our restorative practices making sure that we include the adults as part of these practices. These results do show improvement from where we were two years ago when we blasted our survey we are a larger number of students approximately only 10 to 15% felt safe at our school for our check survey. As part of our continuous improvement protocols we feel that getting more parents on campus for more activities meeting more with teachers on a continual basis and more personal outreach to each of the families will go along way towards helping this perception that we have.The community itself reports our reputation is getting better we have substitutes for more willing to be on campus reporting to us that they feel if the campus is changed considerably from where it was several years ago in terms of school climate and in terms of personal support when they were on campus. Another form of collection point which I referred to in another priority was having students interviewed personally by Humboldt County office of education staff basic focus groups. The results from these in person immediate reactions were very positive over 35 percent of our students Were polled during this process with very positive results. 98% of the students pulled felt that there was someone on campus to which they can have a personal relationship with. 98% felt that they were safe on campus. These results are in contrast to the results that we got on the CHKS survey. And we believe that the data reported on the check survey is not as accurate as the in person interviews were because only one class was actually able to report out for some reason the links did not work for the other classes so a lot of data was lost. We feel that we are doing really well in improving the feeling of safety and connectedness with our student groups and when we give the check survey again this year at the end of the year we hope to see improvement on the actual data itself to reflect what we feel receipt.|2021-09-09|We are implementing MTSS and PBIS supports to help improve a feeling of positivity around good behavior and positive rewards for good academics in attendance. In conclusion communication with our families participation with our families getting our families on campus are all the challenges that we are facing particularly this year we do feel a lot of it has to do with the Covid pandemic and it is limiting peoples willingness to participate in community events.Implementing more Student support team meetings along with getting communities involved with our weekly positive climate assemblies (zoom) is another strategy.||2021 12629350000000|Maple Creek Elementary|6|100% responded that they felt connected to the staff and students at the LEA. 100% of students and teachers feel safe on campus. 100% of teachers report that they regularly collaborate with each other and the students. 75% strongly agree that they are happy to be at school, while 25% agree that they are happy to be at school. To continue improvement teachers will attend Social Emotional Learning training and implement added skills and activities. Progress will be monitored with surveys, behavior and conflict records.|2021-06-09|||2021 12629500000000|McKinleyville Union Elementary|6|CHKS Parent Survey: Percentage of parents that feel welcome to participate at our schools= 72% CHKS Survey: Percentage of parents that feel their school actively seeks their input before making big decisions.=70% CHKS Student Survey: Percentage of students who identified as having caring adults at school =65% CHKS Student Survey: Percentage of Students indicating they feel safe at school=72%|2021-10-06|MUSD has adopted a district-wide approach to student and staff expectations. It is...Safe, Respectful, Responsbile. We are a formal Positive Behaioral Intervention and Supports (PBIS) district and we routinely build in "expectation stations" and reminders into our daily lesson plans. MUSD has refined it's ant-harassement and bullying district policies to ensure there are clear expectations for all. Those policies were snet home to every family enrolled in our district. MUSD also employs Restoraie Practices when their haev been infractions against ohers that could benefit from mediation and agreements moving forward. Empathy development is an explicit goal of MUSD and we work to teach and model that where we can.||2021 12629680000000|Orick Elementary|6|In the spring of 2020-21 a school climate/LCAP input survey was administered to all students in grades 5-8. The results showcased the incredibly supportive environment at Orick School District. 100% of students felt safe, have at least one friend, and one trusted adult on campus. We will continue to administer this or a similar survey each year. Students indicated a desire for more Arts and Physical Education opportunities.|2021-09-09|Orick School does not administer the Calif Healthy Kids Survey due to concerns for confidentiality given our small student population.||2021 12629760000000|Pacific Union Elementary|6|School Climate Results • 85% agrees or strongly agrees that students are motivated to learn • 74% agrees or strongly agrees that students come to class prepared • 87% agrees or strongly agrees that students come to class ready to learn • 67% agrees or strongly agrees that students care about our school • 95% agrees or strongly agrees that students like going to school • 90% agrees or strongly agrees that school encourages parental involvement • 79% agrees or strongly agrees that parents/guardians feel comfortable participating in school activities • 82% agrees or strongly agrees that our school encourages involvement from community organizations • 72% agrees or strongly agrees that they feel like they have a say in the decision-making process at Pacific Union School • 72% agrees or strongly agrees that parents/guardians have a say in the decision-making process at Pacific Union School Overall our students, staff, and community feels PUSD is a safe place for their students to be and learn in. We will continue to open lines of communication and make sure our families and students feel heard.|2021-06-17|||2021 12629760115154|Trillium Charter|6|Trillium Charter School students participate in weekly meetings that incorporate group discussions of student-led topics. This format invites conversations for collective problem-solving, student-generated classroom suggestions, and appropriate revision of our citizenship agreements. The information gathered at community meetings is used to inform staff awareness of student needs, issues, or areas of concern in conjunction with attendance, participation-engagement records, and staff reports of disciplinary actions.|2021-10-15|||2021 12629840000000|Peninsula Union|6|1) DATA: Reflect on the key learnings from the survey results and share what the LEA learned. This year's survey was very different from previous years due to our being on distance learning during the first year of the COVID-19 pandemic. Classroom climate became Zoom room climate, and questions we usually ask, like how safe students feel using facilities on campus, were no longer applicable. Our survey indicated many students were eager to return to in person schooling and that they felt safe in zoom and distance learning classes. Levels of connectedness dropped for some students, especially those who suffered from low internet connectivity or low levels of tech support in their home environments. 2) MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? The main area that was indicated was the need for better internet service in the more rural area of our district so that our students living out there will have more connection with our school if and when they are doing remote learning again, for example, if they are quarantined or on independent studies. This is also important for parent/caregiver engagement since more of our communications happen online, for example, virtual back to school night. 3) USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? We are working with a tech firm on improving internet in our rural district area since that is our identified #1 deficit for student and family engagement, access and safety.|2021-09-14|||2021 12630080000000|Rio Dell Elementary|6|The Rio Dell Elementary will use 2021 CA Healthy Kids Survey that was given to 5th-8th grade students. Of the students survey were that 92% of students perceived the school as safe and that 72% felt a sense of school connectedness. The District will continue work in improvement strategies to make the school feel safer and more students feeling connected by surveying the whole school and continuously review data for improvement.|2021-10-14|||2021 12630240000000|Scotia Union Elementary|6|The Scotia Union School District administers a student school climate survey (The California Healthy Kids Survey) every two years. The last survey was completed in the spring of 2021, and the next will be completed in the fall of 2021. The results of the most recent survey of fifth, sixth, and seventh graders, staff, and parents, in relation to student perceptions of school safety and connectedness, are as follows: California Healthy Kids Survey, California School Staff Survey, California School Parent Survey, and Locally Developed Parent Survey (completed Spring 2021) -Grades 5, 6, and 7, staff, parents feel safe or very safe at school all or most of the time 5) 76% 6) 84% 7) 70% staff) 100% parents) 95% feel connected to and welcome at school all or most of the time 5) 80% 6) 58% 7) 80% staff) 100% parents) 90% This data shows that of those surveyed, the fifth grade students' perceptions of safety and connectedness are higher than the seventh grade students' perceptions. These numbers correlate with the results regarding perceptions of caring adults at school and being treated fairly. In response to this data, the school continues to implement a social emotional growth and development program for all students, including a peer mediation program. The school also has a .4 counselor, who meets with individual students and groups to gauge and assist with their feelings of perceived school safety and connectedness. Additionally, the Associated Student Body works with administration on social emotional strategies that are implemented schoolwide, include a schoolwide Code of Conduct and a “Word of the Week” program that focuses on social emotional words that empower students to make good choices, and educate students on valuable character traits.|2021-06-24|||2021 12630320000000|South Bay Union Elementary|6|The CA Healthy Kids Survey reveals that the majority of our scholars feel connected to their classroom and school, while also being academically motivated to learn. An identified area for improvement and future exploration will be meaningful participation at school. Moving forward, Universal Design for Learning and Project-Based Learning will be areas of focus.|2021-09-14|||2021 12630320111203|Alder Grove Charter School 2|6|From 2020-2021 Student Survey: I am proud to be a student at Alder Grove: 93.5% strongly agree/agree I am aware of options to receive additional help with my classes/assignments (tutors, study hall, math lab, virtual labs etc.): 100% When I am on campus students are treated fairly: 74% strongly agree/agree, 23% unsure/never on campus When I am on campus, adults treat with me respect: 81% strongly agree/agree, 16% unsure/never on campus When I am in an AGCS virtual class or virtual lab, adults treat with me respect: 94% strongly agree/agree, 7% unsure/never on campus I feel safe while I am on campus: 87% Strongly agree/agree, 10% unsure/never on campus I feel safe while I am in AGCS virtual classes or labs: 90% Strongly agree/agree, 10% unsure/never on campus Do you think bullying is an issue at Alder Grove (on campus or in virtual classes/labs): 81% no/not participating in classes or labs, 19% yes Overall data indicated that AGCS has a positive school culture with students feeling safe in their interactions with adults overall. The school has a plan to address bullying through a universal mental health screener to gather more data and address the issues through education, mindfulness and other social emotional learning groups, one-on-meetings with professionals on staff, and behavior interventions, plans, and disciplinary action if necessary. The school continues to address bullying situations immediately when they come to the attention of staff.|2021-10-12|||2021 12630320124289|South Bay Charter|6|CHARTER SCHOOL -- DATA, MEANING, and USE: The CA Healthy Kids Survey reveals that the majority of our surveyed scholars feel connected to their classroom and school, are academically motivated, and believe adults on campus care about them. An identified area for improvement and future exploration will be meaningful participation at school. Moving forward, Universal Design for Learning and Project-Based Learning will be areas of focus.|2021-06-23|||2021 12630400000000|Southern Humboldt Joint Unified|6|The District uses results from the California Healthy Kids Survey to measure school climate. Staff analyze the responses to the entire survey. Response rates vary at different grade levels, and our consistently best and largest response rate has been at the 7th grade. As a meaningful measure of school climate, the school connectedness data from the survey is compared year to year. The majority of our students remain in our school district for many years, so a biennial measure of 7th graders will give a cross-section of our community. Another reason to choose 7th grade is that our data on behavior and suspension show that junior high school is a critical time to measure student connectedness, since evidence-based research has indicated that a positive school climate leads to improvements in student behavior.|2021-06-29|||2021 12630570000000|Trinidad Union Elementary|6|The Site Council and PBIS Committee developed a local school climate survey. In addition to the survey, students, parents, and staff members were asked what skills they thought a Trinidad graduate should be equipped with, how TUSD equips its graduates with these skills, and what place Trinidad holds in the community at large. These questions were the basis of Site Council (parent and student advisory committee) and whole-staff meetings, as well as deeper discussion at certificated staff meetings. The top priorities were: + Environmental awareness/stewardship through programs such as MARE, gardening, and harvesting food through the garden; + Real world job skills and education through technology, critical thinking and source evaluation skills; + A sense of place, empathy, and belonging in the community through community service; + Strong academic foundation with effective communication skills, rigorous expectations, and collaborative learning opportunities; + Physical, emotional and social well being through mindfulness, healthy coping strategies, healthy eating and activities, self advocacy; + A sense of their own passions and interests, with confidence in themselves and their voices; and + A connection with the indigenous knowledge and history of the area. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family. The priorities listed above have been incorporated into the District's LCAP goal #1. Students and stakeholders report a high level of satisfaction with the school climate.|2021-06-10|||2021 12753740000000|Ferndale Unified|6|This measure addresses information regarding the school environment based on a local climate survey administered annually on the topics of school safety and connectedness. At this time the district uses the Healthy Kids Survey as well as local surveys and input sessions. Ferndale schools report how they administered a local climate survey that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected that captures a valid measure of student, staff and family perceptions of school safety and connectedness within the grade spans.|2021-06-22|||2021 12753820000000|Mattole Unified|6|According to a local survey administered by the LEA during the height of the pandemic 94% of student respondents felt that adults or other school staff cared about them. Also, over 75% of students rated 'School Perceived as Safe' and over 75% of students rated 'School Connectedness (High)' in the 2019-2020 California Healthy Kids Survey. While 94% of student respondents felt that adults or other school staff cared about them during Spring 2020 and Fall/Winter 2020 in person school closures, 48% of those same student respondents reported feeling sad or alone. MUSD strongly believes in the value of positive relationships and these results show that in the absence of personal connections gained through in-person parent and community events and attending in person school classes regularly, students are more likely to feel disconnected. Now that we are fully open again to in person instruction at all schools for all students, Mattole USD is highly dedicated to keeping our schools fully open by implementing whatever it takes to provide for all of the social, emotional and academic needs of our students. We will ensure that our campuses are the very safest possible.|2021-09-14|||2021 12755150000000|Eureka City Schools|6|Metrics: Using the CHKS, determine the % of students who feel connected to at least one caring adult at their school. Using CHKS, determine the % of students who perceive their school as a safe environment. Goals: Attain 97% in elementary and raise secondary to above 90% for connectedness. Attain at 85% in elementary and raise secondary to 70% for perceived safety. Outcomes: Connectedness: 2018-19- most recent results Elementary: 63% Secondary: Grade 7: 58% Grade 9: 57% Grade 11: 55% NT: 54% (NT=Non Traditional) We did not meet our goals in this area. Perceived Safety: 2018-19- most recent results Elementary: 66% Secondary: Grade 7: 62% Grade 9: 53% Grade 11: 60% NT: 65% (NT=Non Traditional) We did not meet our goals in this area Area: Suspensions (based on 2018-19 Dashboard data) Metrics Suspension Rates for students based on Dashboard. % disproportionality gap in suspension rates between all subgroups (EL, SWD, FY, SED, Homeless). Goals: For all students and all subgroups attain a suspension rate disproportionality (gap between groups) % of < 5%. For all students and all subgroups attain a suspension rate of < 5%. Maintain expulsion rate below .075%. Outcomes: Our suspension rate for 2018-2019: All students: 6.5% EL: 3.1% SWD: 11.3% FY: 14.5 SED: 7.6% Homeless: 10.2% We did not reach our goal regarding the gap between groups of % of <5%. We did not meet our goal of <5% for all students and all subgroups. We did maintain an expulsion rate below .075%. Our expulsion rate for 2018-2019 was 0.05% ( students). Future Steps to improve outcomes in this area: Actions and services are delineated in the 2021-24 LCAP, the 2020-21 Learning Continuity and Attendance Plan, and the 2020-21 Expanded Learning Opportunities Plan|2021-06-29|||2021 12755151230150|Pacific View Charter 2.0|6|MARC: Based on the results of a September 2021 student school survey students report that: 88.8% feel close to people at the school and 11.1% do not. 100% Agree or Strongly Agree that they are happy at the school 89% Agree or Strongly Agree that they fell a part of this school 100% Agree or Strongly Agree that they feel teachers at this school treat students fairly. This data suggests a strong positive school climate. Possible outliers in dissatisfaction are hypothesized by staff from student-student interactions. As the school is an independent study hybrid, distance creates meaningful relationships with some students. Based on the meanings of this data, the MARC will try to increase virtual get-togethers by remote students and continue to advocate on-campus learning. The Parent September 2021 Survey Results for: Student Enjoyment, Student Respect of Teachers, Administration creating an effective learning environment, Teacher respect toward students, Fair student Evaluation, School Valuing Diversity, Family Communication, Parents Welcomed at School, and Staff Taking parent concerns seriously all scored in the upper 90%s. The greatest weakness was student motivation receiving a 45% "Somewhat Motivating". Based on this data, PVCS will look into increasing student motivation at school by diversifying instructional strategies, and moving away from the current all-only APEX curriculum that was leaned heavily on during the COVID-19 Pandemic. HSRC: To what extent do you think that children enjoy going to school? 100% "Quite a bit - Tremendous amount" How much does the school value diversity? 83.3% A Tremendous amount, 16.7% some How much respect do you think the children have for staff? 100% "Quite a bit - Tremendous amount" How motivating are classroom lessons? 100% "Quite motivating - Extremely motivating: How well do administrators create a school environment that helps children learn? 100% "Quite well -extremely well" How much respect do teachers have for students? 100% "Quite a bit - Tremendous amount" How fair or unfair is the school's system of evaluating children? 100% Very Fair Teachers communicate with parents about student expectations: 100% Agree to Strongly Agree Parents feel welcome to participate at school: 100% Agree to Strongly Agree School staff take parent concerns seriously: 100% Strongly Agree|2021-09-14|||2021 12768020000000|Fortuna Elementary|6|School Climate--Student Survey Results 1. I feel close to the people at this school. % rating of those responding: 0 strongly disagree 0 disagree 21 neither disagree or agree 27 agree 52 strongly agree 2. I am happy to be at this school. % rating of those responding: 2 strongly disagree 5 disagree 18 neither disagree or agree 7 agree 68 strongly agree 3. I feel like I am a part of this school. % rating of those responding: 5 strongly disagree 20 disagree 1 neither disagree or agree 9 agree 65 strongly agree 4. The teachers at this school treat students fairly. % rating of those responding: 11 strongly disagree 14 disagree 13 neither disagree or agree 21 agree 41 strongly agree 5. I feel safe in my school. % rating of those responding: 2 strongly disagree 6 disagree 8 neither disagree or agree 13 agree 71 strongly agree Data: The majority of students who were surveyed feel close to the people at their school sites (79% agree or strongly agree) and 75% of those students are happy to be at their school sites. 74% of students agreed or strongly agreed that they feel as though they are a part of their school communities and 84% or respondents feel safe at their schools. School Climate--Parent Survey Results 1. Teachers at this school communicate with parents about what students are expected to learn in class. % rating of those responding: 0 strongly disagree 0 disagree 3 neither disagree or agree 9 agree 88 strongly agree 2. Parents feel welcome to participate at this school. % rating of those responding: 0 strongly disagree 2 disagree 5 neither disagree or agree 11 agree 82 strongly agree 3. School staff takes parent concerns seriously. % rating of those responding: 0 strongly disagree 0 disagree 3 neither disagree or agree 8 agree 79 strongly agree Parent survey results indicated that 97% of parents who responded feel as though teachers adequately communicate to them what students are expected to be learning in their classrooms. 83% of parents feel welcome to participate in their schools (although exceptions were noted that parent involvement has been stifled due to COVID restrictions this past year). 88% of parents who responded feel as though the schools are serious about taking their concerns under consideration. School Climate--Teacher Survey Results 1. Teachers feel connected to all staff and regularly collaborate with other teachers. % rating of those responding: 0 strongly disagree 3 disagree 13 neither disagree or agree 52 agree 29 strongly agree 2. Teachers feel connected to each of their students. % rating of those responding: 0 strongly disagree 0 disagree 3 neither disagree or agree 58 agree 35 strongly agree 81% of teachers feel as though they are connected with other staff members and are free to collaborate with their colleagues, and 94% of teachers do feel a strong connection to each of their students.|2021-06-24|||2021 12768020124164|Redwood Preparatory Charter|6|We administered the California Healthy Kids Survey to students, staff and parents in February of 2020. As we headed into the 2020-2021 school year, many aspects of the parent and student surveys seemed irrelevant due to the drastic changes to our school format as we operated in the hybrid model. Key questions from the CHKS were included in a survey administered to students in grades 3-8 in May 2021. What stood out most was the decrease in the number of students who felt unsafe and disconnected. Here are the results as they relate to safety and connectedness. May 2021 Students - Do you feel safe at school? 80% responded they felt safe all or most of the time. 11% some of the time. 9% Never February 2020 Parents - The school is a safe place for students? 59% Strongly Agree 32% Agree 5% Disagree 1% Strongly Disagree 2% Don't Know February 2020 Staff - Our school is a safe place for staff? 86% Strongly Agree 14% Agree 0% Disagree or Strongly Disagree. May 2021 Students - Do you believe that teachers and other adults on campus care about them. 84% - Yes - All or most of the time 15% - Yes - Some of the time 0.85%(1) answered No Never February 2020 Parents - School encourages me to be an active partner with the school in educating my child? 62% Strongly Agree 30% Agree 4% Disagree 1% Strongly Disagree 4% Don't Know February 2020 Staff - This school is a supportive & inviting place for staff to work? 75% Strongly Agree 14% Agree 4% Disagree|2021-06-22|||2021 13101320000000|Imperial County Office of Education|6|Imperial County Office of Education - Alternative Education administered this student survey. A total of 190 students and 91 parents were surveyed. In relation to School Safety, 96% of students perceived the school as safe or very safe. 81% of students stated that the school has high expectations for them. 93% of students feel they have caring adult relationships at school. Some areas of continued concern are in the area of the students’ mental and/or physical health. 32% of students surveyed state they currently use alcohol or drugs. 55% of students expressed they have experienced chronic sadness/ hopelessness in the past year. Additionally, 91% of parents surveyed stated that the school provides a quality education. 90% of parents stated that they feel welcomed at this school. 90% went to bed before 11pm.|2021-06-28|These survey results are in alignment with our Local Control Accountability Plan. Staff will continue to review the survey data to shape programs and services that are aligned with the school community needs. ICOE is commited to continue to partner together and with outside agencies (i.e. Imperial County Behavioral Health, Imperial County Department of Social Services, Imperial County Probation) to provide the necessary supports to assist families in geting stronger, both academically and social-emotionally.||2021 13101320134379|Imperial Pathways Charter|6|Imperial County Office of Education- Alternative Education administered this student survey. A total of 190 students and 107 parents were surveyed. In relation to School Safety, 95% of students perceived the school as safe or very safe. 85% of students stated that the school has high expectations for them. 95% of students feel they have caring adult relationships at school. Some areas of continued concern are in the area of the students’ mental and/or physical health. 34% of students surveyed state they currently use alcohol or drugs. 39% of students expressed they have experienced chronic sadness/ hopelessness in the past year. Additionally, 91% of parents surveyed stated that the school provides a quality education. 90% of parents stated that they feel welcomed at this school.|2021-06-28|These survey results are in alignment with our Local Control Accountability Plan. Staff will continue to review the survey data to shape programs and services that are aligned with the school community needs. ICOE is committed to continue to partner together and with outside agencies (i.e. Imperial County Behavioral Health, Imperial County Department of Social Services, Imperial County Probation) to provide the necessary supports to assist families in getting stronger, both academically and social-emotionally.||2021 13630730000000|Brawley Elementary|6|The California Healthy Kids Survey was administered to all 5th and 7th grade students in the Brawley Elementary School District. This was a challenging administration of the CHKS due to the COVID-19 pandemic and being engaged in a distance model rather than in-person instruction. It was challenging for elementary sites to gain permission to administer the CHKS. Our participation was lower than it has been in previous years. At the junior high level, the administration was less problematic since consent is collected differently. The results from the survey are as follows: Fifth Graders: School Connectedness-68%; Academic Motivation-73%; High Expectations from Teachers-83%; Caring Adults in School-68%; Social & Emotional Learning Supports-79%; Feel Safe at School-78%; Rule Clarity-91%; Students Treated with Respect-87% Seventh Graders: School Connectedness-67%; Academic Motivation-61%; High Expectations from Teachers-75%; Caring Adult Relationships-61%; School Perceived as Very Safe or Safe-64%; Gratitute-70% Summary: While our scores decreased from the CHKS administered in 18-19, it is hard to compare as students were learning from home during the 20-21 administration. We invested heavily in providing students with social/emotional learning, as well as check-in surveys. The data indicates that this had a positive impact on students. As we have transitioned back to in-person instruction for the 21-22 school year, we are seeing the need for increased social/emotional opportunities. We have made this a must do for teacher training. We will also need to increase training in the area of relationship building and PBIS. The effect that COVID-19 had on staff, students and families can be reversed with attention and care.|2021-06-22|The California Health Kids Survey (CHKS) was not administered during the 19-20 school year as planned, due to the COVID-19 pandemic and school closure.||2021 13630810000000|Brawley Union High|6|The district conducted its Healthy Kids Survey in April 2021. It surveyed 9th and 11th grade students. Perceived safety, student connectedness, mental health and well being were top priorities for the district to review. Approximately half of all 9th students felt "safe" or "very safe" at school and 80% of juniors felt safe or very safe. 48% of 9th graders and 47% of 11th graders felt they had caring adults at school. Approximately 62% of 9th graders and 50% of 11th graders had a feeling of school connectedness. All of these results fall in or around the 50% range which in turn means that the other 50% of students have the opposite feelings. Students do not feel unsafe to the point they do not want to attend school, but school safety and security is at the forefront of the district's plan. The district wants all students to feel safe at school with caring adults to turn to. With the continuous professional development centered around building relationships, the LEA is confident this number will increase at the next survey cycle. The district has begun to provide guest speakers from various homeland security and law enforcement agencies to empower students to feel safe in their environment and provide them tools to know what to do in certain emergency situations. The LEA employs a student resource officer who is a badged police officer and she not only counsels students, but gives presentations to all classes regarding what to do in case of an emergency at school. Students are able to ask her questions and feel confident in knowing their role in case of an emergency. Over half of the students felt a sense of connectedness to their respective schools. The district sends out student surveys and will include a section for student connectedness and how the district can improve upon providing quality opportunities and activities to increase student connectedness.|2021-06-23|||2021 13630990000000|Calexico Unified|6|Calexico Unified School District administered the Healthy Kids Survey on February 2021. We received 2498 Responses. Elementary: 396 (5th grade) Secondary: 1546 (7th, 9th, 11th, NT). 74% (same % as 2019) of the 5th graders, 65% (1% decrease from 2019) of the 7th graders, 54% (2% decrease from 2019) of the 9th graders, and 55% (1% decrease from 2019) of the 11th graders indicated a connectedness to school. 71% (4% increase from 2019) of the 5th graders, 64% (same % as 2019) of the 7th graders, 47% (14% decrease from 2019) of the 9th graders, 56% (1% decrease from 2019) of the 11th graders indicated having caring adult relationships at school. 84% (5% increase from 2019) of the 5th grader, 72% (5% increase from 2019) of the 7th graders, 58% (10% increase from 2019) of the 9th graders, and 56% (4% increase from 2019) of the 11th graders perceived school as very safe or safe. Our Governing Board and District has made student safety a priority. The District takes numerous measures to create a safe learning environment that is conducive to learning. This includes taking all safety precautions as it prepared to reopen schools to in-person instruction as a result of the COVID-19 Pandemic. The District continues to employ many campus security (proctors) at the secondary sites and student supervision assistants at both the elementary and secondary sites. School sites have secured the main office entrance, rerouting visitors to main office, and we continue to have in place a visitor management system at every school site. All school sites will continue to implement Catapult EMS, an emergency communication system, monitoring real-time student accounting, staff location check-ins, and threat reports and are in communication with District Office staff. School sites will implement A.L.I.C.E., a nationally recognized program that has a proactive set of responses to an active school intruder event. Through summer trainings, we now have over 15 certified A.L.I.C.E. trainers districtwide. Schools have implemented programs such as Character Counts, Conscious Discipline and 7 Habits of Highly Effective Students, The Leader in Me, AVID, to foster positive climate change to produce exceptional results in the academic, social, emotional and character development. The District will continue to develop a Multi-Tiered System of Supports framework for teaching and providing interventions around academic, behavior, and social-emotional supports for students. CA Healthy Kids and Panorama survey data will be analyzed to address social-emotional learning and student connectedness, including providing professional development opportunities during the school year.|2021-06-24|Calexico Unified will continue to administer the Healthy Kids Survey to 5th, 7th, 9th, 11th and NT every two years and Panorama survey every year to continue to develop LCAP goals, actions and services to best meet the needs of students. In addition, CUSD is in the process of hiring two MTSS Coordinators, one to oversee elementary schools and another to oversee secondary sites to support multi-tier system of supports (MTSS) implementation districtwide and provide training for staff to address school climate and students social and emotional needs. In addition, the District is in the process of hiring a District Safety Coordinator to manage safety projects, initiatives, and trainings while serving as an informational and advisory resource to faculty, staff and administrators. This Coordinator will also act as the District liaison to agencies involved in the protection of human life, including Public Health Departments, police, fire, and other applicable services at the local, state and federal levels. They will also lead and coordinate the District’s safety program, emergency preparedness and disaster response efforts, and ongoing COVID mitigation strategies in compliance with local, state and federal regulatory requirements.||2021 13631070000000|Calipatria Unified|6|CUSD successfully administered the California Health Kids Survey during the Spring of 2021. The results are pending. Therefore the district will review the results, convene a review, and address the outcomes and propose appropriate revisions and actions to support the continuous improvement process by November, 2021. The district is anticipating an increase in students reporting Feeling safe at school and Feeling connected. The district LEA and LCAP Parent Survey reports 85.6% of parent respondents Agree (50.9%) or Strongly Agree (34.7%) that their child's school provides a safe and caring learning environment. Over 80% of parent respondents have satisfaction with school facilities being in good repair, safe and conducive for learning. The district recognizes the 20-21 school year as a challenging year to address school climate due to distance learning program. Stakeholders reported the need to address the social emotional support and learning loss needs as the district transitions to in-person instruction.|2021-06-14|||2021 13631150000000|Central Union High|6|We were able to remotely administer the CHKS to students during the 2020-2021 school year. Our data indicated the following key findings: There was lack of school connectedness during the pandemic, students displayed resiliency during the pandemic, the pandemic had a negative effect on social and emotional health, alcohol and drug use was higher in grade 11, and cigarettes and vape were readily available. This data showed a significant difference between gender identities: Non-binary students are less academically motivated 11th grade females had 2x as many rumors spread about them as males 9th grade female had 2x less rumors spread than males 9th grade males are more 2x more afraid of being beaten up than females Males were in fights 5x more than females More female than males use drugs, tobacco and alcohol Based on this data the District plans to: The district will providing training in Youth Mental Health First Aid A district wide social-emotional learning program will be implemented A designated counselor will be provided to the most at-risk students Drug Intervention Education Services will be provided by staff using a researched-based program Partnerships with Imperial County Behavioral Health will be created. Schools will return to in-person learning in the fall and summer school Expanded learning opportunities will be offered to re-engage students|2021-06-22|||2021 13631230000000|El Centro Elementary|6|The district administered the California Healthy Kids Survey remotely to fifth and seventh grade students in March of 2021 during the COVID-19 Pandemic while the district was only able to offer distance learning due to high COVID-19 infection numbers. 436 fifth grade students and 482 seventh grade student participated in the survey. The percentage of fifth grade students that agreed or strongly agreed that there are caring adults in school was 67% and that the adults in school had high expectations was 84%. 71% of fifth graders reported agreed or strongly agreed to school connectedness and 81% for school safety. Total school supports and school safety for fifth graders was higher than reported on the same survey by fifth graders in 2019. The percentage of seventh grade students that agreed most of the time or all of the time that there are caring adults in school was 60% and that the adults in school had high expectations was 74%. 65% of seventh graders reported agreed most of the time or all of the time to school connectedness and 73% for school safety. Total school supports, school connectedness, and school safety for seventh graders was higher than reported on the same survey by seventh graders in 2019. The district continues to invest heavily in school counselors, school psychologists, focusing on social-emotional learning, and school safety measures such as increased pupil supervisors, campus security officers, and trainings for teachers, staff, students, and parents.|2021-06-22|||2021 13631230118455|Ballington Academy for the Arts and Sciences|6|BAAS – El Centro administered a school climate survey to all students in grades K-6. A total of 180 students participated and completed the survey. During the 2020-21 school year all students participated in distance learning most if not the entire school year. On March 31st our school opened for hybrid instruction (2 days/week). Approximately 60% of our students (families) opted for in-person/hybrid instruction, and 40% remained in distance learning. As a result of the atypical school year, student survey results should be interpreted with caution. - 65% enjoy school - 56% feel they do well in school - 96% agreed that their school wants students to do well - 86% agreed the school has clear rules for behavior - 84% agreed teachers treat students with respect - 75% agreed good behavior is recognized at school. - 81% agreed there is an adult at the school that will help them if needed. - 79% agreed student treat their peers well. Survey results will be shared with stakeholders and used to improve school climate and SEL services.|2021-05-25|||2021 13631230122663|Imperial Valley Home School Academy|6|A local school climate survey that captures student perceptions of school safety and connectedness was administered to all students in grades 2-8 remotely in June 2021. Instruction is provided by the parents and workshops provided by the school were offered through distance learning due to high infection rates from the COVID-19 pandemic. When asked "Do you like Zoom workshops?" 70% stated yes and 22.50% stated Sometimes and 95% answered yes when asked if they found the Zoom workshops to be helpful with their weekly lessons. 95% reported extremely when asked if their teacher was helpful this year and 5% said somewhat. When asked if they felt welcomed by IVHSA staff, 100% replied yes. Imperial Valley Home School Academy continues to develop ways to support families and their children and offer a welcoming and supporting environment. The school will continue to offer support remotely next school year due to the positive response from this year and parent request.|2021-06-22|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.||2021 13631310000000|Heber Elementary|6|Heber Elementary School District administered the California Healthy Kids Survey to third graders in the 2020-2021 school year. In 3rd-grade, there were 102 students surveyed of the 135 target sample. This is a response rate of 76%. The survey focused on three areas: 1. school engagement and support, 2. school safety, and 3. school disciplinary environment,   Based on the 3rd Grade data, most students feel cared for and connected in the school community. Although 80% perceive their school to be safe, there are 35% who do not feel safe to and from school, and over 20% of students have experienced some sort of safety incident. Eighteen percent (18%) have experienced frequent sadness, while 23% experienced some sort of cyberbullying. In 7th grade, there were 128 students surveyed of the 142 target sample. This is a response rate of 90%. For the purposes of summarizing results, HESD focused on three areas of the survey in 7th grade: 1) School Performance, Supports, and Engagements 2) School Safety (School Violence, Victimization, and Safety) and 3) Alcohol and Other Drug Use.   Based on the 7th Grade data, most students feel cared for and connected in the school community. Although 90% perceive the school to be safe, there are 20% of students have experienced some sort of safety incident. Thirty-eight percent (38%) have experienced chronic sadness/hopelessness, 30% experienced social-emotional distress, while13% have considered suicide. We will continue to work with the school community, including the District Multitiered System of Support Team to help educate and make improvements in the areas where students indicated support is needed.|2021-06-08|||2021 13631490000000|Holtville Unified|6|Because of the pademic we were only able to administer the Healthy Kids Survey. The data showed us that our students responses were equal for all the grades taking the survey. 80 percent felt safe, this may be because they were not at school and were not subject to things like being bullied. Substance use or abuse seemed to be more active at the higher grades, I think we expect that. On average 55 percent of the population felt that school was average, and the high 70% reported they felt they had adult and peer relationships. Experienced chronic sadness/hopelessness was higher this year than last. On the most part student still were somewhat possitvie with an anverage of 70% showing a possitive result. This survey resulted in more female responses than males but only a small difference. We had no change in the number of students who reported to be something other than Straight sexually. More than 90% identified with being no transgender. As expected on average more than 77% are hispanic who took the survey. And 90% or higher reported living with atleast one parent. We continue to improve on what we offer out students, in the way of achademics, supports, opportunities and more. All of our stakeholders seem to be real excited about our dual enrlollment growth with the local community colleges.|2021-10-18|In reviewing this section we really expected more of our students would be depressed and socially and emoitional down. But that is not the case which is very possitve, or maybe we will have to wait until next year to get the truth. For the most part our students at Holtville Unified School District seem to average, they feel safe, identify more with standard gender rolls and as expected are mostly hispanic. If this is as bad as it gets coming out the the pandemic we are very lucky we feel.||2021 13631640000000|Imperial Unified|6|The California Healthy Kids Survey was administered to Grade 7 (207), Grade 9 (195), and Grade 11 (118). Table A4.10 on page 18 of the CA Healthy Kids Survey The average reporting “Agree” or “Strongly agree” for “School Connectedness” Grade 7 = 53, Grade 9 = 48, Grade 11 = 50. 73% of 7th Grade students agree or strongly agree that they feel safe at school. 52% of 9th Grade students agree or strongly agree that they feel safe at school. 54% of 11th Grade students agree or strongly agree that they feel safe at school. Due to the pandemic, the sample size for this survey is much smaller than normal. Because of the small sample size and students learning remotely, this survey along with local surveys will be administered in the fall. The data gleaned from the fall survey will be used to determine next steps.|2021-06-10|||2021 13631720000000|Magnolia Union Elementary|6|Students in 4th and 8th grades were surveyed on the following questions and provided answers as shown below. When asked, "Do you feel your school is a safe place to attend?" 100% of students at both levels answered "yes." When asked, "Do you feel involved in and part of your school?" 62% of 8th graders and 73% of 4th graders answered "yes." When asked, "Do you feel you are able to talk to your teachers or the principal when you have a problem?" 71% of all students surveyed said "yes."|2021-06-08|||2021 13631800000000|McCabe Union Elementary|6|MUESD administered the California Healthy Kids Survey to 148 out of 175 seventh-grade students. 65% responded that they feel a connectedness to school, and 84% perceive school as very safe. The survey revealed that 45% of seventh-grade students experience chronic sadness / hopelessness and 18% responded that they have considered suicide. Students also noted that 61% of students perceiving that there are caring adults in school indicates room for improvement in noticing and listening to students. This year the district introduced a 20-minute CTE advisory period in 7th and 8th grades where students will learn more about themselves and career options. Teachers will also have an opportunity to build relationships with students as they implement Multi-Tiered Systems of Support (MTSS) strategies. MUESD has taken numerous measures to promote a safe learning environment. A cornerstone for our district is the PeaceBuilder program for grades K-8. This character-building program is in its 12th year and promotes good citizenship by developing different character traits throughout the year. The district also collaborates with local law enforcement to present information to students on student safety. MUESD is committed to support student supervision and safety through an increased presence of staff on campus. MUESD utilizes handheld radios for communication throughout the campus, a phone system that allows for better communication to ensure student safety, and has installed speakers throughout the campus for better communication. MUESD has cameras on the buses to ensure student safety when riding to school and back home. MUESD implemented the Visitor Management System, Raptor, which scans visitor's ID and checks them through a registry data base. MUESD also continues to use Catapult, a web based communication tool to be used in case of an emergency to account for staff and students.|2021-06-15|||2021 13632060000000|Mulberry Elementary|6|At Mulberry Elementary we feel that providing a school climate that is safe, positive, and inviting to our students is a priority that we feel strongly about. When stakeholders meet and discuss the school, school climate is brought up each time. Our district is in a rural area and it is vital that our students and their families feel comfortable and safe in our learning environment. We conducted a Student Survey in which all students in grades 2-8 anonymously responded to questions about the school climate here at Mulberry Elementary. There were 50 student surveys returned, stating that 90% of the students feel this is a safe place to attend school, with 8% saying they were not sure, and 2% responded no. 64% of our students feel as though their teachers are concerned about their success, with 22% responding they were not sure, and 5% answering no. 84% of our students feel they are involved in and a part of things at school, while 14% stated they were not sure, and 2% responded no. After reviewing the results, although the majority of our students feel safe, involved, and that their teachers are concerned about their success, as a staff we feel it is important to address the concerns and feelings of those “not being sure” expressed by some of our students in this survey. Our current LCAP Goal #4 focuses on school climate. We plan to continue to implement the planned actions in order to provide a school climate where all of our students feel safe and connected to our school.|2021-10-12|||2021 13632220000000|Seeley Union Elementary|6|The District surveys fifth and seventh grade students using the California Healthy Kids Survey. Below are responses from the survey conducted: 1. The school provides textbooks and learning materials that are needed while at school. 2. The school is safe, clean, and in good condition. 3. Teachers make the time to discuss grades, academic successes, or areas of improvement with students and parents. 4. Students look forward to coming to school most days. 5. Teachers help make the learning understandable by using different ways of presenting the information. 6. Teachers and staff are trusted in helping support students with academics and social-emotional learning. SUSD indicates strengths in providing textbooks and learning materials, teachers making time to discuss grades, academic successes, or areas of improvement, and teachers help make the learning understandable. The District uses the data in the development of our LCAP goals, actions, and strategies.|2021-06-15|||2021 13632300000000|Westmorland Union Elementary|6|WUED administered a local climate surevey to assess school safety and connectedness on campus. The survey was administered in the 4th thru 8th grades. A total of 155 students responded. The survey results provided an opportunity to engage in conversations and make strategic decisions about activities and professional development opportunities. Of the students surveyed, the areas for targeted growth include knowledge of the school rules, students feeling connected to someone at school, and opportunities for school involvement. This feedback helps drive conversation and planning for LCAP discussions and funding, and opportunities to involve students in additional activities. As a small school, a barrier is sometimes limited staff and opportunities for clubs, and activities outside of the academic setting. An area of strength, with over 81% of respondents reporting they feel safe coming to and from school, and feel safe while at school.|2021-10-12|WUED has two full-time school counselors to help with Social Emotional Learning and targeted intervention groups. In addition, the counselors are implementing school-wide lessons with a social-emotional learning curriculum, Second Step. WUED is seeking opportunities for students to engage in activities outside of the school day through expanded learning opportunities.||2021 14101400000000|Inyo County Office of Education|6|1. DATA: JKBS conducts a student survey every year to assess student perceptions about school climate and connectedness. Key findings from this survey are as follows: 100% of students agree that they feel safe at JKBS. 27% of students agree that students respect each other at JKBS. 27% of students agree that students at JKBS help one another even if they are not friends. 45% of students agree that students at JKBS care about learning and getting a good education. 82% of students understand why they are placed at JKBS and what they must accomplish to return to their home school. 91% of students agree that they have the instructional materials they need to complete schoolwork and obtain credit. 36.4% of students indicate they do not attend school regularly. 55% of students disagree that teachers understand what their life is like outside of school. 2. MEANING: Areas of strength: 1. Students feel safe at school 2. Students acknowledge why they were placed at JKBS 3. Students understand what they must accomplish to return to their home school 4. Students believe they have the necessary resources to earn credit to return to their home schools. Areas we can grow: 1. Increase effective staff/school responses to student trauma 2. Improve attendance strategies; increase student connectedness and engagement 3. Introduce team-building strategies and activities that increase awareness and appreciation for others and cultivates respect and empathy for peers 4. Contextualize academics so students' appreciation for education and the opportunities it can afford them will grow 5. Increase focus on anti-bullying strategies The CHKS survey was administered to all students in 2019-20; however, the results are not made public due to the small numbers of students (total enrollment for grades 6-12 is under 15 students each year. 3. USE: JKBS has refined and revised some existing actions, services, and strategies in our LCAP and added some new ones that include some of the strategies below. Some of these strategies are interdependent and address multiple areas that we need to grow and improve upon as noted above. 1. Focus on school connectedness and engagement strategies 2. JKBS will seek to implement more collaborative/cooperative instructional strategies and team-building activities to address peer respect issues. SEL will be integrated into the curriculum. 3. JKBS is introducing CTE, college and career exploration, and workplace readiness exposure to contextualize academics and learning, increase engagement, and develop skill-based competencies that will improve both affective and academic outcomes.|2021-06-10|||2021 14101400117994|YouthBuild Charter School of California|6|YCSC looked at the following three data points to assess school climate: 1.) Student Outcomes/Positive Transition Data 2.) Credits Earned Data 3.) MTSS/SEL Data For student outcomes/positive transition data, YCSC looked at exit codes for students during the 2019-20 and 2020-21 school years and found that 93.94% of students had positive outcomes during the 2019-20 school year and 87.2% had positive outcomes during 2020-21. A positive outcome includes graduation or transfer to another school. A negative outcome includes students who dropped out or who had no known exit reason. The slight decrease in positive outcomes during the 2020-21 school year was largely due to the switch to distance learning during the Covid-19 pandemic, and we expect to have results more similar to 2019-20 for the 2020-21 school year. For credits earned data, YCSC looked at students who were enrolled during the 2019-20 school year to see how many credits they earned during a year at YCSC compared to a year at their previous school. During the 2019-20 school year, students who were enrolled at YCSC for at least two trimesters taking a full course load of classes earned, on average, 18.6 more credits per year at YCSC than at their previous school. Students averaged 26.01 credits at their previous schools vs. an average of 44.62 credits per year at YCSC. That’s an increase of 71.51%. To collect MTSS/SEL Data, we use a tool called Panorama Education. We collected data each trimester in the following categories: Grit, Learning Strategies, Growth Mindset, and Emotion Regulation. Based on Panorama survey results from Trimester 1 of 2020-21, students rated themselves positively in these categories as follows: 59% favorable in Grit, 59% favorable in Learning Strategies, 51% favorable in Growth Mindset, and 50% favorable in Emotion Regulation. In Trimester 2, students rated themselves as follows: 60% favorable in Grit, 58% favorable in Learning Strategies, 48% favorable in Growth Mindset, and 52% favorable in Emotion Regulation. For Trimester 3, they rated themselves as follows: 60% favorable in Grit, 58% favorable in Learning Strategies, 50% favorable in Growth Mindset, and 50% favorable in Emotion Regulation. YCSC sites use this data to better support their students and provide additional tiers of support as needed.|2021-06-23|||2021 14101400128447|The Education Corps|6|Our school was pleased to learn from our last climate survey that many of our students feel safe at school despite the fact that our schools are located in neighborhoods riddled with crime and socioeconomic distress. We work very hard at creating a safe haven for our students at our schools and the school climate survey results support that effort. We also frequently tout our small class sizes and family environment as the secret to our success with our students. We were pleased to see that results surrounding student support, encouragement, and positive relationships also showed positively on our climate survey. Most students responded that there are a lot of chances to get one on one support from a teacher or administrator. Additionally, almost all students responded that they have a good relationship with at least one teacher or administrator at our school. Lastly, almost all students responded that they get a lot of encouragement from the school and that they feel like their teacher's care about them. We have increased our MSW case management staff to support positive relationships at school. The results of the climate survey show that our skill based discipline model is being inconsistently implemented. This is something we saw observed in our own school and classroom walkthroughs but the survey results validate those observations. Some of the areas in particular that we would like to see better results this upcoming school year are: "teachers take time during the school day to teach us social skills," "I see rules about student behavior posted in classrooms and other areas of the school", "students can get away with misbehavior with some teachers more than with others", and "teachers clearly communicate their expectations about behavior to me and my classmates". This year we have added more trauma informed mental health and social emotional learning aspects to our positive behavioral support model. We have also partnered with Fulcrum Adventures to integrate team building, personal growth, and leadership development training into our workshops on wellness and personal development.|2021-09-10|As a result of the pandemic we are focused on helping our students rebuild their social and emotional interactions at school. From informal surveys conducted at the beginning of the school year we found that students have a lot of anxiety surrounding their return to school. Our MSW counselors and other educational staff have been tasked with and are receiving training in planning activities that provide opportunities for students to interact and have discussions with each other and staff about topics of concern in a safe environment.||2021 14101400128454|College Bridge Academy|6|Our school was pleased to learn from our last climate survey that many of our students feel safe at school despite the fact that our schools are located in neighborhoods riddled with crime and socioeconomic distress. We work very hard at creating a safe haven for our students at our schools and the school climate survey results support that effort. We also frequently tout our small class sizes and family environment as the secret to our success with our students. We were pleased to see that results surrounding student support, encouragement, and positive relationships also showed positively on our climate survey. Most students responded that there are a lot of chances to get one on one support from a teacher or administrator. Additionally, almost all students responded that they have a good relationship with at least one teacher or administrator at our school. Lastly, almost all students responded that they get a lot of encouragement from the school and that they feel like their teacher's care about them. We have increased our MSW case management staff to support positive relationships at school. For the last few years we have worked to implement a schoolwide positive behavioral skill building program. The results of the climate survey show that our skill based discipline model is being inconsistently implemented. This is something we saw observed in our own school and classroom walkthroughs but the survey results validate those observations. Some of the areas in particular that we would like to see better results this upcoming school year are: "teachers take time during the school day to teach us social skills," "I see rules about student behavior posted in classrooms and other areas of the school", "students can get away with misbehavior with some teachers more than with others", and "teachers clearly communicate their expectations about behavior to me and my classmates". This year we have added more trauma informed mental health and social emotional learning aspects to our positive behavioral support model. We have also partnered with Fulcrum Adventures to integrate team building, personal growth, and leadership development training into our Friday workshops on wellness and personal development.|2021-09-10|As a result of the pandemic we are focused on helping our students rebuild their social and emotional interactions at school. From informal surveys conducted at the beginning of the school year we found that students have a lot of anxiety surrounding their return to school. Our MSW counselors and other educational staff have been tasked with and are receiving training in planning activities that provide opportunities for students to interact and have discussions with each other and staff about topics of concern in a safe environment.||2021 14632710000000|Death Valley Unified|6|Data: The key learnings are that students and parents find the schools safe and communication adequate. The key issue for parents is safety of home-to-school transportation, as busses travel up to 70 miles one way, and safety during the pandemic. During this pandemic, parents/guardians expressed the desire that the schools maintain a positive and safe school environment and system of home-to-school transportation when the campus is open. Meaning: Results indicate that the community are satisfied with the LEA's handing of pandemic issues, most especially in the ability to be flexible to the needs of individual families. Use: Actions taken by the LEA reflect annual (at a minimum) changes in student need due to changes in enrollment. The main improvement is in assessing need with stronger input from parents/guardians, which is often individualized for their particular student need as enrollment is small enough to allow this.|2021-06-15|||2021 14632890000000|Lone Pine Unified|6|Students in LPUSD were sampled to take the California Healthy Kids Survey (CHKS). All staff were given the California School Staff Survey. All parents were given the California School Parent Survey. These surveys are created by West Ed and are for all CA schools that participate. The results allow for comparisons to other CA schools that participate. The Inyo County Superintendent of Schools coordinates implementation of these surveys.|2021-06-08|||2021 14632970000000|Owens Valley Unified|6|Data: The 2020 CHKS survey was administered to Owens Valley students in grades 6-12. We compared the data from 2020 to 2019 data and learned that while our students feel connected to school and adults at the school, many students experienced an increase in thoughts of self-harm and increased school absences. Meaning: School connectedness is an area of strength for Owens Valley. Our small size allows staff to build strong relationships with students. Despite the connectedness with adults on campus, however, our students report emotional distress and an increase in thoughts of self-harm. Our isolated, rural location is a barrier to easy access to behavioral health supports for our students. Use: The LEA has partnered with the COE to provide student counseling and participates in wraparound support teams for students who need additional help from other agencies. We saw a 10% increase in counseling services for individual students as of the end of the 2020-21 school year.|2021-06-01|||2021 14633050000000|Round Valley Joint Elementary|6|Data: The LEA gave a parent survey and a student survey. 80% of parent responses felt students were safe at school. 100% of students surveyed felt a part of the school. The LEA gave a staff climate survey and 90% agree that the workplace is supportive and inviting. Meaning: The survey population is very small, so disaggregated results are not available. Parents prefer to have a paper copy of surveys, so this will continue to be provided. The results show that the school is inviting and inclusive. Use: We will look at revising the surveys so that more detailed information can be obtained from our staff, students and parents. Surveys can be created utilizing staff input.|2021-06-09|||2021 14766870000000|Bishop Unified|6|The district used a variety of surveys in 2020-21 to inform the reopening of school, instructional model preference, teacher professional development needs, in addition to student and staff social emotional well being and school climate. The results of those surveys informed the LCAP and are subject to on-going monitoring. Key learnings from the California Healthy Kids Survey are that 53% of students feel connected to school and 59% feel safe at school. The results of the California Healthy Kids Survey may be a result of extended time away from campus starting in Spring 2020, and possibly also fears attributed to the pandemic. In any case, this is something that the district would like to see increase. In order to help students feel more connected at school the district reinstated activities such as outdoor walking field trips, sports and PBIS structures. Additionally, the district is planning additional mental health support through increased counseling and implementation of an SEL curriculum in 2021-22.|2021-06-17|||2021 15101570000000|Kern County Office of Education|6|The Alternative Education program annually administers the LCAP survey in order to capture students' sense of school safety and connectedness. Results of the 2021 LCAP survey: - 82.91% of students believe their school provides students with a safe place to learn, with an additional 8.26% being undecided (The 2020 LCAP survey reported these percentages at 70.06% and 15.90%, respectively.) - 74.80% of students indicated the staff at their school cares about them, with an additional 16.80% being undecided (The 2020 LCAP survey reported these percentages as 68.46% and 17.49%, respectively.) - 71.43% of students reported there is at least one adult at their school with whom they have a positive connection/relationship, with an additional 18.96% being undecided (The 2020 LCAP survey reported these percentages as 68.17% and 16.74%, respectively.) - 52.99% of students agree they look forward to attending school each day, with an additional 24.22% being undecided (The 2020 LCAP survey reported these percentages as 43.32% and 25.00%, respectively.) When compared to the 2020 LCAP survey, the 2021 LCAP survey results show a significant increase in the percentage of students who feel their school provides students with a safe place to learn. There was also an increase in the percentage of students who indicated staff at their school cares about them and they have a positive connection/relationship with at least one adult at their school. There was nearly a 10% increase in the percentage of students who said they look forward to attending school each day. In order to continue to build on the positive momentum related to school connectedness and engagement, the program, under the direction of the MTSS Coordinator, will further implement practices to support students in their social emotional growth and well-being.|2021-06-08|||2021 15101570119669|Wonderful College Prep Academy|6|Wonderful College Prep Academy provided a locally produced series of climate surveys (given every 2 years) in the 2020-2021 school year that were utilized to provide feedback for the school in the strategic planning process. At the Academy, there were surveys given to families, staff, and students in order to review multiple perspectives on school climate. Surveys were taken anonymously to provide authentic results, some identifying information was included (grade level of student; students and staff took different surveys). Families at the Academy reported that they are most satisfied with WCPA's effectiveness in preparing students for college and career and providing instructional materials. Families cited the following as growth areas: sharing academic progress to support my child and child has opportunities to share opinions. Families also wanted more opportunities for engagement at WCPA. At the time of the survey, WCPA was serving grades K-12 in a distance learning environment due to the COVID pademic. Students cited the following as areas of strength: My teacher helps me if I need it, I feel safe at school and students at my school always try their best.|2021-06-22|For action steps, WCPA has sought to increase more opportunities for student voice, to increase efforts with parent engagement and to increase student access to technology. In support of these efforts, the Academy took the following actions: 1. Hired a Middle School and High School Assistant Principal to focus on academics and culture at the school 2. Hired a Director of Student Supports to ensure there are schoolwide interventions; 3. Hired a Family and Community Engagement manager to increase parent engagement efforts 4. Revised curricular materials to ensure students could continue to have access to personalized learning materials and enough technology to support 1:1 through the use of Chromebooks and iPads. 5. We invested in a parent communication tool to facilitate stronger relationships and correspondence between parents and staff. 6. Additionally, there have been opportunities for student leadership through the use of advisory clubs at the high school and leadership groups at the middle school. The Academy will be surveying students during the 2021-2021 to obtain updated student climate information with the return to in-person instruction.||2021 15101570124040|Grimmway Academy|6|DATA: Results from the Spring 2021 Student Distance Learning Survey trend toward an extremely positive school climate in the areas of Environment, Needs and Supportive Relationships. The results indicate that Grimmway Academy Arvin students hold positive perceptions about schoolwork and the support and care received from teachers and staff. MEANING: The disaggregated data in the areas of Environment, Needs, and Supportive Relationships indicate areas of strength as well as challenges and barriers to student’s perception of how connected and secure they feel to the academic expectations as well as to the support received from their teachers and or other staff. Environment: Accessing schoolwork and staying focused were areas of strength while 25% of students indicated almost never having an adult at home to help them complete homework. Arvin is a community of working families which may indicate a challenge to students having help in completing work at home. Having and utilizing Distance Learning tools was another area of strength with 60% of respondents indicating easily being able to utilize the tools provided by the school. Connecting with classmates was not surprisingly an area of need with just over 50% of Grimmway Arvin students indicated regularly talking with their peers. Distance learning during a pandemic posed many barriers to students being able to connect with their classmates. Needs: Of the responses to the two questions related to student needs, 34% responded that their teachers were extremely helpful in supporting their learning and 43% responded that their teachers were quite helpful. Students were asked to select the easiest way for teachers to stay in touch. The email was the most popular mode of communication indicated, followed by phone calls and text. Ten percent of students indicated “Other”which could point to a lack of access to the aforementioned avenues of communication. Supportive Relationships: The last prompt, one question, asked students if they have a teacher or other adult at school whom they can count on to help them - no matter what. The response shows Supportive Relationships as an area of strength with 77% of students indicating “Yes” they have at least one adult they can count on. Because of the pandemic, social support activities such as counseling groups, Check-In, Check-Out and peer supports - coupled with social distancing on campus proved to be a year-long barrier to providing needed emotional, behavioral, and social support to all students. USE: Grimmway Academy Arvin will strive to improve student perceptions of the environment by addressing student confidence with completing assignments and providing access to supports for students if needed beyond the school day. Even though our students overwhelmingly indicated they have adults at school they can count on, the challenge remains in reaching the small number of students that require more intensive support. Social-Emotional Learning (SEL) is an integral p|2021-06-28|||2021 15101570135467|Wonderful College Prep Academy - Lost Hills|6|Wonderful College Prep Academy Lost Hills provided a locally produced series of climate surveys (given every 2 years) in the 2020-2021 school year that were utilized to provide feedback for the school in the strategic planning process. At Lost Hills, there were surveys given to families, staff, and students in order to review multiple perspectives on school climate. Surveys were taken anonymously to provide authentic results, some identifying information was included (grade level of student; students and parents took different surveys). Families at Lost Hills reported that they are most satisfied with WCPA's effectiveness in engaging and motivating students; preparing students for college and career; and supporting their learning. Families cited the following as growth areas: sharing academic progress to support my child more opportunities for engagement at the Academy. At the time of the survey, WCPA Lost Hills was only serving grades K-9. Students cited the following as areas of strength: My teacher helps me if I need it and l safe at school.|2021-06-22|For action steps, WCPA Lost Hills has sought to increase more opportunities for student voice, to increase efforts with parent engagement and to increase student access to technology. In support of these efforts, the Academy applied for funding via the LCAP process to 1. Hire a full-time Director of Student Supports to ensure there are schoolwide interventions 1. Hired a Family and Community Engagement Coordinator to increase parent engagement efforts 2. Revised curricular materials to ensure students could continue to have access to personalized learning materials and enough technology to support 1:1 through the use of Chromebooks. 3. Additionally, there have been opportunities for student leadership through the use of leadership groups at the middle and high school. 4. We invested in a parent communication tool to facilitate stronger relationships and correspondence between parents and staff. The Academy will be surveying students during the 2021-2021 to obtain updated student climate information with the return to in-person instruction.||2021 15101571530492|Valley Oaks Charter|6|Valley Oaks Charter School (VOCS) promotes an environment that is safe and secure for students and staff whether the activities are in-person or on-line. A safe school environment where values of respect and responsibility are emphasized is exactly the educational setting many of the VOCS parents and students’ desire and what they consider to be a critical part of the educational process. Each year, a comprehensive safety plan is reviewed and updated to address various emergency situations. VOCS staff members and parents work together to identify any potential hazards and take preventive measures to ensure the safety of all students. 4th-12th grade students, parent educators, and staff were surveyed to establish the level of school connectedness and climate at VOCS. According to 4th-12th grade students, 86% reported that VOCS maintained a positive school climate during the pandemic. 78% of 4th-12th grade students reported feeling connected to VOCS and 82% felt safe while attending Zoom classes (24% did not attend on-line enrichment classes). Parents were also surveyed and 95% reported that VOCS maintained a positive school climate during the pandemic, and 95% reported that they felt connected to VOCS. VOCS staff also participated in the annual survey and 93% reported that VOCS maintained a positive school climate during the pandemic, and 88% of teachers felt connected to VOCS. All of the efforts VOCS continues to take to ensure students, staff, and parents are safe and secure while on campus or on-line will remain a top priority for the VOCS team. Additionally, VOCS will continue to investigate different techniques to help students, parents, and staff feel more connected to VOCS.|2021-06-01|||2021 15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|6|School climate remains positive based on daily observations and multiple student surveys.|2021-06-30|||2021 15633130000000|Arvin Union|6|The district utilizes the California Healthy Kids Survey as a measure of School Climate. The survey, conducted during the 2020-2021 school year, district-wide indicates strength areas of High Expectations of students from adults at school. Middle school surveys indicate a strength in academic motivation. Elementary strengths indicate feeling safe at school and rule clarity. Focus areas for school sites have been facilities upkeep, socio-emotional learning supports, caring adults at school, and promotion of parent involvement in schooling. Meaningful participation and maintaining focus on school work at the middle school level continue to be areas of concern that are being addressed through professional development this year in conjunction with meaningful engagement. The district has implemented PBIS Rewards online, RULER for Socio-emotional support, continues with social workers at each site, and continues to implement an Alternative Learning Academy for restorative practices. Each of these has impacted students in positive ways even as measuring differed given the impact of a full year of the majority of students on distance learning. School connectedness, perceived school safety and meaningful engagement are identified in Goal 1 of our LCAP and, as focus areas, will be embedded into professional development and as part of walkthrough feedback in relation to implementation of the Thoughtful Classroom Teacher Effectiveness Framework. Refresher courses have been held for returning staff and onboarding for new staff at the district and site levels as part of return to school professional development and ongoing meetings/workshops.|2021-09-14|We continue our campaigns in the return to school setting with a focus on fidelity of implementation to support continued growth.||2021 15633210000000|Bakersfield City|6|Due to the current conditions as a result of the pandemic the district was unable to administer the survey to 5th grade students. However, the data indicates that 7th grade students had similar or almost similar responses in the percentage of students who “Agree” or “Strongly Agree” that they are connected to school, have caring adult relationships or perceive their schools as very safe or safe. The percentage of students is higher in 5th grade and by the time students reach 8th grade the percentage of students as very safe or safe decreased by 2%. Based on the qualitative data indicated, students saw virtual instruction as a barrier to connecting and forming relationships at school. Student interviews by the SEL return to School Task Force revealed that students struggle most with the lack of socialization and structured time for learning. Students showed empathy for their teachers and fellow students, but felt disconnected. Each student could identify a friend they felt was disengaged as a result of virtual learning. The district’s focus is to provide professional development on Social Emotional Learning and continue to create lessons to support building community and relationships, through socialization opportunities, to help students reintegrate into in-person learning. This will be a major focus for all in the coming year as students return to school and the district embeds this in the planning and development of the LCAP.|2021-06-22|||2021 15633390000000|Beardsley Elementary|6|Local Climate Survey Summary: Beardsley School District administered the California Healthy Kids Survey to 7th grade students each year. School sites administer a school climate and culture survey to parents, staff, and students each year in the spring, measuring school climate, safety, and community engagement. The district disseminates results of the survey and works collaboratively with stakeholder groups including SSC, ELAC, district Advisory, DELAC, and School Board Meetings. Sites adjust and implement new activities to create a positive school climate through interaction with students of all ages, parents, and staff (ex. Token Economy, Escape Rooms, Talent Show, Family Reading, dances, math nights, positive referrals to the office, movie night, Fancy Lunch, and cookies with the principal. Site specific media stations are used to connect to students daily, where positive messages and assignments are given to assist with each students' positive involvement on campus. Administrators meet with teachers and students to survey the climate of the site throughout the year and evaluate if more resources need to be used to maintain the positive climate of the school. Administrators, teachers, Student Intervention Facilitators, and school social workers work together using student data to find additional resources and interventions for those individuals who need assistance, and provide help for those struggling students so that they continue to feel comfortable attending school and negate the negative behaviors that come from feeling lost in the classroom.|2021-06-21|||2021 15633620000000|Panama-Buena Vista Union|6|Although we were in distance learning for much of the year, this survey was given when students started to return to in-person instruction on an AM/PM schedule. Last year, 8,300 students completed the survey as compared to 5,200 this year. We surveyed the students on the following indicators and the results are included. 1. 93% of our students feel safe at school as compared to 83% last year. 2. 84% of our students look forward to going to school as compared to 76% last year. 3. 84% of our students feel part of their school as compared to 76% last year. 4. 95% of our students feel their teacher listens to what they day as compared to 83% last year. 5. 97% of our students feel doing well in school is important as compared to 97% last year. 6. 95% of our students feel their teacher/principal is willing to listen if a student has a serious problem as compared to 90% last year. 7. 80% of our students feel students treat each other with respect as compared to 42% last year. All of our indicators show an increase in the percentage of students who feel positive about school and the adults on campus with the exception of one indicator that stayed the same. Our largest increase was in the students who feel students treat each other with respect which had an increase of almost 40%. This indicates that our emphasis on social-emotional learning, PBIS strategies, and school climate are working. We will strive to increase all of these indicators through our implementation of our Multi-Tiered Systems of Support, particularly in the areas of academics, relationship building, social-emotional learning and behavior expectations.|2021-06-22|||2021 15633700000000|Buttonwillow Union Elementary|6|Analysis of behavioral data, survey data of students, parents, and staff, attendance and engagement data have identified an increase in social emotional issues and a decrease in attendance and student engagement due to the COVID pandemic . We will use these data sources as well as a school-wide screener to monitor the social emotional well-being and mental health of students and to ensure that the number of students in need of Tier 2 and Tier 3 supports are decreasing, chronic absenteeism decreasing, and engagement increasing. In addition to the screener and our already established PBIS program, we are hiring a psychologist intern to support the school psychologist in providing additional individual counseling and social skills groups.|2021-06-14|||2021 15634040120139|Nueva Vista Language Academy|6|Nueva Vista Language Academy has made significant progress in the area of School Climate in recent years. The staff firmly believes that students need to be in school daily in order to receive a high quality education and be part of a positive school climate. Therefore, positive attendance rates are a high priority. Nueva Vista Language Academy is very proud of their attendance record for the 2020-2021 school year while on distance learning. Every year, Nueva Vista Language Academy sets a school-wide theme that guides the climate activities throughout the year. Taken from the film, The Greatest Showman, this year’s theme is, “The Greatest School on Earth!” NVLA will take students, parents and staff behind the curtain of science. Each quarter, students will learn the magic of science and implement their new learning with hands-on activities and lessons. At the end of each semester, students in each classroom will be selected to earn special awards that correlate with their school theme. Each year, Nueva Vista Language Academy administers the PBIS Self-Assessment Survey and the PBIS School Climate Survey to staff and students. This survey is given to all students in grades 3-5; NVLA has been surveying students and monitoring the data since 2016. On the PBIS Self-Assessment Survey, the “Implementation Average” for Nueva Vista Language Academy has increased from 60% in Fall 2015 to 63% in Fall 2016 to 68% in Fall 2018. Meanwhile, on the PBIS School Climate Survey, the average overall score for Nueva Vista Language Academy has remained very strong at 3.33 in Fall 2018 ( 4.0 = “Always” and “3.0 =“Often”). Question number three on the School Climate Survey asks students, “Does my teacher want me to do well?” Approximately 200 students scored an average for this question at 3.86, which shows that students perceive that teachers at Nueva Vista Language Academy want their students to do well in school. This data is analyzed and used in guiding their decision making throughout the year.|2021-11-01|||2021 15634046009351|Cecil Avenue Math and Science Academy|6|Cecil Avenue Math and Science Academy has made significant progress in the area of School Climate in recent years. The principal continues to stand outside the entrance to the school every morning to welcome every student who enters through those gates. It is important that students see a welcoming face in the morning, even if the one at school is the first one they see after they wake up. It also shows students and parents that this school is a welcoming place where learning and safety are of utmost importance. The principal makes it a priority every morning to stand out in front of the school to welcome students. Every morning, announcements are made to get the day started. The flag salute is performed and the day’s information is given out. To help promote positive behavior among the student body, incentives coupons are given out for good behavior or for doing something respectful, like picking up trash while walking or holding the door for a staff member. Incentive Coupons are positive behavior reinforcement given to students. Students who receive a coupon will be a complimentary prize for their positive behavior. All these activities and strategies help to build up the school culture and climate. Many positive changes have taken place and, according to staff, this is a much better place to work than in recent years. The office staff also practices excellent customer service to welcome parents and community members. CAMSA rearranged the office furniture for a more welcoming and inviting atmosphere. We believe the most valid measures of school progress are the PBIS Self-Assessment Survey and the PBIS School Climate Survey. This survey is given to all middle school students in grades 6-8. On the PBIS School Climate Survey, the average overall score for our school site increased from 3.01 in the Spring of 2018 to 3.10 in the Fall of 2019. Note: The School Climate Survey was not administered in 2020-2021 due to online learning as a result of the COVID-19 pandemic. This increase means students feel safer, more respected, and feel more connected to the school. Data from the 2019-20 California Healthy Kids Survey indicates the following: Regarding School Engagement and Supports, strengths include high expectations, low chronic truancy, and academic motivation; areas needing improvement are meaningful participation and facilities upkeep. Regarding school safety, two-thirds of students perceive the school as safe or very safe; yet approximately one-third of students have experienced harassment or bullying, or had mean rumors or lies spread about them. Regarding substance use and physical/mental health, reported substance use is fairly low; areas of concern include sleep deprivation, chronic sadness/hopelessness, and considerations of suicide.|2021-06-14|||2021 15634046009369|Del Vista Math and Science Academy|6|Del Vista Math & Science Academy continues to make progress in the area of School Climate. The most valid measures of this progress are the PBIS Self-Assessment Survey (2019). This survey is given to students in third through fifth grades. In this survey, students indicated through an average score of 3.83 out of 4 that “my school wants me to do well” and an average score of 3.85 that “my school has clear rules for behavior. The survey also indicates an average of 3.67 that “teachers treat me with respect.” Our site PBIS team reviews the results and focuses on areas of improvement. According to our most recent administration of the California Healthy Kids Survey (2019-2020) 86% of students feel safe at school. In the 2019 LCAP survey, 93.6% of parents indicate that their child feels safe at school; and 96.6% indicate that their students are taught behavior expectations.|2021-06-14|||2021 15634120000000|Delano Joint Union High|6|A local climate survey was administered in October of 2020 to students, parents, and teachers. The results were reviewed and evaluated by parents, students, school administrators, other staff, and each of the collective bargaining units. All stakeholders concurred with the current actions of the LCAP and no revisions were recommended. The results of this survey indicate that 90.4% of students and parents and 94.2% of teachers have a sense of school safety. This survey also reflects that 99.6% of students and parents and 98.6% of the teachers feel connected to their school. The survey was disaggregated by school sites as well and indicate that 84.2% of students and 88% parents at CCHS; 85.4% of students and 87% of parents at DHS; 99.5% of students and 94% of parents at RFK; and 100% of students at VHS have a sense of school safety and school connectedness. The California Healthy Kids Survey was administered in the fall 2019 to 1880 ninth and eleventh grade students. Based on this survey, 90% of the students surveyed feel safe at school.|2021-06-22|||2021 15634200000000|Di Giorgio Elementary|6|The most recent California Healthy Kids survey data showed that 50% of 5th graders and 82% of 7th graders surveyed felt very connected to the school and 72% of 5th graders and 94% of 7th graders reported feeling safe while at school. The California Healthy Kids Survey will be conducted every year with fifth and seventh graders, and results will be shared with all stakeholders The district was able to successfully bring back just under half of its students to in person instruction in the Fall of 2020. Local data reflects that Di Giorgio's Engagement/Attendance Rate stayed consistent at 85% throughout the 2020-2021 school year.|2021-06-16|||2021 15634380000000|Edison Elementary|6|The 2019-2020 California Healthy Kids Survey Data showed that 77% of testers felt very connected to the school, and 85% of testers said that they felt safe at school. This survey will be conducted every year with students and results will be shared with stakeholders. The District will also conduct the PBIS school Climate Survey in November of 2021 with input from all stakeholders, and results will be shared and utilized to make decisions on how to best support students, their families, and staff.|2021-11-08|||2021 15634460000000|Elk Hills Elementary|6|EHSD has made great progress in this area. Suspensions are at 0%. The team is focused on addressing chronic absenteeism for all students especially students who qualify as low-income.|2021-07-06|||2021 15634610000000|Fairfax Elementary|6|The Fairfax School District administers an annual Student Survey to all students in grades fifth through eighth. The survey provides a valid measure of perception of school safety and connectedness. The survey was administered in March of 2021 and the participation rate is as follows: 1,090 student surveys were completed which represented 94% of the student population in grades 5-8. This is a 21% increase from prior data collection. The School Climate results are as follows (Agree): "I look forward to coming to school everyday" (77%), a 10% increase from prior data collection. "My school provides me with a good education" (93%), an increase from 91%. "I feel safe at school" (89%), a 15% increase from prior data collection. "I can talk to a staff member at school if I have an issue"(71%), a 3% increase from prior data collection. "My school offers extra help outside the regular school day" (74%), a 1% increase from prior data collection. Information was provided to the Fairfax Board of Trustees on June 10th, 2021. The Fairfax School District is committed to providing all students a safe learning environment in which all students can achieve to their fullest potential. Positive Behavioral Intervention & Supports(PBIS) has been implemented throughout the district. Additionally, each school site has a school counselor to support the needs of students and their families. The focus on student engagement is visible in the School Wide AVID Program. Weekly grade level collaboration meetings focus on the use of data to drive instruction and give teachers the opportunity to share best instructional practices.|2021-06-24|||2021 15634790000000|Fruitvale Elementary|6|The District surveyed students from grades 3-8 including questions regarding the local climate, school safety, and school connectedness. Elementary student results revealed: 77% state their school provides different opportunities for students to be successful, 86% state their teacher and school has high expectations for students to learn and succeed, 78% state they feel safe at school (17% do not know), 73% state they feel safe while working online and in Zoom (11.3% disagree), 88% report their teacher cares about them (1.7% disagree) 79% feel safe in the library, 81% like our daily SEL curriculum, Positivity Project and feel it is good for students, 77% state they know how to get help from the counselor if they need it. Elementary Survey Quotes: "I like how when there is a problem the teacher or anyone else is there to help you," "I like that all the teachers are kind and they push me to succeed and I also enjoy the fun activities they provide," "I like that every staff member shows up for work with a smile on their face and the teachers that I have had were really nice to me and they helped me when needed. I like that it is a good environment for children to learn and grow." Junior High Student 7th - 8th Grades) Responses: 69% state their school provides different opportunities for students to be successful, 79% state their teacher and school has high expectations for students to learn and succeed, 56% state they feel safe at school (17% do not know), 80% state they feel safe while working online and in Zoom (11.3% disagree), 63% report their teacher cares about them (1.7% disagree), 48% feel safe in the library, 79% like our daily SEL Advisory Class/curriculum and feel it is good for students, 70% state they know how to get help from the counselor if they need it. Jr. High Survey Quotes: All of the teachers are really nice. It seems that they genuinely want to help us students. The principal seems to be really involved, and participates in a lot of activities." I really like all of the teachers and students at Fruitvale. I think it is a really great community that I've grown to love. I also really like that Fruitvale has lots of different academic opportunities." It is important to note that the surveys were deployed during the 2020-21 Pandemic Year, while some elementary students were back in-person and most Jr. High students were still off campus and online. This is noteworthy as 1/2 of the Jr. High enrollment (all 7th-grade students), had NEVER stepped foot on the campus, therefore their answers were strictly through a digital perspective, and 8th graders were working off memory of their 7th-grade year combined with virtual learning. The District recognized that there is a population of students, in both elementary and Jr. High, who do not know how to access a counselor. The student surveys supported the continuation of our Social Emotional Daily Curriculum, Positivity Project for elementary and Advisory class for Jr. High.|2021-06-10|The District recognized that there is a population of students, in both elementary and Jr. High, who do not know how to access a counselor. Additionally, as students returned to sites for in-person instruction, the staff and admiration recognized students are returning with a high level emotional and behavioral support needs. The District hired an additional counselor as well as a District Social Worker. The Social Worker was employed prior to the end of the 2020-21 school year and has made a tremendous impact on our community through community support connections for homelessness, mental and medical health supports, as well as food insecurity. The District surveys also revealed Library conditions to be a place students feel safe. With the coming year and student mental health concerns, the District is taking measures to ensure the Libraries are open to our families through Library Community Center Programs and Summer events targeted to give families and students a safe place to connect with the school.||2021 15634870000000|General Shafter Elementary|6|Based upon data from the CA Dashboard as reported through district reporting our pupil suspension and expulsion rates are 0%. In grades K-5 our students indicated they feel safe at school. This grade span indicated they like coming to school to and would like to have more recess time with their friend, especially lunch recess. The higher grades (4-5) in this span indicated the classwork was hard In the 6-8 grade span, this group also feels safe at school. They would like to see more athletics and other school activities. This grade span indicated they would like to have more field trips. Also, indicated by this grade span was their desire socialize with their classmates. 6-8 grades believed the academic standard were high the work was normal to hard. Based on local student survey: 93% of our students enjoy school 85% of our students feel safe at school 91% feel the academic expectations are high.|2021-06-21|||2021 15635290000000|Kern High|6|In 2020-21, 22,903 students in grades 9-12 took a local school climate survey in the spring semester and a local family survey was completed by 5,551 parents. The surveys were modified from those completed in prior years to reflect the realities of distance learning in 2020-21. These surveys provide insight to allow KHSD staff to make decisions about how to provide better support for all students, progress monitor programs, and inform stakeholders and the community. Student responses to school safety revealed that 5% of student respondents have felt unsafe at school/distance learning environment and 3% reporting that they had been cyberbullied within the 60 days prior to survey administration. Fifty percent of parent respondents reported that they were “quite concerned” to “extremely concerned” about their student’s social-emotional well-being while distance learning. Fifteen percent of student respondents report that they had skipped school due to depression within the 30 days prior to survey administration with 26% reporting they had been unable to concentrate on work and 30% reporting that their grades had slipped due to depression within the 60 days prior to survey administration. Over the past six years, KHSD has allocated additional support staff to work with students, including those who are in need of additional mental health and/or substance abuse support. KHSD promotes suicide awareness, education, and prevention with staff, students, and families in an effort to educate them about suicide and understand what help is available. KHSD conducts student focus groups regarding differences in student group responses to address concerns. External coaches consult with school leaders and assist them in delving deeper into the student/family/staff perceptions and school systems in place, including school safety, mental health, and substance abuse support. Regarding school connectedness while distance learning, 19% of student respondents shared that they attend school clubs and activities while learning from home with 74% reporting that they know their teachers care about them, and 44% reporting that their classmates care about them. In light of distance learning, 50% of parent respondents shared that they were “quite concerned” to “extremely concerned” about their student’s peer relationships and 28% stated that they were “quite concerned” to “extremely concerned” about their student’s relationships with adults at school. Schools within KHSD continue to strengthen school climate and student/staff connectedness through the implementation of the Positive Behavioral Interventions and Supports framework along with multi-tiered systems of support and social-emotional learning.|2021-06-28|KHSD is the largest high school district in California and one of the largest high-school-only districts in the nation. In 2013-2014, KHSD began a district-wide implementation of Positive Behavior Intervention and Supports that braids cultural responsiveness, equity, social-emotional learning, restorative practices, whole student, and interagency partnerships and mental health. KHSD has made significant investments for behavior intervention, equity, inclusion, school social work, nursing/health services, interagency partnerships, community collaboration, and substance abuse.||2021 15635520000000|Lakeside Union|6|The district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process (CIP) to increase outcomes for all students and close performance gap(s) using multiple cycles of inquiry. Prior to the Covid-19 pandemic the district surveyed students annually in the fall using the California Healthy Kids Survey (CHKS) with 5th and 7th grade students to provide a valid measure of perceptions of school safety and connectedness. Below is a CHKS Summary of Key Indicators from 2019, which is the most recent available data. Grade 5 School Engagement and Supports School Connectedness 57% Academic motivation 88% Caring adults in school 63% High expectations-adults in school 73% Meaningful participation 27% Facilities upkeep 60% Parent involvement in schooling 90% Social and emotional learning supports 56% Anti-bullying climate 60% School Safety Feel safe at school 61% Been hit or pushed 47% Mean rumors spread about you 58% Called bad names or target of mean jokes 56% Saw a weapon at school 11% School Disciplinary Environment Students well behaved 40% Students treated fairly when break rules 40% Students treated with respect 65% Substance Use and Mental Health Alcohol or drug use 17% Marijuana use 0% Cigarette use 0% E-cigarette use 0% Experienced sadness 47% Grade 7 School Engagement and Supports School connectedness 52% Academic motivation 72% Chronic truancy (twice/month or more) 4% Caring adult relationships 59% High expectations 71% Meaningful participation 22% Facilities upkeep 30% Parental involvement in school 54% School Safety School perceived as very safe or safe 47% Experienced any harassment or bullying 44% Had mean rumors or lies spread about you 50% Been afraid of being beaten up 23% Been in a physical fight 22% Seen a weapon on campus 17% Substance Use and Mental Health Current alcohol or drug use 8% Current marijuana use 4% Current binge drinking 1% Very drunk or "high" 7 or more times, ever 1% Been drunk or "high" on drugs at school, ever 3% Current cigarette smoking 1% Current electronic cigarete use 3% Experienced chronic sadness/hopelessness 34% Considered suicide 19% Summary The surveys provide information to help guide school improvement efforts and our Local Control and Accountability Plan, particularly in regard to the state priorities of enhancing school climate, pupil engagement, and parent involvement. Our district’s focus is to ensure students feel safe and connected to our schools. Reviewing the survey results is the first step in a data-driven decision-making process. The results of student surveys are compared to surveys taken by staff and parents to determine how consistent perceptions are. We’ll continue to annually survey students, staff, and parents to help guide our school improvement efforts. Due to the Covid-19 pandemic the district administered an online version of the California Healthy Kids Survey to 6th and 7th gr.|2021-06-15|||2021 15635600000000|Lamont Elementary|6|The student survey was conducted during the 2019-2020 school year. 7th graders responded to questions involving School Climate and Student Well-Being. Out of 285 students, 278 responded; this is 98% of student response. LESD identified the areas of strength in School Engagement and Supports were: Academic Motivation with 80% and High Expectations with 72% which include questions such as at my school there is a teacher or some adult who tells me when I do good, who always wants me to do my best, who believes that I will be a success. LESD is continuously working with the following areas of growth: School Connectedness which indicates 66% feeling connected, compared to 2018 results which show 62%. This includes questions such as I feel close to people at this school, I am happy to be at this school, I feel like I am part of this school. Another area of growth is School Safety with a total of 65% feeling safe or very safe, this data was desegrated into 62% of males and 69% of females. In order to continue to support school connectedness and school safety, LESD has hired additional social workers to have one at each school site in addition to the PBIS Coordinator. This team analyzes the CHKS data with school sites and plan improvement actions through the Positive Behavior Intervention and Support System (PBIS) district wide. LESD is providing a continuous improvement with the purpose of supporting students feel connected, feel safe, appreciated, and respected.|2021-07-27|||2021 15635780000000|Richland Union Elementary|6|Data: In May of 2021, results from the Richland School District Spring Student Survey for 5th and 6th-grade students indicated that 78% of students reported feeling safe most or all of the time, while only 35% of our 5th and 6th-grade students reported feeling connected most or all of the time. Additional comments and suggestions students made to improve schools were categorized in the following ways: -Training for playground staff to secure student safety and prevent negative behavior before it occurs -Maintenance of playground equipment and provide activities for students during recess -Extending the recess time Meaning: While we understand the COVID-19 pandemic has undoubtedly contributed to a loss of connectedness and feeling safe, we also know our efforts as we return to in-person instruction full-time are critical for our students to feel the sense of safety and connectedness they experienced before the pandemic. As such, funds have been allocated to each site to work on specific actions in their site plans to improve student safety and increase student connectedness. Use: We intend to provide professional development for staff, particularly our yard supervisors, in PBIS and student safety on the playground. There will also be continued maintenance of equipment students have requested (soccer nets, soccer balls, basketballs, basketball court improvements).|2021-06-28|||2021 15635780135186|Grimmway Academy Shafter|6|Grimmway Academy conducts an SEL survey multiple times a year to gauge student happiness, perseverance, selfefficacy, and perception of safety on campus. These surveys are analyzed throughout the year and used to drive initiatives geared toward school climate, as well as daily feelings checks, bi-weekly check-ins, class counsel. DATA: Results for the Spring 2021 Student Self Report on Social Emotional Learning (SEL) Survey show increases in the areas of Perseverance, Self-awareness, Self-efficacy, and Social Awareness/Social Competence. The results indicate that Grimmway Academy Shafter scholars believe in their ability to work through academic rigor, social challenges, and ultimately believe that they have the skills to overcome barriers to success. MEANING: The disaggregated data in the areas of Perseverance, Self-awareness, Self-efficacy, and Social Awareness/Social Competence reveal strengths, such as 78% of our scholars believe that they stay interested in their goals even if they take a long time to complete and 87% of our scholars feel like they are diligent and never give up. The data also suggest that while scholars believe they can persevere and reach their goals, 23% reveal that they are not confident in mastering the hardest topics in class. What this reveals is that although scholars believe they can stay the course in achieving their goals, there does appear to be a perceived barrier to mastering the hardest topics. USE: Grimmway Academy Shafter will strive for continuous improvement by seeking actions that will help resolve the disconnection between perseverance and self-efficacy and mastering the hardest topics in class. In seeking to support our scholars in this area we must be intentional when it comes to providing adequate supports for our scholars to meet each milestone in the learning process towards mastery. This can be accomplished by first sharing this information with educators and coaches and creating SMART Goals in coaching children through the growth mindset process to fruition and accomplishment of academic goals. It is promising that our scholars already believe they can do hard things, the key to growing success in this area is to ensure that they are mastering the content and celebrating their achievements consistently when they do so, so that they may make the connections necessary to grow in their confidence.|2021-06-28|||2021 15635860000000|Linns Valley-Poso Flat Union|6|Our district’s focus is to ensure students feel safe and connected at school. We will be revisiting our programs and surveying students, parents, staff and community members for ideas on how to increase their engagement with school and finding ways to increase feelings of connectedness. Overall Linns Valley feels the school climate is positive. Results from the 2021 LCAP Survey given to students, staff and parents reported the following: • 100% strongly agree or agree that they feel connected to the school • 100% strongly agree that they feel Linns Valley is and has maintained a safe and positive environment STUDENTS: Students report wishing to be more fully engaged in school. Many said they struggled with work and were glad when teachers and other school staff stepped in to help. They particularly mentioned having access to computers now with 1 to 1 Chromebooks however a large number mentioned the internet being "glitchy". Student desires to return to school in person were varied with some feeling more comfortable not having to show their camera and others focused on the social aspects of school and wanting to come back with their friends. Student comments October through May upon return to school are very positive affirm the importance of relationships and in-person instruction. As with each year, students mention art as fun and engaging. DISTRICT ADMINISTRATOR The addition of CANVAS and related systems, Weekly Attendance Accounting, professional development to support staff and the overall weight of COVID-19 security measures and reporting has been a huge undertaking led by administration. Support staff have been mentioned as highly instrumental in support of students and families. TEACHERS/STAFF Following the pattern of the administration input and discussions are shadowed by the impact of COVID-19 in relation to stress for health concerns and desires to help students who may or may not engage fully. Time to accomplish compliance work as well as supporting students and consistently changing guidelines have been a concern, yet each change has prompted discussions which have moved the district to accomplish in 12 months what may have taken years without the outside pressures. Input on CANVAS varies as staff have utilized this platform and are becoming more comfortable. Professional development requests include Canvas training. PARENTS Parents have expressed thanks for administrators, teachers, and support staff for their persistence, motivation, and support of students. The group expresses a desire for even more communication and engagement of parents. Initial focuses for the 2020-2021 school year were largely related to acquisition, implementation, and use of technology and materials/programs to support distance learning beyond the packets that were used from March 2020 to the end of the 2020-2021 school year.|2021-06-10|||2021 15635940000000|Lost Hills Union Elementary|6|The district administers a 29 question locally designed School Climate Survey. All students in grades 3rd- 8th complete the survey on a yearly basis. Survey is analyzed by a student leadership team and administrators. Results are shared with staff, parents, and board members. This year's survey indicates the following: Q3: I am motivated to learn. Responses- 89.5% Agree. Q8: I understand what the school expects of me- 93.9% Agree. Q25: I feel safe at school. Responses- 94.7% Agree. The data gathered by the survey indicates that most students want to do well and feel safe in school. However; only 71.1% of students indicated that they look forward to coming to school each day. This percentage is also reflected in the overall attendance for 2019-20 (96.93%) In 2021-22 the district will continue to focus on enhancing its Multi-Tier Systems of Support (MTSS) to improve school climate. More specifically, the district is committed to blending behavioral and academic supports into one integrated system. The district will place a focus on expanding Tier II and Tier III interventions and supports. Lost Hills Union School District partnered with two other rural school districts in Kern County at the end of the 2018-19 school year and created the West Kern Consortium (WKC) for school climate transformation. The consortium applied for and was awarded the School Climate Transformation Grant through the U.S. Department of Education. Through this five-year grant, the consortium will focus on improving school climate through the following priorities: 1) Protecting Freedom of Speech and encouraging respectful interactions in a safe educational environment. 2) Fostering knowledge and promoting the development of skills that prepare students to be informed, thoughtful, and productive individuals and citizens. 3) Opioid use and prevention.|2021-06-16|||2021 15636100000000|Maple Elementary|6|Our data indicates that 100% of our Spanish speaking respondents and between 80-100% of our English speaking respondents indicated that Maple provides adequate security adult supervision (92.9% agree or strongly agree), have safe arrival and dismissal procedures(94.6% agree or strongly agree) , are welcoming and supportive (99.1% agree or strongly agree), provide a positive culture (88.4% agree or strongly agree), teachers make learning meaningful (91.5% agree or strongly agree), Parents feel comfortable while at school (93.9% agree or strongly agree), staff are friendly and helpful (95.4% agree or strongly agree). students in the school respect each other (82.5% agree or strongly agree), understand and follow expectations (98.4% agree or strongly agree), provide activities in addition to classroom learning (88.6% agree or strongly agree). Open responses on the last survey question asked what activities students would like to see offered in school. There were a wide variety of responses including: more travel sports teams, more art classes, a swimming pool, more carnivals, more game days and longer recesses. The majority of the responses related to expanded learning opportunities beyond the school day. We have had this as a portion of our LCAP for the past several years and will continue to develop and devote resources to expanded learning options. Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high quality education and provide meaningful activities beyond the school day for the students and families. An area that appears to need improvement is our nutrition services. In the year 2021-2022 we will begin by serving breakfast and lunch to all students free of charge and explore new vendors for our food delivery.|2021-06-10|With the addition of 2.3 more teachers we are able to provide increased services to our students, create smaller class sizes and increase reading intervention support. With the addition of School Psychologist support we will also be able to support our teachers by providing Professional development related to all aspects of social emotional Learning as well as targeted Professional development related to signs of abuse and neglect and potential suicide risks. In our plan under our second goal we have added additional teaching support in order to provide smaller class sizes and a more robust course offering option to our middle school students, we have also added additional reading intervention support by adding additional Certificated staff and an additional aide to provide more intensive support to our special Education class. We have removed one action for goal number 3 , which was to provide a specific training for our parents (Parent Institute for Quality Education PIQUE), we have found that after the initial session it has proven less effective. Instead of that action step we have added a parent liaison, which has proven far more effective in sharing communication, building team and welcoming in new parents and encouraging more participation. Lastly we have identified the need to offer additional Social Emotional Learning support and in order to do this we have added a Psychologist to our staff.||2021 15636280000000|Maricopa Unified|6|DATA: The District surveys all students from Third grade through Twelve grade (149 surveys). The total of these surveys reflects the following: 1. My school provides textbooks and learning materials that I need while at school=94% 2. My school is safe, clean, and in good condition (bathrooms, drinking fountains…)=74.1% 3. I know the main goal of our school is to prepare me for a successful life, college and career.=88.5% 4. My teacher(s) makes time to discuss my grades, academic successes, or areas for improvement with me and with my parents (as needed).=86.6% 5. I look forward to coming to school most days. My school contacts my parents if I am often late or absent from school.=79.7% 6. I regularly receive encouragement from teachers, staff, office staff, and Dr. Meier to make my education a priority.=79.6 7. My teacher(s) help to make the learning understandable to me by using different ways of presenting the information. (Videos, hands-on activities, games…)=82.4% 8. I trust my teacher(s) and staff to help and support me when I am having academic or personal problems.=73.5% 9. I feel successful in learning the Common Core State Standards in each of my subjects/courses.=69.4% Total Average for All Questions =80.9% MEANING: Our data analysis indicates Challenges/Barriers (lowest three areas) in the following areas: ? school is safe, clean, and in good condition ? trust my teacher(s) and staff to help and support me when I am having academic or personal problems ? feel successful in learning the Common Core State Standards USE: The District uses the data shared above in the development of our LCAP Goals and Actions. The 2021-24 LCAP Goals reflect the Challenge/Barrier areas in need of support: GOAL #1: Academics By 2024, the District will increase the percentage of students in Proficient/Advanced levels in ELA and Math, based on the district benchmark assessments and/or state assessment CAASPP program comparison data. Fully implement Common Core State Standards (CCSS) in English-Language Arts and Mathematics and implement instruction at the DOK levels 3 & 4 to raise rigor and engagement. (State LCFF Priorities Goals 1/2/4/7/8) GOAL #2: Multi-tier Systems of Support (MTSS) By 2024, the District will develop and implement a comprehensive Multi-tier Systems of Support (MTSS) program to improve the school attendance, climate/culture, and motivation by making program and schoolwide improvements (State LCFF Priorities Goals 3/5/6)|2021-06-10|||2021 15636280127209|Insight School of California|6|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Insight included in-person onboarding sessions for our families at the beginning of the 2019-2020 school year in order to allow staff and parents to meet in a face to face session before the school year began. The school has also increased in-person outings throughout the school year to allow for more face to face activity time. The outings include recreational activities, college/vocational school tours and community service projects that the students are able to participate in as a high school group. Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses. This has allowed for more students to have the ability to attend.|2021-06-08|||2021 15636280134312|Blue Ridge Academy|6|Blue Ridge Academy worked with staff, parents, and students to collect data and get constructive feedback from stakeholders throughout the year. Staff and family were asked to give reflections and their opinions on topics including, but not limited to attendance, college and career readiness, English Language Learners, teachers and instructional resources and facilities, as well as, math and English learning and statewide assessment data. Overall, the feedback was overwhelmingly positive from both staff and families. Out of 200 responses, approximately 79% of our stakeholders believed that all stakeholders have a sense of responsibility in the LCAP process. When it comes to the school climate, the majority of families reported that Blue Ridge Academy is a safe and supportive environment for their students and many felt that their children were excelling in the learning environment with support of their homeschool teachers and other various Blue Ridge staff. 98% of families surveyed feel they are positively supported by a high quality teacher. Due to the unique independent study model and nonclassroom-based learning that Blue Ridge provides, families felt that the individual needs of their students were being met and supported. For example, we provide instructional planning to our families to allow opportunities for curriculum and enrichment where 86% of our families reported that they use their instructional funding toward curriculum and technology to enhance instruction. The feedback provided by the Blue Ridge staff was also very positive in general, again believing that they were valued and were able to best serve their students and families in this learning environment. For example, over 80% of staff felt that most students were able to thrive in the independent learning environment. The majority of staff, 81%, felt well informed and capable of supporting the families and students they serve with college and career readiness. They believe that they are receiving the training and support they need to be successful in their duties. While we continue to provide professional development opportunities, training, webinars, and resources for our staff, stakeholder input will continue to drive our school goals and action plans. Based on the feedback from stakeholders, there are opportunities of growth for Blue Ridge Academy as teachers and families believe that parents need more training and support to further their success in creating structured, sustainable learning environments and opportunities for their students. Of the 131 staff members who responded to the question, “What are some ways to improve student perform student performance in English Language arts testing” 42 (31%) of the responses related to parent educator training and development. Some responses included creating a parent orientation where expectations and resources are clearly presented to families.|2021-06-21|||2021 15636280137687|California Virtual Academy at Maricopa|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 24 Students feel safe: 100% Teachers care about student success at school: 95.8% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 100% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-08|||2021 15636690000000|Midway Elementary|6|Parent surveys revealed that most respondents (95%) Strongly Agree or Agree with all school climate questions. Safety, parent relations, and fair treatment of students were amongst the more favorable responses. School currently has a "TIGER" program that promotes and celebrates attendance, citizenship, and academic successes. Students are recognized monthly and quarterly and have the opportunity to earn field trips for their accomplishments. Students have adopted these set standards from the program, allowing for a positive school environment to flourish. This positive school climate has helped overall student success.|2021-10-12|||2021 15636770000000|Mojave Unified|6|1. Students from grades 2, 3, 5, 6, 9, and 11 were surveyed, with the following results: 72.3% of students reported having a sense of safety, and 74.8% of students reported having a sense of connectedness. 2. Although we have made slight progress, both metrics are still far lower than we would expect and hope to see, given that safety and engagement are top priorities. Attendance, Chronic Absentee and Suspension rates are other metrics that will be used to monitor improvements in this area. 3. The Mojave Unified School District (MUSD) will continue to expand our implementation of Social Emotional Learning (SEL, Positive Behavior Intervention and Support (PBIS), and restorative practices. A District PBIS Coordinator and a Social Emotional Learning Coordinator have been added to our staff. Based on input from our African American Advisory Council, we have created and advertised a Google Form that allows students and adults to report bullying digitally (and anonymously, if they so choose), which connects information directly to school and district administration for a prompt investigation. Our 2nd LCAP goal has a primary focus on this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” For our most recent LCAP this included an addition of Action 18 of Goal 2, which includes actions and services related to SEL support, social-emotional counseling, self-care, Youth Mental Health First Aid, Tier 2 implementation of PBIS, and more.|2021-10-05|||2021 15636850000000|Muroc Joint Unified|6|In 2019, Muroc Joint Unified School District rate of suspension for “all students” decreased by -0.7%. The unduplicated pupil population suspension rates are as follows: English Language Learners is 0%, Foster Youth is 17.6%, and socio-economic disadvantages students is 9.8%. In order to address the issue, Muroc Joint Unified School District will prioritize the social-emotional needs of our students by increasing staff training in restorative practices, alternative to suspension ideology, and classroom management. Muroc Joint Unified School District has also identified a provide more direct counseling services to students and families. To ensure students make progress, and to mitigate against regression, Muroc Joint Unified School District will look to extend services into the summer. Muroc Joint Unified School District will continue to collaborate and conduct weekly data analysis at the site level with its primary focus being suspension rates. Muroc Joint Unified School District will look to assemble a Positive Behavior Intervention and Supports site level team to implement proactive approaches to improve school safety and promote positive behavior.|2021-06-23|||2021 15636930000000|Norris Elementary|6|The California Healthy Kids Survey was administered to 6th grade students in 2020-21. Below is a summary of the key indicators. School Engagement/Supports - 73% of students feel a sense of school connectedness - 80% of students are academically motivated - 72% of students believe there are caring adults in school – 88% of students believe there are high expectations from adults in school - 34% of students report meaningful participation in school – 52% of students express an interest in schoolwork done at school - 91% of students report satisfactory upkeep of facilities - 80% of students report that the school promotes parent involvement in school – 73% of students feel they have social and emotional learning supports – 75% feel there is an anti-bullying climate School Safety - 82% of students feel safe at school – 89% of students feel safe on way to and from school - 13% of students have been hit or pushed - 23% of students had mean rumors spread about them - 29% of students have been called bad names or target of mean jokes - 9% of students have seen a weapon on campus Substance Use - 18% of students use alcohol or drugs - 1% of students use marijuana - 1% of students smoke cigarettes - 2% of students vape Social and Emotional Health - 18% of students experienced frequent sadness – 79% of students have self-efficacy – 58% of students have problem solving skills - 67% of students have wellness The California Healthy Kids Survey was administered to 7th grade students in 2020-21. Below is a summary of the key indicators. School Engagement and Supports - 68% of students feel a sense of school connectedness - 67% of students are academically motivated - 6% of students had 3 or more monthly absences – 46% of students maintain focus on schoolwork - 60% of students experience caring adult relationships - 74% of students believe there are high expectations from adults in school - 26% of students report meaningful participation in school - 88% of students report satisfactory upkeep of facilities - 57% of students report that the school promotes parent involvement in school School Safety - 67% of students perceive school as very safe or safe - 25% of students have experienced some form of harassment or bullying - 20% of students had mean rumors or lies spread about them - 14% of students have been afraid of being beaten up - 7% of students have been in a physical fight - 6% of students have seen a weapon on campus Substance Use - 3% use drugs or alcohol - 1% use marijuana - 1% binge drink - 1% have been very drunk or "high" 7 or more times - 1% have been drunk or "high" on drugs at school - 0% smoke cigarettes - 3% vape Social and Emotional Health – 25% have social emotional distress – 34% experienced chronic sadness/hopelessness – 13% considered suicide – 77% have self-efficacy – 70% have self-awareness - 54% have problem solving skills - 65% have optimism - 72% have gratitude|2021-06-09|In addition, parents of K-8 students completed a survey at parent conferences in October 2019. Some of these questions addressed student perceptions of school safety and connectedness. Below is a summary of those results. – 95.4% of parents believe the district effectively addresses attendance, dropout, and absenteeism issues. - 95.1% of parents indicate their child/children look(s) forward to attending school each day. – 97.5% of parents indicate their students are safe while at school. - 98.7% of parents indicate their child's school is clean and in good repair. In general, all of the schools sites in the Norris School District maintain a positive school climate, however, there is always room for improvement and we want to create the best environment possible for all of our students. In an effort to continually improve school climate, all of our campuses implement Positive Behavioral Interventions and Supports (PBIS). At the elementary campuses, there are also behavioral support aides to provide support to students who need guidance in both social and educational settings. At the middle school, they have started the Safe School Ambassadors program as well as the SLED (Students Leading Education) program. These programs give many students from a variety of different backgrounds the opportunity to be involved in leadership on campus resulting in students taking ownership and helping create a more positive school climate.||2021 15637190000000|Pond Union Elementary|6|The survey results indicate that students feel connected to the school and have academic motivation. This includes socioeconomically disadvantaged, limited English proficient and students with special needs. 70% of all students feel the school has caring adults that have high expectations for them. The highest percent of results was found in the area that students feel very safe at school. The survey results indicate that students are not involved in alcohol or drug use. No students have indicated cigarette smoking. Approximately 40% of students have experienced harassment or bullying at school. 20% have been in a physical fight. These results have been shared with staff and stakeholders. Pond school has identified bullying and fighting as a challenge school wide. Staff members including playground and bus driver personnel have attended workshops and information to raise awareness of these challenges. Staff development days and small informal groups have created opportunities to share strategies. Students are rewarded for good behavior. Parent/student conferences are conducted to address students that continually experience difficulties. Additional actions include the establishment of a student-led leadership community at the school. Student leaders lead activities in classrooms to increase student awareness on important issues, such as bullying. Students are also provided buddies to pair up and support school attendance and positive behavior. Assemblies are conducted to reinforce students with positive or improved behavior and attendance. A teacher conducted 30-minute lessons in each of the classrooms about social-emotional support and behavior for three weeks. Results from these actions have shown a reduction in harassment and fighting. Attendance school wide is improving.|2021-06-08|||2021 15637500000000|Rosedale Union Elementary|6|Based on the data results of the various surveys, students and parents indicated a high percentage feel schools are safe, staff care about them, and bullying and substance abuse is very low. The meaning of these results describes our schools as being proactive in ensuring we have policies and protocols in place to make our students and parents feel safe and connected when they come to school. They also feel, because of this, learning can occur with high expectations established by their teachers. Also, having them feel and believe that bullying and substance abuse is significantly low in our schools is another strength that validates a safe and nurturing school for ALL of our students. We can use this data and look at the challenges and/or barriers for us to consider as we move forward. Although the ratings are high, the challenge before us is to sustain and continue to keep our students and parents feeling safe and knowing we are being proactive. As things change in society, we must be forward thinking and proactive in providing our students with the latest and greatest policies and protocols to ensure they continue to come to a safe and nurturing school. An action that was implemented, Safe Schools Ambassadors, has been a factor to these positive results and providing a safe and nurturing school climate. Students and parents feel the utilization of this program has benefited ALL students in the school.|2021-10-12|||2021 15637680000000|Semitropic Elementary|6|Students in grades 3rd-8th were surveyed on school climate. 85.1% of students answered that they (strongly agree/agree) feel safe at Semitropic. While 14.9% strongly disagree/disagree feeling safe at Semitropic. 88.2% of students responded strongly agree/agree to teachers treating students fairly at Semitropic. When responding to the question, if there is a teacher or other adult who cares about them at school, 96% of the students responded with strongly agree/agree and 4% of the students responded with disagree. Overall, the students in 3rd-8th grade responded in a way the corresponds to a positive school climate The results of the survey were shared with the board and public at a public board meeting in October.|2021-10-07|||2021 15637760000000|Southern Kern Unified|6|During the 2019-20 school year, Southern Kern USD administered the California Healthy Kids Survey (CHKS) to students in grades 7, 9 and 11. The California Healthy Kids Survey (CHKS) is developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. The assessment has been deemed to be a valid measure of perceptions of school safety and connectedness. The sample size was: 7th grade 267 respondents; 9th grade 257 respondents; 11th grade 186 respondents. Perceived Safety at School. Feel safe or very safe at school. Grade 7: 30% Grade 9: 26% Grade 11: 31% Feeling Safe or Very Safe at School by Race/Ethnicity Hispanic: Grade 7: 31% Grade 9: 28% Grade 11: 27% African American, Grade 7: 20% Grade 9: Less than 10 respondents Grade 11: Less than 10 respondents White, Grade 7: 27% Grade 9: 29% Grade 11: 37% Less than half of our middle and upper school students feel safe or very safe at school. This is an area that needs improvement. “At my school, there is a teacher or some other adult who really cares about me.” Percentage of students responding pretty much true or very much true. Grade 7: 46% Grade 9: 42% Grade 11: 56% I am happy to be at this school. Percentage of students responding Very much true or pretty much true. Grade 7: 38% Grade 9: 27% Grade 11: 32% Less than half of students in 7th, 9th and 11th grades indicated that they are happy to be at school. This is an area of needed growth for the District. As a result of our most recent CHKS data, SKUSD has implemented the Capturing Kids Hearts program district-wide. Teachers and administrators learned strategies to build more meaningful engagement with students, including a series of activities to launch the school year. This research-based program is helping us to improve our school climate and help students to feel safer and more connected to their schools.|2021-06-09|||2021 15637840000000|South Fork Union|6|The South Fork School District completes the California Healthy Kids Survey annually with staff, parents, and students. The data is reviewed to better understand the needs of all participants. The district is continually looking to improve school climate. The strength, on the most resent survey, in the area of students feeling safe at school increased from 71% to 82%. The district acknowledges the need to improve feeling a high level of connectedness at school. The district will continue to provide training and in-service opportunities to staff members in these areas. Results: 72% of our students report having or feeling a high level of connectedness at school. 68% report a high level of academic motivation. 77% report feeling they have a caring adult relationship at school. 85% report there is a culture of high expectations at school. 82% report they feel safe at school. While the district sees growth in these areas, the Covid Pandemic has created a challenge to our students and families to stay connected while on long term distance learning. The district will continue to prioritize the importance of using surveys to revise or make decisions that directly affect our students and families.|2021-06-24|||2021 15638000000000|Taft City|6|The following increases and decreases in School Engagement and Supports in the 2020-21 school year can be noted for 7th grade students in the Taft City School District: -School connectedness decreased by 11 percentage points from 2019 (57%)-2020 (46%).. -Academic motivation decreased by 4 percentage points from 2019 (73%)-2020 (69%). -Chronic truancy increased by 1 percentage points from 2019 (3%)-2020 (4%). -Caring adult relationships decreased by 13 percentage points from 2019 (64%)-2020 (57%). -High expectations decreased by 10 percentage points from 2019 (77%)-2020 (67%). -Meaningful participation increased by 2 percentage points from 2019 (22%)-2020 (24%). -Facilities upkeep decreased by 12 percentage points from 2019 (26%)-2020 (14%). -Parent involvement in school decreased by 5 percentage points from 2019 (56%)-2020 (51%). The following increases and decreases in School Safety in the 2020-21 school year can be noted for 7th grade students in the Taft City School District: -School perceived as very safe or safe decreased by 24 percentage points from 2019 (60%)-2020 (36%). -Experienced any harassment or bullying increased by 2 percentage points from 2019 (37%)-2020 (39%). -Had mean rumors or lies spread about you decreased by 6 percentage points from 2019 (48%)-2020 (42%). -Been afraid of being beaten up increased by 13 percentage points from 2019 (19%)-2020 (32%). -Been in a physical fight decreased by 3 percentage points from 2019 (24%)-2020 (21%). -Seen a weapon on campus increased by 1 percentage points from 2019 (22%)-2020 (23%). The following increases and decreases in Substance use and Physical/Mental Health in the 2020-21 school year can be noted for 7th grade students in the Taft City School District: -Current alcohol or drug use increased by 4 percentage points from 2019 (12%)-2020 (16%). -Current marijuana use increased by 5 percentage points from 2019 (5%)-2020 (10%). -Current binge drinking increased by 2 percentage points from 2019 (3%)-2020 (5%). -Very drunk or "high" increased by 5 percentage points from 2019 (1%)-2020 (6%). -Been drunk or "high" at school, ever increased by 8 percentage points from 2019 (2%)-2020 (10%). -Current cigarette smoking increased by 8 percentage points from 2019 (1%)-2020 (3%). -Experienced chronic sadness/hopelessness increased by 8 percentage points from 2019 (34%)-2020 (42%). -Considered suicide increased by 5 percentage points from 2019 (17%)-2020 (22%). Not surveyed in 2019 but reported in 2020: -Vaping 19% -Sleep deprivation 48% The LEA will implement in response to the results for continuous improvement purposes actions that support Social Emotional Learning for all students. Taft City School District has committed to monitor and increase services to support the mental health and social and emotional well-being of the TCSD students and staff during the 2020-21 school year. During the COVID-19 response, it has been critically important to place adult and student well|2021-06-23|||2021 15638340000000|Vineland Elementary|6|The Vineland School District administered the California Healthy Kid Survey (CHKS) in 2020 to students in the 5th and 7th grade. Results serve to measure the district's progress on State Priority Six, School Climate. There were 399 students who participated in the survey, which represented students in the Third through Eighth Grade. Key Findings included that : 65% of the 7th grade and 75% of the 5th grade students reported "adults at the school care about me.". 75% reported "adults at my school make an effort to get to know me.". 69% of 5th grade students reported "Students at my school care for each other." 63% of 5th grade students reported "I feel accepted at my school." This current data indicates an increase in percentages in School Connectedness and School Climate between the students and the school. The Vineland School District's response is to continue implement Positive Behavioral Intervention and Supports (PBIS) to build capacity for social , emotional, and behavior support. The district plans to engage students regarding their sense of community and connectedness to school by implementing Goals and Action items in the LCAP. The district will continue to monitor and evaluate this area of concern with on-going data. The VSD also will implement continuous improvement in regards to student activities to engage the students in their school community which affect school climate.|2021-10-18|The Vineland School District is committed to providing all students a safe learning environment in which all students can achieve to their fullest potential. Positive Behavioral Intervention & Supports , PBIS, has been implemented throughout the district. All staff has been provided professional development and each school site has a PBIS committee to ensure the success and implementation of the program. Each school site also has a full time School Counselor that directs and implements the PBIS Program. The School Counselors are integral to promoting positive school climate by providing our students with direct services, group counseling, and many other community programs.||2021 15638590000000|Wasco Union High|6|The key learning from the annual administration of the California Healthy Kids Survey (CHKS) and the local Student Equity Survey is that the majority of students have generally positive responses to school, their teachers, their peers, and the climate of their school campus. In some cases, the positive survey responses were very strong, while other areas of the survey were mildly positive but indicated there is room for improvement. "Distance Learning" made this more of a challenge than in previous years, but the District was encouraged by the positive feedback from many students.|2021-06-24|||2021 15735440000000|Rio Bravo-Greeley Union Elementary|6|1. DATA: The California Healthy Kids Survey was administered in the spring of 2021. However, the most recent California Healthy Kids Survey data available is from the spring of 2020 to 7th graders. School Safety I feel safe in my school. - Strongly disagree 6% - Disagree 8% - Neither disagree nor agree 26% - Agree 35% - Strongly agree 26% School Connectedness I feel close to people at this school - Strongly disagree 4% - Disagree 6% - Neither disagree nor agree 18% - Agree 33% - Strongly agree 39% I am happy to be at this school. - Strongly disagree 4% - Disagree 12% - Neither disagree nor agree 27% - Agree 43% - Strongly agree 14% I feel like I am part of this school. - Strongly disagree 8% - Disagree 6% - Neither disagree nor agree 18% - Agree 41% Strongly agree 26% The teachers at this school treat students fairly. - Strongly disagree 8% - Disagree 14% - Neither disagree nor agree 23% - Agree 39% - Strongly agree 17% 2. MEANING: Although the Healthy Kid Survey data did not come desegregated, the data can be evaluated as a whole. An area of growth between all student questions is the number of students who neither disagreed nor agreed. Especially with the return to campuses amongst a global pandemic, the district can focus on making sure students feel safe (health and social/emotional) and have a connectedness to their school community. The district can grow for students who perceive feeling safe at school. Challenges and barriers will be how the COVID-19 global pandemic has affected students’ perception and experience with school since March of 2020. 3. USE: Through the LCAP the district will continue with Goal 2, which focuses on ensuring campus safety and positive school culture at all school sites. These elements included student engagement, health, and social/emotional well-being. Descriptions of action steps to support Goal 2 include: - Maintain the foundational work the district has laid for Positive Behavioral Interventions and Supports. - Maintain campuses, district-wide where students are physically safe as well as support mental health. The district utilizes parental involvement/input and pupil engagement to aid in defining the needs of students. - Maintain parent education forums throughout the year for the parents to learn strategies to help their students. Focus topics will be on English Language, Special Education, Foster, Homeless, and Low Socioeconomically Disadvantaged. Priority to unduplicated students and students with disabilities. - Maintain an effective truancy monitoring system. - Maintain 1.0 FTE district-wide nurse with a focus on school safety. Focus on connecting families to community resources based on need. - Maintain 1.0 FTE school psychologist to provide social and emotional intervention supports and counseling.|2021-06-14|||2021 15737420000000|Sierra Sands Unified|6|1. DATA: California Healthy Kids Survey (CHKS) administered to 5th, 7th, 9th, & 11th grade student in fall 2019. 5th Grade % = Total % of “Yes. All/Most/Some of the time” responses. 7th-11th Grade % = Total % of “Strongly Agree/Agree” responses. School Connectedness/Perceived Safety: 5th, 7th, 9th, 11th, 11th* Do you feel close to people at school? 86%, 68%, 60%, 48%, 53% Are you happy to be at this school? 92%, 56%, 47%, 34%, 58% Do you feel like you are part of this school? 90%, 53%, 41%, 36%, 46% Do teachers treat students fairly at school? 95%, 54%, 36%, 46%, 62% Do you feel safe at school? 94%, 61%, 46%, 52%, 62% How safe do you feel at school? N/A, 57%, 41%, 45%, 60% Data represents total % of “Very Safe/Safe” Sample Sizes: 5th 58%, 218/378 7th 94%, 361/383 9th 82%, 317/386 11th BHS 93%, 326/351 11th MHS 74%, 26/35 2. MEANING: School connectedness and perceived safety are comparatively higher in the 5th grade as compared to 7th, 9th, and 11th grades. 7th, 9th, and 11th grade school connectedness and perceived safety remain an area of need for the district. 3. USE: The district has identified a focus on increased professional development (PD) and strategies in restorative practices and PBIS (Tier One). PD in these areas were provided to secondary staff in Aug. 2018 and student engagement strategies in a distance learning environment in Aug. 2020 in response to Pandemic. Ongoing PD and implementation of best practices remain a focus in 20/21 and 21/22.|2021-06-17|||2021 15739080000000|McFarland Unified|6|As part of our annual LCAP Parent survey we had several question regarding school climate parents responded to. Some of the significant results of this survey given to the our constituents are as follows: 94.63% of parents Strongly Agree or Agree with the statement "The schools keep me informed of issues, upcoming events, and encourages me to be involved" 85.95% of parents Strongly Agree or Agree with the statement "My child looks forward to coming to school" The percentages by level were: 88% elementary 78% secondary 92.56% of parents Strongly Agree or Agree with the statement "The schools are safe, clean and in good condition (bathrooms, drinking fountains…)" 79.75% of parents Strongly Agree or Agree with the statement "The teacher(s) makes time to discuss grades, academic successes, or areas for improvement with my child and with me as needed." The percentages by level were: 87% elementary 65% secondary The results of the survey in general were positive. We are proud that 94.63% of parents Strongly Agree or Agree with the statement "The schools keep me informed of issues, upcoming events, and encourages me to be involved. However, it is clear by looking at the percentages that ..."making time to discuss grades, academic successes, or areas for improvement..." is an area we need to focus on, especially at the secondary level. The other area that had needs attention is the attitude toward the statement "My child looks forward to coming to school." While we do believe the drop in this area had a lot to do with COVID, we are renewing our emphasis on PBIS throughout the district. Looking at the data even closer it is clear that this is even a bigger concern at the secondary level. So this year secondary schools in our district have been afforded addition funds to implement positive climate events throughout the year. We plan to administer the survey again this year and compare the results and adjust as needed. Discussion will take place after the comparison to determine next steps.|2021-10-12|||2021 16101650000000|Kings County Office of Education|6|1. Findings: We have administered a local climate survey to students enrolled at our court school for the last several years, and have found that student responses are a valuable part of the impact on our LCAP. The Spring 2021 survey responses showed 85.8% of students felt very or somewhat safe at school, which was a 24.8% increase from the fall 2019 survey. 71.5% of students indicated they felt strongly or somewhat connected to school, which was a 26.5% increase from last year. Regarding social and emotional need support 14.3% of students only felt slightly supported. 2. The analysis of survey results identifies both strengths and areas of need. The 24.8% increase regarding school safety was an improvement over the previous year’s data. The 26.5% increase in regards to “feeling connected to the school” was another positive point of growth. In light of challenges created by the pandemic, we would like to focus on ways to decrease the 14.3 % of students who feel only slightly supported. A barrier we face is, as a court school, we have a high turnover of students as they enter and leave the facility based on their offense which makes the data somewhat inconsistent based on population at any given time. 3. Court schools serve populations of students that come into and out of programs more regularly than in other educational settings. We plan to continue to promote positive safety through the use of student incentives and access to social and emotional learning (SEL) modules and curriculum. We have employed a full-time Academic Counselor and now have a part-time Principal who works together to meet student needs and can meet more frequently with probation staff. We continue to focus our efforts to increase collaboration, connectedness, and transparency between staff. We are continuing to work on preparing for a follow-up WASC accreditation visit. We continue to work to establish a more regular schedule for professional learning communities and instructional preparation. With the additional Academic Counselor support, students can see their credits accumulate, which allows for them to see their graduation progress at more frequent intervals. Our program continues to work towards providing a safe, secure, and engaging learning environment for students that is sensitive to the needs of our populations. Staff training in culturally responsive practices and trauma-informed practices.|2021-06-23|||2021 16638750000000|Armona Union Elementary|6|DATA: Our surveys indicate that 88% of staff believe the school is clean, safe, and in good repair. Additionally 97% of staff believe the students are safe while at school. The results from parent surveys indicate that 90% of parents believe parents/community members are invited to help plan, implement, evaluate, instructional materials, strategies, and programs. Also 94% of parents believe parents/community members are provided the resources and training needed to strengthen their student's learning at home. Finally , 93% of parents believe the school actively seeks parent/community input into decisions related to their child's education. MEANING: We continue to work in demonstrating strength in our school climate and culture. The district LCAP Goal 2: Provide a physically and social-emotionally safe instructional program for students, staff, and parents. As well as, increasing parent awareness regarding the importance of pupil engagement is aligned to this priority. The district has continued to implement supports provided to students through the lens of a Multi-Tiered Systems of Support, and they continue to have an impact on students across the district. We have a full time nurse and a Marriage and Family Therapist, and a student specialist at each site to assist us in support where the data showed a deficiency. We see this process as a strength in meeting the needs of all students, including English Language Learners and students with exceptional needs. While our parent survey results show that parents feel staff values their input in the decision making at school. USE: We will continue to work with all staff, parents, and students to fulfill our motto of “Small but Proud”. We will continue to hold monthly parent nights, where parents and students come together to complete standards based hands-on activities. This has helped us connect what is happening in the classroom with how parents can support the learning at home. We will continue to work together to create additional opportunities for parents to be involved in their child’s education.|2021-10-14|||2021 16638750101717|Crossroads Charter|6|97.3% of students agree or agree strongly that Crossroads (CCA) provides what I need to learn. 95.6% of students agree or agree strongly that Crossroads (CCA) teachers want them to be successful 33% of students disagree or strongly disagree that they can talk to a staff member if they have a personal problem Strength: a high percentage of students are provided with what they need to learn and feel that teachers want them to be successful. Growth: an area of growth would be helping students to feel comfortable in asking for help from a staff member if they are faced with a personal problem. Challenges/Barriers: Due to the Pandemic, the typical face-to-face in-person meeting was switched to a virtual person-to-person meeting format. We believe that due to a lack of in-person contact may have caused a disconnect in the usual relationship-building process. Based on the data, the Social Worker has been working with staff to help them identify students in need of social-emotional support. We are now open for students who prefer to attend meetings in person, as well. We believe these changes will support students and allow them to ask for help if they are experiencing personal issues.|2021-07-08|||2021 16638750112698|California Virtual Academy at Kings|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 37 Students feel safe: 100% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 100% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-09|||2021 16638830000000|Central Union Elementary|6|In Grade K-2, 88% of students report feeling safe at school which is a 1% increase from Fall 2019 Dashboard reporting. Students sense of connectedness is has also increased (93%) with the greatest growth in peer relationships. In Grades 3-8, 89% of students report feeling safe at school which is a 17% increase from Fall 2019 Dashboard reporting. Questions reflecting their sense of connectedness also had gains including 17% more reporting they “feel part of my school’s community.” The LEA has learned that continued implementation of a Multi-Tiered System of Supports focused on the social-emotional/behavioral needs of students is demonstrating growth in students’ sense of safety and connectedness. Data shows LEA's greatest feelings of both connectedness and sense of safety strongest among K-2 students. Growth was seen with 3rd - 8th grade students. Connectedness initiatives as a component of the Multi-Tiered Sytem of Support are reported by parents as having a positive impact on school climate at all schools. Challenges have been strengthening connectedness with Distance Learners. The LEA continues to refine and enhance its Multi-Tiered System of Supports focused on the social-emotional/behavioral needs of students for purposes of continuous improvement. In addition, the LEA will continue to build the capacity of all staff to make connections and build relationships. The district will launch an MTSS website with resources, tools and strategies to support sites and staff in meeting the needs of students and improve student connectedness and sense of safety.|2021-06-14|||2021 16638910000000|Corcoran Joint Unified|6|1. Data: Corcoran Unified administered the California Healthy Kids Survey (CHKS) to students in Gr. 4-12 to measure the perceptions of school safety, connectedness, and academic motivation. It was administered in Jan. 2020. Survey results showed that 50% of students feel safe at school, while 85% of staff feel safe at school. 50% of students feel connected to the school most to all of the time. 52.5% of students feel adults at school care about them. 67.75% of students feel academically motivated at school. In the LCAP survey administered in the Spring 2021 in Gr. 3-12 to measure safety, connectedness, and academic motivation, there was a different tone and much brighter results. Survey results showed that 86.8% of students feel safe at school, while 88.2% of staff feel safe at school. 82.9% of students in Gr. 3-12 feel connected to their school. 84.7% of students feel there is an adult at school who cares about them. The District learned that recent events in the nation can play a role in the student’s perception of feeling safe at school. There were many national events on or around Jan. 2020 that may have impacted the students' perception during the administration of the CHKS. Fewer national incidents occurred during the administration of the LCAP Student Survey, thus providing a more positive outlook on school safety and connectedness. 2. Meaning: The analysis of the survey identified strengths and areas of need. The increase in students’ feeling of safety may be a result of staff trying to connect with students and treating them with respect. PBIS continues as a focus of establishing school-wide expectations and code of conduct. All schools have received Gold status in past years for their efforts to set supports in behavior, rewards for conduct and productivity, and for establishing interventions to support appropriate behavior and conduct. Though staff is trying to connect with students, finding opportunities and time to engage with students outside of class has been a challenge in our middle school and high school. In order to address connectedness and academic motivation, the District is providing Capturing Kids Hearts (CKH) training district wide this fall. 3. Use: The District continues to provide a positive, safe, clean, and nurturing environment for students. Building strong relationships between students and staff has been a collaborative effort in order to improve connectedness between the two. The District understands the effect that developing positive relationships have on students’ academic success. In addition to providing CKH training, the District has increased mental health services by hiring two mental health clinicians and additional school psychologists. PBIS and RTI models are continuously being strengthened district wide in order to reinforce positive expectations on every school campus, develop strong relationships among students and staff, and to provide targeted behavioral supports for students.|2021-06-22|||2021 16639170000000|Hanford Elementary|6|1. DATA: • I think it is important to have physical education activities at my school. (94% of students Agree/Strongly Agree) • I think it is important to have music at my school. (85.7% Agree/Strongly Agree) • Participating in music enriches my experience at school. (90.6 Agree/Strongly Agree) • I think it is important to have art at my school. (90.8% Agree/Strongly Agree) • Participating in Art motivates me to come to school ever day. (66.3% Agree/Strongly Agree) • I think it is important to go on study trips with my class. (97% Agree/Strongly Agree) Students feel safe at school and connected to their school: • I feel safe at school. (83% Agree/Strongly Agree) • There is an adult I can talk to if I have a problem at school. (85.1% Agree/Strongly Agree) • I enjoy learning at my school. (80.5% Agree/Strongly Agree) • I plan to go to college. (93.38 Agree/Strongly Agree) Students have some concerns about bullying, but feel that adults at the school are able to prevent most bullying. • There is a lot of bullying at my school (41.26% Agree/Strongly Agree) • Teachers, principals, learning directors, student specialists, counselors or other adults are able to prevent bullying at my school. (75.5% Agree/Strongly Agree) 2. MEANING: Students in grades 5 through 8, from all of the district’s schools, participated in the survey. There were 2,037 responses. The survey was conducted online. Results are not disaggregated by subgroup. The data show that students overwhelmingly support the district’s efforts to deliver a broad educational program and that students feel safe at school and connected to their school. Although students have some concerns about bullying, they feel supported by adults in the school and that adults at the school are able to prevent most bullying. 3. USE: The district will continue to deliver a broad educational program to its students. The district’s stakeholders have provided a mandate that says a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education. The district will continue its efforts to ensure that students learn in a safe, well maintained school where they are supported, engaged, and connected to their school. The district will continue to provide health and social/emotional support to students with health professionals, counselors, student specialists, learning directors and vice principals, a social worker, and other personnel and non-personnel support.|2021-06-23|||2021 16639250000000|Hanford Joint Union High|6|At HJUHSD, we understand that climate impacts the learning environment. All students are entitled to a safe and secure learning environment. Students should be respected and treated equitably to ensure the most excellent chance to be successful. A positive school climate is a shared responsibility that must be continually reflected upon and measured to sustain a positive school climate. Students participate in the California Healthy Kids Survey every other year. This survey gives us information on our student’s perceptions of school climate and safety. Engaging students, staff, parents, and community members allow them to participate in the process and make our schools better. The data from last year is still relevant to guide us as a District and is reflected as follows: Our students report that 72% of 9th graders and 64% of 11th graders feel adults have High Expectations of them. Our students say that 57% of 9th graders and 56% of 11th graders think that caring adults are in school. In addition, 62% of 9th graders and 52% of 11th graders feel connected to the school. 77% of 9th graders and 69% of 11th graders think academically motivated. Finally, 57% of 9th graders and 46% of 11th graders feel safe at school. These data points show our efforts to create a safe, challenging, and welcoming environment for most of our students.|2021-09-28|||2021 16639250137901|Hanford Online Charter|6|DATA: Q1 - Becoming a self-directed learner - 100% of students agreed or strongly agreed to greater academic motivation. Q2 - Being encouraged to transition to college or trade school by teachers, counselor, or administration - 93% of students agreed or strongly agreed. Q3 - Would like to see more social activities or clubs - 57.2% of students agreed or strongly agreed. This was also a request by the student subcommittee for WASC. Q4 - Have received help from the counselor or administration - 71.4% of students agreed or strongly agreed. Q5- Encouraged to socialize with the HOC school community - 74.3% of students agreed or strongly agreed MEANING: Strengths: - Becoming a self-directed learner (Q1) - Encouragement to attend college or trade school (Q2) Challenges: - Creating opportunities for social engagement (Q3) - Defining what constitutes counseling to students also defining the role of the new counselor. (Q4) Barriers: - Creating opportunities for socializing during COVID or an inability or desire to socialize (Q5) USE: - Maintain teaching self-directed learning and transitions to a trade school or college (Q1 & Q2) - Continue social activities, virtually and in person. Build out further (Fun Fridays, tutoring, guest speakers, field trips, labs, group class discussions in eDynamics) (Q3 & Q5) - Further develop/define the role of the new HOC counselor. Create introductory materials for students and parents that highlight outlining all the functions of a counselor. Create a counseling newsletter or section in the newsletter. (Q4)|2021-10-12|||2021 16639330000000|Island Union Elementary|6|Data: Overall our students feel safe and connected at school. We will continue to focus on the social emotional well-being of our students and give them an additional, more in depth survey to determine if there are students with any social emotional needs we may have missed from the initial survey. Meaning: We are a small single-site school district that promotes and has a tight family community feel. We have many opportunities to build family connectedness. We have noted in our Healthy Kids Survey have an average of 97% feel safe and 96% feel connected. We are looking for further ways to help the students feel more connected. We noted a from a K-8 Social Emotional Survey (given K-2 through teacher-led) grade we have an average of 3% of students who feel sad at school most of the time. Our student council will be creating events and activities monthly to help promote connectedness and school pride. Use: Our data is showing the importance of our implementation of mindfulness training schoolwide to support being mindful of our well-being and ways to support ourselves during times of struggle. We have and will continue to employ a psychologist and behaviorist on campus to support our students and staff. They empower the students and staff with strategies and supports as needed. Each classroom has at a minimum one class meeting a week to help students have a voice, contribute to solving problems, and giving them a real sense of community. The BEST Team also was integral in handling student issues this year that were beyond the classroom. They were committed to monitoring students throughout the year as well. Our multi-tiered system of support team (MTSS) reviewed the student, staff, and parent survey information noted a need for a common understanding of social and behavioral expectations throughout all areas of the school to provide an even more safe, positive, learning community. From stakeholder to create common Cardinal Expectations and implement the schoolwide program with three Cardinal Expectations in each area, from inside the classroom, cafeteria, library, to outside and more. The use of Cardinal Expectations students and staff have stated they have seen an increase in positive, congenial behavior.|2021-06-23|||2021 16639336010466|Island Elementary|6|Data: Overall our students feel safe and connected at school. We will continue to focus on the social emotional well-being of our students and give them an additional, more in depth survey to determine if there are students with any social emotional needs we may have missed from the initial survey. Meaning: We are a small single-site school district that promotes and has a tight family community feel. We have many opportunities to build family connectedness. We have noted in our Healthy Kids Survey have an average of 97% feel safe and 96% feel connected. We are looking for further ways to help the students feel more connected. We noted a from a K-8 Social Emotional Survey (given K-2 through teacher-led) grade we have an average of 3% of students who feel sad at school most of the time. Our student council will be creating events and activities monthly to help promote connectedness and school pride. Use: Our data is showing the importance of our implementation of mindfulness training schoolwide to support being mindful of our well-being and ways to support ourselves during times of struggle. We have and will continue to employ a psychologist and behaviorist on campus to support our students and staff. They empower the students and staff with strategies and supports as needed. Each classroom has at a minimum one class meeting a week to help students have a voice, contribute to solving problems, and giving them a real sense of community. The BEST Team also was integral in handling student issues this year that were beyond the classroom. They were committed to monitoring students throughout the year as well. Our multi-tiered system of support team (MTSS) reviewed the student, staff, and parent survey information noted a need for a common understanding of social and behavioral expectations throughout all areas of the school to provide an even more safe, positive, learning community. From stakeholder to create common Cardinal Expectations and implement the schoolwide program with three Cardinal Expectations in each area, from inside the classroom, cafeteria, library, to outside and more. The use of Cardinal Expectations students and staff have stated they have seen an increase in positive, congenial behavior.|2021-06-23|||2021 16639416010474|Kings River-Hardwick Elementary|6|Through the Kings River-Hardwick LCAP Survey, information gathered showed that 85% of student felt a strong sense of safety and school connectedness. The School Resource Officer was also found to be a position that both student and parents feel strongly contributes to the feeling of a safe school campus. As a result of this data, the School Officer will continue to be maintained as a full-time position. All students, parents, and staff will be surveyed during the 2021-22 school year for reporting in the fall of 2022.|2021-06-29|||2021 16639580136556|Kings Valley Academy II|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 89% of the students reported that they felt safe (the pandemic had an negative impact). * 57% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. In fact, 58% responded that they were concerned about their health. During the school year, 92% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-10|||2021 16639660000000|Lakeside Union Elementary|6|Findings: We administered a local climate survey to 3rd and 7th grade students enrolled at Lakeside School during the fall of 2019. Our results showed that 100% of third grade students and 100% of 7th graders indicated they felt safe while at school. 99% of all students surveyed during the spring of 2020 stated they would like the school to continue to provide a Student Advocate. This position supports positive school climate efforts. The district LCAP Goal 1 is aligned to this priority: Lakeside Union School District will provide a safe , healthy and aesthetically pleasing school environment. 100% of third grade and 100% of 7th graders felt that they were a part of the school community. Results were similar when asked if staff respects them at school. Lakeside strives to develop and maintain a positive relationship between parents, students, staff, and community.|2021-06-17|||2021 16639740000000|Lemoore Union Elementary|6|In January 2021, a student survey was administered to students in grades 4-8. There were a total of 921 responses collected. 80.2% percent of 4-8th graders responded that they felt close to people at the school. 79.6% of students also responded that they felt like they were a part of their school. 88.1% of students felt happy to be at their school. This year, the results show that fewer students felt close to other people at the school or felt that they were part of their school. These results were directly impacted by the effects of the pandemic where all students had attended school via distance learning for a significant portion of the year leading up to the survey. Others continued to only participate in school via distance learning. While most students did return to school, their interactions with others and the activities that they would typically participate in (sports, clubs, free play at recess, collaborative work in the classroom) were suspended or eliminated for the year. A higher percentage of students responded that they were happy to be at their school since they spent a significant portion of the fall in distance learning and were happy to be attending in-person and had a higher level of interaction with their peers and school staff. For 2020-2021, 43% of all students talked with their counselor on topics ranging from issues with friends, family or peers to issues with homework, discipline or feelings of grief/sadness. This is a decrease from 55% in 2018-2019. Although the majority of students feel safe at school, 33% of 4-8th grade students worry about being bullied at school which is a decrease of 3% from 2018-2019. These feelings were highest in 4th grade where 47% of the 176 respondents shared that they were worried about being bullied. These feelings were shared by 29% of the 5th graders, 33% of the 6th graders, 25% of the 7th graders and 32% of the 8th grade respondents. A need for an anti-bullying campaign or relationship building between students appears to be a need that should be extended to the intermediate grades. Overall, schools are providing a safe environment and create opportunities for students to speak with a counselor to provide support to students who need to speak to someone beyond their friends, family and teachers. Student connectedness will continue to improve through relationship-building between students and between students and staff. The elementary school sites continue to develop their Tier 1 and Tier 2 behavior supports school-wide and will extend the development into Tier 3 next year using the Positive Behavior Interventions and Support (PBIS) framework. These behavioral response to intervention (RTI) supports will help to establish and reinforce positive behaviors on campus, develop strong relationships among students and staff and provide targeted behavioral supports to students.|2021-06-15|||2021 16639740100156|Lemoore University Elementary Charter|6|In January 2021, a student survey was administered to students in grades 6-8 at the school. There were a total of 95 responses collected. 91.6% percent of 6-8th graders responded that they felt close to people at the school. 93.7% of students also responded that they felt like they were a part of their school. 94.7% of students felt happy to be at their school. This year, the results show that fewer students felt close to other people at the school or felt that they were part of their school. These results were directly impacted by the effects of the pandemic where all students had attended school via distance learning for a significant portion of the year leading up to the survey. Others continued to only participate in school via distance learning. While most students did return to school, their interactions with others were limited for the year. A higher percentage of students responded that they were happy to be at their school since they spent a significant portion of the fall in distance learning and were happy to be attending in-person and, as a result, had a higher level of interaction with their peers and school staff. For 2020-2021, 47.4% of all students talked with their counselor on topics ranging from issues with friends, family or peers to issues with homework, discipline or feelings of grief/sadness. Although the majority of students feel safe at school, 26.3% of the students worry about being bullied at school. These feelings were highest in 8th grade where 28% of the 95 respondents shared that they were worried about being bullied. These feelings were shared by 25.8% of the 7th graders, and 24% of the 6th grade respondents. A need for an anti-bullying campaign or relationship building between students appears to be a need at the school. Overall, schools are providing a safe environment and create opportunities for students to speak with a counselor to provide support to students who need to speak to someone beyond their friends, family and teachers. Student connectedness will continue to improve through relationship-building between students and between students and staff. The school continues to develop its Tier 1 and Tier 2 behavior supports school-wide and will extend the development into Tier 3 next year using the Positive Behavior Interventions and Support (PBIS) framework. These behavioral response to intervention (RTI) supports will help to establish and reinforce positive behaviors on campus, develop strong relationships among students and staff and provide targeted behavioral supports to students.|2021-06-15|||2021 16639820110205|Lemoore Middle College High|6|The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students.|2021-06-10|||2021 16639900000000|Pioneer Union Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2021. It was administered to students in grades 4-8 with 471 students participating in the survey. The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.5% of 4th and 5th graders expressed positive responses in the area of connectedness. 83.4% of 6th through 8th graders gave positive responses to a sense of connectedness. This is an increase of approximately 6.8% over the previous results. School sites and the District took creative measures to offer many opportunities for students, both in person and on distance learning, to feel connected with the school and their peers during the COVID-19 pandemic. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.4% positive responses to questions regarding a sense of safety. 98% of 6th-8th graders gave positive responses. This is a 9.4% increase over the previous year. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2021. Overall, 98% of parents and families responded positively to their sense of school connectedness, and 98% responded positively that they felt their children were safe while at school. Pioneer has a Multi-Tiered Systems of Support (MTSS) as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the Positive Behavior Intervention and Support (PBIS) model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff.|2021-05-12|||2021 16639900116699|Frontier Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2021. It was administered to students in grades 4-8 with 471 students participating in the survey. The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.5% of 4th and 5th graders expressed positive responses in the area of connectedness. 83.4% of 6th through 8th graders gave positive responses to a sense of connectedness. This is an increase of approximately 6.8% over the previous results. School sites and the District took creative measures to offer many opportunities for students, both in person and on distance learning, to feel connected with the school and their peers during the COVID-19 pandemic. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.4% positive responses to questions regarding a sense of safety. 98% of 6th-8th graders gave positive responses. This is a 9.4% increase over the previous year. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2021. Overall, 98% of parents and families responded positively to their sense of school connectedness, and 98% responded positively that they felt their children were safe while at school. Pioneer has a Multi-Tiered Systems of Support (MTSS) as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the Positive Behavior Intervention and Support (PBIS) model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff.|2021-05-12|||2021 16639906010557|Pioneer Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2021. It was administered to students in grades 4-8 with 471 students participating in the survey. The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.5% of 4th and 5th graders expressed positive responses in the area of connectedness. 83.4% of 6th through 8th graders gave positive responses to a sense of connectedness. This is an increase of approximately 6.8% over the previous results. School sites and the District took creative measures to offer many opportunities for students, both in person and on distance learning, to feel connected with the school and their peers during the COVID-19 pandemic. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.4% positive responses to questions regarding a sense of safety. 98% of 6th-8th graders gave positive responses. This is a 9.4% increase over the previous year. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2021. Overall, 98% of parents and families responded positively to their sense of school connectedness, and 98% responded positively that they felt their children were safe while at school. Pioneer has a Multi-Tiered Systems of Support (MTSS) as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the Positive Behavior Intervention and Support (PBIS) model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff.|2021-05-12|||2021 16639906110233|Pioneer Middle|6|The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2021. It was administered to students in grades 4-8 with 471 students participating in the survey. The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.5% of 4th and 5th graders expressed positive responses in the area of connectedness. 83.4% of 6th through 8th graders gave positive responses to a sense of connectedness. This is an increase of approximately 6.8% over the previous results. School sites and the District took creative measures to offer many opportunities for students, both in person and on distance learning, to feel connected with the school and their peers during the COVID-19 pandemic. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.4% positive responses to questions regarding a sense of safety. 98% of 6th-8th graders gave positive responses. This is a 9.4% increase over the previous year. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2021. Overall, 98% of parents and families responded positively to their sense of school connectedness, and 98% responded positively that they felt their children were safe while at school. Pioneer has a Multi-Tiered Systems of Support (MTSS) as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the Positive Behavior Intervention and Support (PBIS) model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff.|2021-05-12|||2021 16739320000000|Reef-Sunset Unified|6|Data from the District Needs Assessment provided the following student data information: Percentage of stakeholders who felt Very Safe or Safe with the safety of their campus based off of the District Needs Assessment Survey. 75.1% felt Very Safe or Safe with the safety of their campus. 71% of students felt Very Safe or Safe on their campus. Based on student data, RSUSD will establish district protocols and norms for the implementation of Professional Learning Communities (PLCs) districtwide. Training will take place, including Achievement Teams, to set consistent norms, procedures, and strategies to address student needs. RSUSD will strengthen the Multi-Tiered System of Support Framework to address academic, social-emotional learning, and behavior. The framework is used to establish what students must learn, how we create a culture of caring, and how we identify the needs of our students and provide them with effective culturally relevant support to determine the best system of support for the student. The district plans to implement a RSUSD Instructional Model Matrix. RSUSD Standards-based Instructional Model is to support educators through district initiatives and professional learning activities to increase the academic achievement of all students, provide curriculum aligned to the content standards, select high quality instructional resources to meet students’ needs and use assessments/data sources to monitor student learning. Our district focus for the 2021-2022 school year will be on Early Literacy, English Language Development, and Student Engagement. RSUSD has not administered the California Healthy Kids Survey since 2016-17. In the 2021-22 school year, the district will administer the survey in grades 5, 8, and 10 to establish baseline data.|2021-06-17|||2021 17101730000000|Lake County Office of Education|6|Students were given a 10 question survey in grades K-12. Approximately 80% of the students completed the survey, many during in-person learning opportunities or during in-person check-ins. In every case except 1, student responses were positive at least 80% of the time (in some cases over 90%). In one case "I feel like I am part of this school" students gave a 70% positive rating. We saw an increase in many ratings compared to the last time the survey was given (19-20) prior to school closures. The rating we are most pleased with was an increase in positive responses to the question "I have friends at school". This improved from a rated of only 60% to a rating of 83%. We believe our decision to provide in-person learning influenced this decision as students felt welcome at the school and staff did everything they could to support social emotional health and a feeling of belonging on site.|2021-06-23|||2021 17640140000000|Kelseyville Unified|6|Local educational agencies (LEAs) are required to provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6–8, 9–12). Due to the COVID 19 pandemic, student response rates for the California Healthy Kids Survey are insufficient to report reliable results for the 2020-21 school year. As such, the results reported here are for the 2019-20 school year when the surveys were administered prior to the onset of the pandemic and distance learning in March 2020. California Healthy Kids Survey (School Connectedness) This metric reports student responses to the California Healthy Kids Survey on questions related to school connectedness. Results are reported as the average percentage of students who answered "Most of the time", or "All of the time" for grade 5, and "Agree" or "Strongly Agree" for grades 7, 9 and 11 to the following questions: Do you feel close to people at school? Are you happy to be at this school? Do you feel like you are part of this school? Do teachers treat students fairly at school? Do you feel safe at school? Average responses to the questions above were as follows: Grade 5 - 69% Grade 7 - 59% Grade 9 - 50% Grade 11 - 55% California Healthy Kids Survey (Violence and Victimization) This metric reports student responses to the California Healthy Kids Survey on questions related to student to student violence and victimization. For grade 5, results are reported as the average percentage of students who answered "Some of the time", "Most of the time", or "All of the time" to the following questions Do other kids hit or push you at school when they are not just playing around? Do other kids at school spread mean rumors or lies about you? Do other kids at school call you bad names or make mean jokes about you? For grades 7, 9, and 11, results are reported as the average percentage of students who answered "One or more times" to the following question. During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around, been afraid of being beaten up, had mean rumors or lies spread about you, had sexual jokes, comments, or gestures made to you? Average responses to the questions above were as follows: Grade 5 - 51% Grade 7 - 34% Grade 9 - 30% Grade 11 - 16%|2021-05-18|California Healthy Kids Survey (Parent Involvement) This metric reports student responses to the California Healthy Kids Survey on questions related to parent involvement in schooling.For Grade 5, results are reported as the average percentage of students who answered "Most of the time", or "All of the time" to the following questions: Does a parent or some other grown-up at home care about your schoolwork? Does a parent or some other grown-up at home ask if you did your homework? Does a parent or some otother grown-up at home check your homework? Does a parent or some other grown-up at home ask you about school? Does a parent or some other grown-up at home ask you about your grades? For Grades 7, 9, and 11, results are reported as the percentage of students who answer "Agree" or "Strongly Agree" to the following statements: Teachers at this school communicate with parents about what students are expected to learn in class. Parents feel welcome to participate at this school. School staff take parent concerns seriously. Average responses to the questions above were as follows: Grade 5 - 79% Grade 7 - 52% Grade 9 - 38% Grade 11 - 37%||2021 17640220000000|Konocti Unified|6|1. We learned that the majority KUSD's students feel safe and happy to be at school. We also learned that many students do not feel close or connected to their peers. The survey indicated that the majority of students feel their parents care about and support their education at home but that a large percentage of parents do not assist with or review students' homework. 2. The survey results indicate that the District has an opportunity to improve communication and engagement between students. The results also indicate that KUSD has an opportunity to improve parent involvement with their child's education.|2021-06-14|||2021 17640300000000|Lakeport Unified|6|Annual Surveys were not conducted during the 2020-2021 school year due to the pandemic. We felt that due to the pandemic, the results would be skewed as it was not a normal year in any way.|2021-06-17|||2021 17640480000000|Lucerne Elementary|6|School Connectedness: 7th-grade results 67% of students felt highly connected to the school. Summary: The breakdown of these results indicates that most of the students in the 7th grade feel that they are connected to our school. They feel like they have created meaningful and respectful relationships with their peers and the staff at our school. Academic Motivation: 7th-grade results 55% feel motivated academically, Summary: The analysis of these results suggests that most students are academically motivated to meet the classroom learning objectives. It is concerning the percent of students that are not academically motivated. The district has programs in place that will help support students academically and personally. PBIS supports positive behavior while AVID uses “Best Practices” to develop academic routines in students. School Safety: 84% of students in 7th grade feel very safe at school. Summary: These results indicate that a large majority of our students feel safe at school. There is a concern about the number of students that do not feel safe at school. Using our counseling position to help seek out students that exhibiting signs of trauma and social isolation.|2021-06-09|||2021 17640550000000|Middletown Unified|6|The district is working to strengthen their strategic planning process to ensure that student and community safety, student academic growth and student and family social/emotional health are addressed.|2021-06-22|||2021 17640550108340|Lake County International Charter|6|Survey results indicate that stakeholders believe the school offers an overall positive climate. Most respondents tell us that their children feel safe and connected to the school's staff. Families consistently report they appreciate that the school offers a variety of "whole child" learning options including gardening, music, theater, art and mindfulness. Families would like continued focus on Positive Discipline, Peer Mediation and Restorative practices and indicate that they would like these programs to be more robust. There is also a desire for site improvements to continue and the staff considers this an ongoing work in progress. Families appreciate the additional tutoring offered and would like us to expand our afterschool program and facilitate additional options if possible.|2021-06-28|||2021 17640550129601|California Connections Academy North Bay|6|1. Data How much do you like your Connections Academy school? I like it a lot / I like it a little = 93% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 83% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 87% 2. Meaning We are very pleased at the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. Use We are very much interested in increasing the percentage of students that remain with us year over year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is a school wide social emotional support training that will begin in the 2021-2022 school year.|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, are a “school of choice” option for families. This option is available for any eligible student, based on applicable state requirements. Families who choose to enroll are often interested in a more interactive school experience. Students often choose to enroll because of different types of issues they faced in the traditional public school system, such as bullying. CalCA measures school climate in multiple ways, but the analysis of school climate is different due to the nature of an online charter school program, and results should be interpreted accordingly.||2021 17769760000000|Upper Lake Unified|6|ULUSD is focusing on the Student Connectedness from the California Healthy Kids Survey with our goal to build a community family for our staff and students. ULHS reports 61% of students report that they are connected to the school/staff. ULMS reports 71% of the students report a positive connection to the school/staff. ULES fifth grade students report 75% of the students feel a positive connection to the school and adults on campus. Even though participation numbers were lower this year due to the COVID-19 pandemic, our percentages of students reporting connected to the school community and an adult who cares have increased. Specifically, thanks to partnerships and dedication, we have been able to make sure that students who transition grade levels and school sites (5th grade and 8th grade) have support in place to connect them to their campus and staff. These supports include site visits, clubs during school, classroom ambassadors, and staff working across campuses. These are also the elements that ULUSD will continue to ensure that all students have access to an adult on campus who cares and a purpose to be connected to their school.|2021-06-22|||2021 18101810000000|Lassen County Office of Education|6|N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 6|2021-06-23|||2021 18640890000000|Big Valley Joint Unified|6|Evidence: The District administers the California Healthy Kids Survey to grades 5, 6-8, and 9-11 in November, 2020 , as specified, and reported the results to its local governing board during the February, 2021 school board meeting and results were posted on the District website for the public and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of safety at school, students' feelings of high expectation from adults, students' feelings about caring adults at school. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness and safety. The areas for growth appear to continue to be the promotion of parent involvement in school. Barriers: Many families live in remote areas of the District. Transportation, cost of fuel, and distance between home and school have been cited for lack of participation for low attendance when activities are scheduled for after school or in the evening. Lack of consistent internet connectivity is another complication identified by families for participation when offered through Zoom or Google Hangout. These are challenges that will need to be further investigated. Connectedness 89% of students feel adults have High Expectation 79% of students feel they that there are caring adults in school 69% Promotion of parent involvement in school School Safety 71% of students feel safe at school This data is from our 2020-21 California Healthy Kids Survey (CHKS).|2021-06-23|||2021 18641050000000|Janesville Union Elementary|6|The district has identified this as an area of need and is in the process of gathering data to assist in establishing priorities.|2021-09-02|||2021 18641130000000|Johnstonville Elementary|6|1. An annual survey was administered to all staff and offered to all parents, fifth – eighth grade students. Thirty-four (34) parent surveys, twelve (12) staff surveys, and twenty-two (22) student surveys were collected. • 91% of our parents either strongly agreed or agreed that Johnstonville Elementary School District creates a welcoming atmosphere and are treated with respect by school personnel. • 90% of our parents and 92% of the staff members either strongly agreed or agreed that Johnstonville Elementary School District allows for input and welcomes parental contributions regarding the district operations. • 100% of staff, 100% of parents, and 81% of students report they feel safe at school. 2. A significant decrease of harassment/bullying/spreading rumors among students is an excellent area of strength over the past few years. Johnstonville Elementary School District has concentrated on developing a safe environment this past school year and the students appear to been increasing their social skills. Overarching Themes: A major theme that across stakeholder input was the importance of implementing and sustaining an effective Multi-Tiered System of Supports (MTSS). This input area strongly informs many, if not most, of the other overarching themes and key recommendations. 3. Stakeholder input influenced the development of this LCAP significantly. With the transition to a new three-year plan coming after a one-year delay and building upon the experiences of the school’s closure and distance learning, the voice of stakeholders shaped many aspects of the LCAP from the metrics to specific actions. Specific feedback: Action 1.1 ~ Professional Development~ California State Standards ~ was developed to address the input provided by staff Action 1.4 ~ Professional Development ~ Best Teaching practices ~ was developed to address the input provided by staff Action 2.1 ~ Response to Instruction and Intervention Development~ was developed to address the input provided by both staff and parents. Action 2.2 ~ Response to Instruction and Intervention Universal Screener~ was developed to address the input provided by both staff and parents. Action 2.5 ~ After School Interventions and Supports ~ was developed to address parental input Action 2.6 ~ Multi-Tiered System of Supports ~ was developed to address the input provided by both staff and parents. Action 3.6 ~ Multi-Tiered Systems of Support~ Social Emotional Learning Program ~ was developed to address the input provided by staff|2021-06-15|||2021 18641390000000|Lassen Union High|6|Over the last 5 years Lassen Union High School District has seen a tremendous gains in some areas of school connectedness while still seeing disappointing statistics in the areas of students social and emotional health. Below are some key finding over the last 5 years for our 11th grade students: Data: School Connectedness - 18% increase Academic Motivation - 44% increase Caring Adult Relationships - 38% increase High expectations - 33% increase Considered suicide - 11% increase E-cigarette use - 20% increase Heard rumors or lies spread about them - 10% increase Experienced chronic sadness or hopelessness 12% increase Meaningful participation - 16% increase Decreases in participation Been drunk or high at school - 10% decrease Been drunk or high more than 7 times - 7% decrease Seen a weapon on campus - 6% decreases School perceived as a safe place - 4% decrease Meaning: The district is seeing a culture where students feel like they have someone who cares about them and will hold high expectation for them and others. From this students have become motivated to do better in school. It will be important as new staff is introduced into our district that we emphasize the importance of developing a positive working relationship with our students. A positive relationship is the cornerstone for ensuring that students are engaged in meaningful lessons that are relevant. The district needs to work it partnership with the behavioral health, local drug and narcotic taskforce, and our feeder schools to address the causes of why students are coming to school drunk or high. We need to ensure that we provide a safe campus where drugs and alcohol are not available to our students on campus. Even though we have seen decreases in this areas we need to ensure that students are coming to school prepared to work and not dealing with the effects of drugs and alcohol in their system. The increases in suicide and depression are the greatest concern for our stakeholders. Questions in regards to why we are experiencing such high numbers of individuals experiencing depression and suicide has not been able to be answered in a scientific fashion. Data and and an analysis of the root causes of depression need to occur to assist the students in our district with this critical issue. Use: The local LEA has allocated additional resources for the following school year to provide additional professional development in SEL support. Provide a 20% increase in behavioral/mental health services to students within the district. Extend the contract for a School resources officer and 1 security guards. Hire an extend hours to our Student Support Specialist which will provide additional tutoring and academic assistance to foster youth, socio-economically disadvantaged students, Latino and Native American students. The hiring of the student support specialist saw an increase in students graduating on time. Specifically those our foster youth, homeless, and Latino student|2021-08-26|||2021 18641620000000|Ravendale-Termo Elementary|6|The District administered the CA Healthy Kids Survey to its small student population in order to gather input from students regarding school safety and school connectedness. Although all data from the survey is not available due to the small number of responses, the District shared results from the Survey with the governing board during the Spring of 2019. Students showed a very strong connection to the school and indicated that they were happy with their educational setting. Some students suggested that the District take a closer look at ways to bring musical instrument opportunities to the students and also an increased desire for field trips that expose students to more career opportunities. The small school atmosphere at Juniper Ridge Elementary School lends itself well to providing a feeling of connectedness for our students. One teacher with a small student body presents an opportunity to create a "family" atmosphere that provides a lot of comfort for both students and parents alike. 100% of parents and students felt that the school was a safe place as measured by a local survey administered in the Fall of 2020.|2021-06-23|||2021 18641700000000|Richmond Elementary|6|Richmond Elementary School conducted the California Healthy Kids Survey in the Fall of 2020. The 6th grade students were well represented with 94% of the students completing the survey. In general, the students were positive about Richmond and its programs. Four specific questions indicated that students do not feel completely engaged: 64% of students reported feeling there was a caring adult at school; 30% felt that they had meaningful participation in school; 53% reported an interest in school work done at school; and 53% reported students at school were well behaved. When disaggregated, the male students felt less connected and not as interested. The female students indicated more often that students were not well behaved. Richmond Elementary School has hired a part-time school counselor and created a position for a behavior coordinator. These two staff members will coordinate with teachers, engage students, and proactively address areas of concern.|2021-06-24|||2021 18641880000000|Shaffer Union Elementary|6|Connectedness Students, grade 7, surveyed using the California Healthy Kids Survey reported 78% very high school connectedness at Shaffer School, 70% shared having caring adult relationships, 87% reported that the school has high expectations, 68% reported being academically motivated. An area of concern needing to be addressed is that only 38% reported having a high level of meaningful participation. Safety Students surveyed using the California Healthy Kids Survey 80% perceived Shaffer School as safe or very safe. Areas of concern were that 49% experienced school violence victimization, 70% had experienced rumors or lies being shared about them, 40% reported being afraid of being beaten up.|2021-10-19|||2021 18641960000000|Susanville Elementary|6|Data: The CA Healthy Kids Survey was administered to parents, staff and students in the fall of 2020: Middle School results from students were as follows: 1. 73% of 6th graders, 49% of 7th graders and 63% of 8th graders agreed or strongly agreed that they were connected to the school. 2. 67% of 6th graders, 48% of 7th graders and 68% of 8th graders agreed or strongly agreed that they had caring adult relationships at school. 3. 64% of 6th graders, 49% of 7th graders and 62% of 8th graders agreed or strongly agreed that the school is perceived as very safe or safe. Elementary School (Grades 3-5) results from students were as follows: 1. 76% of 3rd graders, 77% of 4th graders and 73% of 5th graders agreed or strongly agreed that they were connected to the school. 2. 73% of 3rd graders, 79% of 4th graders and 77% of 5th graders agreed or strongly agreed that there were caring adults in the school. 3. 89% of 3rd graders, 93% of 4th graders and 78% of 5th graders agreed or strongly agreed that they feel safe at school. Meaning: The data suggests that students have more of a connection with school and their teachers at our lower grade levels and this connection wanes in 7th and 8th grade. Across the schools, it appears that the majority of our students have caring adult relations at the schools, whether these be teachers, paraprofessionals or other staff. Students report feeling very safe at school and this percentage wanes as they get older as well. Overall, the schools provide a strong connection for kids and create an environment that is inclusive and supportive. A area for growth is to increase this feeling in students at the middle school level. Barriers for these connections are poor attendance, apathy and lack of support from home. Use: Many of the actions in the 21-24 LCAP are designed to support student interest and connectedness to the schools. Staff have very strategically created new programs and offerings that will help engage students and improve the overall culture at the schools. The schools have already seen improved attendance from high-interest activities and have seen improved behaviors from the counseling that has been available at the sites.|2021-06-23|||2021 18641960135756|Thompson Peak Charter|6|Surveys were conducted during May 2021 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the June 10, 2021 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in February 2021. Survey results include: 89.75% of parents responded affirmatively to the statement, "my child feels connected to the school community". Responses to school safety include: Grades 6-12: 100% Grades K-5: 85% parents: 100% We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? Only 20% of students in grades 6-12 said yes. Additionally, The California Healthy Kids Survey was administered. Twenty-five students in grades 11-12 only responded. Of those respondents, 92% noted there is a teacher or adult at the school who really cares. Results of concern are 48% of students responded yes to having chronic sad. The school provides mental health support and intends to make sure all student and families know of its availability. A student success course based on the 7 Habits is being provided to all students.|2021-10-14|||2021 18642040000000|Westwood Unified|6|Evidence: the LE a administers a survey, a specified, and reports the results to its local governing board and through local data selection option in the dashboard. Distad appears to show a strengthen students feelings of connectivity to both their school and to one another. In addition, it shows that I work in positive school culture is having a great effect on the atmosphere at the school as far as connected Ness. The areas of growth continue to be feelings of safety. This is a challenge that will be further investigated. Connectedness: 70% of students feel adults have high expectations 78% of students feel that there are caring adults at school 50% school connectedness 67% of students feel that teachers treat students fairly School Safety 50% of students feel safe at school This data is from 2019-20 California Healthy Kids Survey (CHKS) CHKS was cut short because of COVID-19|2021-10-20|||2021 18750366010763|Long Valley|6|Surveys were conducted during May 2021 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the June 10, 2021 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in February 2021. Survey results include: 95% of Doyle parents and 93.75% of Portola parents responded affirmatively to the statement, "my child feels connected to the school community". Responses to school safety include: Doyle: grades 6-12: 83.33% grades K-5: 84.09% parents: 100% Portola: grades 6-12: 100% grades K-5: 75%* parents: 100% *Only 4 students responded. We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? 55.6% of Doyle 6th-12th graders said yes; 52.63% affirmed this statement in Portola. Additionally, The California Healthy Kids Survey was administered. Fifty-one students in grades 7-8 only responded. Of those respondents, 69% had a high degree of agreement that they felt a sense of connectedness to the school. Results of concern are 40% of students responded yes to having chronic sad or hopeless feelings which aligns to our local survey. The school provides mental health support and intends to make sure all student and families know of its availability. A student success course based on the 7 Habits is being provided to all students.|2021-10-14|||2021 19101990000000|Los Angeles County Office of Education|6|For the 2020-21 school year, LACOE Educational Programs continued working on reducing suspensions and improving safety throughout all schools. LACOE implemented Positive Behavior Interventions and Support (PBIS) throughout the Juvenile Court Schools and County Community Schools. Behavior and attendance data are reviewed regularly by school personnel to improve practice and to analyze school-wide areas of need. Data – LACOE’s LCAP survey received 254 responses from students at the Juvenile Court Schools and County Community Schools. Data from this survey revealed the following: Learning Environment “How often do you get the support you need from your teacher?” - 83% of students stated they receive support from teachers. “How often do you feel ready to learn when in school?” - 90% of students stated feeling ready to learn in school. School Climate “How often do you feel accepted by the school staff?” - 85% of students agreed with this statement. “How often are you able to access care (e.g, nurse, mental health support) when needed? - 88% of students stated having access to care. Meaning – The data from the survey revealed that most students feel safe while in class at their schools and are treated appropriately as well as respected by peers. There is a need to focus on increasing how students respect each other’s differences in school. There is also a need to increase how students feel connected to one or more school staff members. Use –LACOE will continue to work on providing professional development for staff members to be able build better rapport with students. In addition, students will work on strategies to respect peers' differences in opinions in different topics.|2021-06-15|LACOE Educational Programs acknowledges the need to continue strengthening the implementation of Positive Behavior Interventions and Supports (PBIS), and improve the school climate at all LACOE schools.||2021 19101990100776|North Valley Military Institute College Preparatory Academy|6|NVMI has an exceptionally high participation rate by parents, students, and staff in stakeholder surveys about school climate and mission accomplishment. The ratings in these surveys are also exceptionally high, with every question on all surveys resulting in at least 80% of respondents being highly satisfied or satisfied (or strongly agreeing or agreeing) to statements about how effectively NVMI is achieving its mission and creating a positive, engaging, inclusive, and respectful and safe school climate. Despite this, NVMI wants to continue to improve performance metrics on these surveys. Specifically, helping students and families be more aware of the various academic support and intervention services available both on campus and online is our number one priority area of improvement.|2021-06-29|||2021 19101990106880|Jardin de la Infancia|6|Due to the closure of schools in Los Angeles County parent and student surveys consisted primarily of the supports needed during distance learning and returning to school in person. Jardin will continue to survey families to determine challenges or barriers families may face as students return to in-person instruction.|2021-10-21|||2021 19101990109660|Aspire Antonio Maria Lugo Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19101990112128|Aspire Ollin University Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19101990115030|Magnolia Science Academy 3|6|Overall satisfaction rates increased across all stakeholders; there are significant percentage increases averaging about 22%. Structured intervention programs were put in place with a new Title I Coach to identify targeted afternoon and Saturday interventions. PBIS team coordinates monthly assemblies to recognize students for academic and attendance successes. Rewards are teacher-nominated. Hiring process is based on a team decision to ensure high-quality, highly skilled, team focused educators. MSA-3 admin had consistent parent meetings (Coffee/ ‘Zoom” with the Admin) to inform families about distance learning and academic expectation, student outcome and data points. Admin and teachers held frequent virtual home visits to not only inform parents about student grades, but to agree on action plan goals for improvement. Open communication is highly encouraged and parents do not have to wait until scheduled Parent-Teacher conference times. Daily attendance calls helped parents stay current on why a student has not attended the class. Problems resolved if it was a technical issue. Parents were contacted if the students needed chromebooks or hotspot devices. This helped all families to have access to instruction. Google form staff surveys were given quarterly to gauge internal staff satisfaction and to identify top teacher needs to address in staff meetings. Each week, teachers receive relevant professional development which helps them support their students better. Distributed Leadership increased the ownership and autonomy of our admin team.|2021-06-24|Student approval rate went up 13 pts (54% to 67%) even amidst distance learning difficulties because high expectations were maintained and students were involved in brainstorming of online activities. Staff members checked in with students frequently regarding social-emotional needs and emphasized the importance of students’ mental health especially during the pandemic. Parent approval rate went up 9 pts (84% to 95%) due to improved communication efforts to parents. Admin lead monthly meetings to share information including data, intervention programs, PBIS events, and especially reopening efforts to keep parents informed with up-to-date news. Staff approval rate increased by 20 pts (65% to 85%). Admin adjusted staff meetings based on stated needs from survey free-responses to ensure members feel heard and that feedback is taken into account. Newly hired teachers are positive, dedicated team-players who transitioned successfully to maintain a strong department even despite teacher turnover. Teacher social emotional needs met with social gatherings on Zoom and one-on-one check-ins with each staff member. Every staff meeting begins with staff shoutouts to recognize specific staff efforts and all staff’s birthdays are recognized.||2021 19101990115212|Magnolia Science Academy 2|6|MSA2 annually conducts a Panorama survey for students, parents and staff. We analyze results and share findings with stakeholders during LCAP information and feedback meetings and regular board meetings. We disaggregate results by grade and student group and also use open-ended questions to further understand stakeholder perceptions. To help address previous survey concerns about bullying, MSA-2 launched a PBIS (Positive Behavioral Interventions and Supports) program last year in partnership with LACOE where students compete for positive recognition and team points for meeting behavior expectations. At the end of last school year, the house with the highest points went to Universal Studios as an incentive. For the second year, a parent and MPS Board member are on the PBIS team to support program implementation. Expectations are reinforced with weekly videos made by the ASB student government and are shared with students. This year, we continued to expand upon athletic facilities for our PE program to incorporate more days on co-location facilities. In addition, to support social-emotional needs, we continue with a full-time psychologist and counselor. To support school safety, we placed additional large banners in front of the school to help block visibility. We continue to implement monthly K9 safety visits to help increase safety. We installed expanded school surveillance cameras inside classrooms in collaboration with LAUSD LACOE and the MPS Board. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. In addition to the survey process to gather stakeholder feedback which can be used to improve school climate, MSA2 also receives invaluable feedback from parents during regular Coffee with the Principal meetings, PTF, SSC, and ELAC meetings. Further, invaluable feedback is shared by students through the ASB Student Government which holds regular meetings to support school improvement across a variety of areas. Moreover, staff members provide insightful feedback through a variety of means, including during weekly staff meetings, as well as during grade level meetings, PBIS trainings, and MTSS meetings.|2021-06-24|||2021 19101990121772|Environmental Charter Middle|6|ECMS-G students reported an increase in students reporting a high level of school connectedness, rising from 56% 2020 to 77% in 2021. This was accompanied by increases in the indicators for safety (57% to 85%) and feelings that teachers treat students fairly (51% to 86%). However, african american students lag behind the overall population on these indicators. In 2019-2020, the school hired a Dean of Student Culture to lead PBIS implementation and Restorative Justice practices to resolve student conflicts. The PBIS plan includes: hiring a full-time student services coordinator, developing student council, hosting monthly award ceremonies, multiple college field trips, and various events to celebrate culture and heritage. The Dean of Student Culture was certified by the International Institute of Restorative Practices. We aim to leverage their expertise to help students sustain connectivity to their school while resolving interpersonal conflicts. Additionally, the 2019-2020 professional development schedule entails 10 hours of Unconscious Bias training facilitated by The Howard Group. We hope to help adult staff recognize their own biases in order to dissolve their microaggressions towards our learners.|2021-06-24|||2021 19101990127498|Environmental Charter Middle - Inglewood|6|The California Healthy Kids Survey is administered yearly and analyzed by key school personnel for the purpose of planning and staffing programs in response to key data. The 2021 student survey revealed that students generally feel both safe and connected to school. 84% of students reported that there are adults in school who really care about them, notice when they are absent, and listen to them when they have something to say - an increase from 68% the prior year. Among african american students this percentage is even higher - 89%. 80% of students report feeling connected to the school - an increase from 68% in 2020. These data indicate that more students are connecting with teachers and adults at our school than ever before. We emphasize this value through our program, which keeps students with the same teachers for the first two years, and with our emphasis on classroom community building. Safety -- 88% of students feel safe or very safe at school. This is the result of multiple efforts through the years. The campus is completely secured during the school day with only one point of ingress/egress. Eight cameras monitor activity on campus. Monthly emergency drills and yearly active shooter training ensure all adults understand processes and roles. A recent survey of 8th graders found that only 3% of students have ever been absent due to perceived safety issues. While 82% of students say that teachers make it clear that bullying is not tolerated, 10.5% of students still report having experienced bullying or some sort of harassment. We pay particular attention to bullying or the perception of bullying because middle school is a time when students experience several transitions and during this difficult time bullying increases. In 18-19, we have hired a Dean of Student Culture who provides leadership in creating and sustaining a positive school culture, implements restorative justice practices, and supports teachers’ classroom management and pedagogy. He also works to educate students on a host of challenges facing middle school students, including bullying, drug awareness, integrity, stewardship, and conflict resolution.|2021-06-24|||2021 19101990128025|Lashon Academy|6|The school safety and climate survey administered to students at Lashon Academy provided insightful information regarding the feelings of the students and focus areas in order to create the best learning environment for all students. The survey represented the whole student population including all significant subgroups. The survey was administered on the computer during the school day with added supports in order to make the survey accessible to all students. The survey questions were comprised of multiple choice, rating scales, and short answer. Overall, students reported feeling safe at school and looked forward to coming to school. School climate focused on increasing student motivation for attendance by creating more built in incentive systems as well as enforcing attendance policies more aggressively for those families needing additional support to attend school regularly. Students at Lashon Academy again reported high interest levels in the areas of reading, science, PE and project based learning experiences. School behaviors decreased significantly with our school counselor incorporating daily social groups and looking to support those students who needed additional social/emotional support, helping to maintain a 0% suspension and expulsion rate. This will continue to be a focus goal area for us in the following years as we make an effort to implement a school wide comprehensive social/emotional program. Based on student survey results and feedback from students, Lashon Academy Implemented a character program meeting the social/emotional needs of our students and Positive Discipline System school wide. The school counselor and administration were in charge of implementation. Staff members were provided with professional development workshops on positive behavior and logical consequences as well as on a weekly basis, students who exhibited positive behavior were awarded certificates from the yard staff. Each month students from each classroom who exhibited exemplary behavior, academic performance, attendance, and/or good citizenship received certificates. Students reported finding it easy to discuss academics, behaviors, and personal matters with staff along with a sense of community and belonging. To increase their sense of community and address the social/emotional needs of the students, the school counselor implemented the 2nd Step Social Emotional Development Program. This will continue to be a focus goal area for us in the following years as we look to create a more robust social/emotional support school wide system.|2021-10-05|||2021 19101990132605|Valiente College Preparatory Charter|6|Valiente College Preparatory Charter School administered the Panorama evidence-based survey and a total of 111 students participated and completed the survey. - 82% of students felt welcomed - 81% agreed that teachers and staff really care about them. - 83% felt safe at school. - 89% agreed that teachers provide students with “lots of chances to be part of class discussions.” - 97% agreed that teachers want students to succeed in school. - 65% felt a sense of belonging. Note: Interpret survey results with caution. Valiente transitioned to hybrid instruction on April 26th but only 55% of students opted for in-person/hybrid instruction.|2021-06-28|||2021 19101990134346|Intellectual Virtues Academy|6|IVA includes an annual family and students survey to collect and analyze a local climate survey that captures a valid measure of student perceptions of school safety and connectedness across all grade spans annually. Students and family reported sense of safety on campus and connection to teachers is above 90%. Questions for students related to conflict resolution and student treatment are used to provide school community supports in the future year and points of discussion for Advisory lessons.|2021-06-21|||2021 19101990134361|LA's Promise Charter Middle #1|6|LAPCMS administered the Panorama evidence-based School Climate survey in Spring 2021, and a total of 72 students participated and completed the survey. The following are the percentage of favorable responses summarized by topic area. • School Belonging: 42% • School Climate: 62% • School Engagement: 46% • School Safety: 70% • School Teacher-student relationships: 62% For the 2020-21 school year, LAPCMS operated fully in distance learning for most of the school year. On April 26th, LAPCMS opened for hybrid instruction (4 days/week). Approximately 31% of students participated in in-person instruction, and the remaining 69% continued with distance learning for the entire school year. Therefore, student climate survey results should be interpreted with caution.|2021-06-17|||2021 19101990135582|LA's Promise Charter High #1|6|LAPCHS administered the Panorama evidence-based School Climate survey in Spring 2021, and a total of 142 students participated and completed the survey. The following are the percentage of favorable responses summarized by topic area. • School Belonging: 49% • School Climate: 59% • School Engagement: 42% • School Safety: 63% • School Teacher-student relationships: 61% For the 2020-21 school year, LAPCHS operated fully in distance learning for most of the school year. On April 28th, LAPCHS opened for in-person instruction. Approximately 24% of students participated in in-person instruction and the remaining 76% continued with distance learning for the entire school year. Therefore, student climate survey results should be interpreted with caution.|2021-06-17|||2021 19101990136119|Animo City of Champions Charter High|6|"The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 0.7%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19101990137166|Soleil Academy Charter|6|Soleil Academy administered a school climate survey to students in grades 2- 3, and a total of 38 students participated and completed the survey. SURVEY FINDINGS: the following are the responses from the student survey. • 87% liked their school • 92% had friends at school • 95% agreed their teachers care about them • 95% agreed their teacher made learning fun • 92% agreed they learned a lot at school|2021-06-19|||2021 19101990137679|Magnolia Science Academy 5|6|MSA-5 annually conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-5 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions. MSA-5 strives to improve our students’ perceptions of school safety and connectedness. In 2020-21, 98% of our students participated in the survey and their responses provided an average approval rating of 76% on the four topics of the survey, with a high rating of 86% on Climate of Support for Academic Learning and our lowest rating of 67% on Sense of Belonging / School Connectedness, which was a 9% growth from the previous year. We will continue to push to have a high level of participation while implementing the same strategies that helped our survey data improve amongst students and work with our students, families, and staff to improve the areas where the data was not as strong as the other topic areas. In 2020-21, 98% of our students participated in the survey and their responses provided an average approval rating of 76% on the four topics of the survey, with a high rating of 86% on Climate of Support for Academic Learning and our lowest rating of 67% on Sense of Belonging / School Connectedness, which was a 9% growth from the previous year. We will continue to push to have a high level of participation while implementing the same strategies that helped our survey data improve amongst students and work with our students, families, and staff to improve the areas where the data was not as strong as the other topic areas.|2021-06-24|||2021 19101990138669|Da Vinci RISE High|6|School culture survey indicators on the Spring 2019 student survey at Da Vinci RISE remain strong with positive survey responses in all areas near or above 90%. 90% of students reported that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent) in the Spring 2019 survey. Similarly, 87% of students reported that their relationship with teachers overall was good, very good or excellent. 89% of students positively reported that Da Vinci RISE created an environment of high integrity, respect, and trust. Nearly all Da Vinci RISE students consistently report feeling safe on campus, with 97% of students reporting feeling safe at school.|2021-06-16|||2021 19101990139170|Lashon Academy City|6|The school safety and climate survey administered to students at Lashon Academy City provided insightful information regarding the feelings of the students and focus areas to create the best learning environment for all students. The survey represented the whole student population including all significant subgroups. The survey questions were comprised of multiple choice, rating scales, and short answer. Overall, students reported feeling safe at school and looked forward to coming to school. School climate focused on increasing student motivation for attendance by creating more built-in incentive systems as well as enforcing attendance policies more aggressively for those families needing additional support to attend school regularly. Students at Lashon Academy City again reported high interest levels in the areas of reading, science, PE and project-based learning experiences. School behaviors decreased significantly with our school counselor incorporating daily social groups and looking to support those students who needed additional social/emotional support, helping to maintain a 0% suspension and expulsion rate. This will continue to be a focus goal area for us in the following years as we try to implement a school wide comprehensive social/emotional program. Based on student survey results and feedback from students, Lashon Academy City Implemented a character program meeting the social/emotional needs of our students and Positive Discipline System school wide. The school administration oversaw implementation. Staff members were provided with professional development workshops on positive behavior and logical consequences as well as on a weekly basis, students who exhibited positive behavior were awarded certificates. Students from each classroom who exhibited exemplary behavior, academic performance, attendance, and/or good citizenship received certificates. Students reported finding it easy to discuss academics, behaviors, and personal matters with staff along with a sense of community and belonging. To increase their sense of community and address the social/emotional needs of the students, the school administration implemented the 2nd Step Social Emotional Development Program. This will continue to be a focus goal area for us in the following years as we look to create a more robust social/emotional support school wide system.|2021-10-05|||2021 19101990139345|We the People High|6|We the People High School uses a Student Satisfaction survey to measure school climate and collect feedback from students in the areas of school perception, performance in school, sense of belonging, and teacher support. Our Spring 2020 survey reported that 100% of students feel they are known by their teachers, and that they belong at school. 94% of students reported feeling connected to the adults at school. We the People also implements a Parent Satisfaction Survey to gather parent/guardian feedback to inform our decision-making process and programs. This survey was implemented during our first year of operation and during COVID-19. As a result, participation was low. Our goal for parent survey participation in 2021-22 is 90%.|2021-10-25|||2021 19101996116883|Odyssey Charter|6|Due to the COVID-19 pandemic, we did not ask our community to complete a California School Climate Survey, California School Staff Survey, and the California School Parent Survey. However, the 2020-2021 school year required us to envision new methods of communication to involve stakeholders in our decision making process. The communication strategies below allowed us to create multiple pathways to increase stakeholder engagement and feedback which in turn allowed us to gather data from follow up surveys. - Weekly email communication from administration on updates to all families and staff - Classroom teachers held Parent Meetings via Zoom to inform of classroom happenings and solicit feedback - Zoom Town Halls with parent groups to take in feedback, questions and concerns - Monthly Zoom Teleconference Governing Board Meetings links and materials emailed to families and posted to our website - Monthly Zoom Odyssey Parent Participation Group meetings to engage families - Weekly Zoom Leadership team meetings, staff meetings and teacher-led office hours - Digital satisfaction and feedback surveys for Parents, and Staff - Virtual “2nd Cup of Coffee” held with Principals and Executive Director Additionally, we reviewed the data from the California Healthy Kids Survey, along with its Partner surveys, the California School Climate Survey, California School Staff Survey, and the California School Parent Surveys from the previous two years. Therefore, we identified areas of strength and improvement to support a positive school climate. Strengths: - We have implemented evidence-based practices such as Restorative practices school wide in order to foster student ownership and establish positive school norms. - We encourage staff to use the school garden and outside areas to support student learning and social-emotional health. - We promote positive student-staff connections through morning meetings and homeroom. - We promote student-centered learning by giving students various opportunities to reflect on their learning and set goals. Improvements: - An area of identified improvement is to increase family and student participation in the California Healthy Kids Survey by administering it sooner in the school year. We believe that administering it earlier in the school year will yield a greater participation rate. - Another area of improvement is to translate school documents to bridge stronger communication with families who speak other languages. - As we move forward from the pandemic, we are working to strengthen our ability to assess and identify social-emotional and mental health needs that may not be seen at a surface level so that we can better support student’s individual and group needs through school-based and outside services.|2021-06-15|||2021 19101996119945|Magnolia Science Academy|6|MSA-1 annually conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-1 disaggregates the results by grade and student group and uses open-ended questions to understand students’ perceptions further. MSA-1 strives to improve our students’ perceptions of school safety and connectedness. For the 2020-2021 school year, 91.5% of the students participated in the survey, and there was an average approval rating of 72% and an overall satisfaction rate of 84%.|2021-06-24|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a decisive role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should continue doing and areas for improvement to provide our students with the best quality education. MSA-1 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning and their perceptions of school climate and students’ strengths and weaknesses. MSA-1 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules, and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey, students are also asked questions in additional four topics, including indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.||2021 19642120000000|ABC Unified|6|Due to the COVID-19 Pandemic, the California Healthy Kids Survey (CHKS) was not administered in the 2019-20 school year. The results from the 2020-21 California Healthy Kids Survey (CHKS) were: 80% of 5th graders, 66% of 7th graders, 67% of 9th graders, and 56% of 11th graders reported high levels of school connectedness. In comparison to the 2018-19 CHKS results, there was a significant increase for students in 5th, 9th, and 11th grade; and a slight increase for students in 7th grade reporting high levels of connectedness. The ‘school connectedness’ data includes students’ sense of safety at their schools. Every school in ABC demonstrated a significant increase in the percentage of students who indicated agree or strongly agree in the area of school connectedness. It's important to acknowledge school and districtwide efforts to promote school connectedness and safety, despite the persisting pandemic. The California School Parent Survey indicated 83% of parents/guardians agree or strongly agree that despite school dismissal, due to the pandemic, they felt welcome to participate at the school. And, 93% of parents/guardians indicated that staff treated them with respect. Families are more likely to feel connected and engage in school activities and decision-making processes when they feel welcomed and respected. Students’ sense of connectedness and safety are District priorities. Throughout the 2020-21 school year, permanent mental health professional(s) (MHP) worked directly providing virtual support to individual students and student groups. Social-Emotional Learning, mental health awareness, school virtual activities/events, support from the MHP were important factors in helping students to feel connected to school, even during a pandemic, and promoted student engagement in their school community. The District continues to improve school and facilities safety: changes to public entrance on school campuses, the installation of cameras and monitors throughout school campuses, and improvement to student drop-off and pick-up areas. The District and all schools use the visitors’ management system to issue temporary ID badges to any person entering a school or district building without a District issued ID. In addition, schools are responsive to implementing the COVID protocols outlined in the CA Department of Public Health Guidelines, which focus on maintaining facilities in which students, staff, and visitors are safe from transmitting the virus.|2021-10-05|||2021 19642460000000|Antelope Valley Union High|6|DATA: School pride grew 8% to over 90% agreement for students; it grew for parents from 88% agreement to 95% (3% growth in strongly agree); employee pride maintained over 96% agreement (2% growth in strongly agree). Caring relationships grew for students to over 88%; for parents it grew to over 94%; employee maintained a 99% of being intentional about creating positive relationships with students. Students feeling safe at school grew to over 84% (improving by about 10%); parent’s perceptions of school safety remained at 86%; employees reported feeling safer at work to over 88% (3% growth in strongly agree). Over 94% (4% growth) of students, parents and employees felt that the school provided enough resources to be successful. 74% of students feel there school is clean and well-maintained (20% improvement from the prior year). Parent’s perceptions of school cleanliness was up 2% to 86% and employees up 4% to 79%. For technology as a regular part of the student’s educational experience, students, parents and employees report over 97% agreement (with more than half of them strongly agreeing). Open lines of communication are high for all stakeholders (91.4% for students [+8%], 93% for parents [+3%] and 90% for employees [+6%]). Percentage of student participation in school related activities, clubs, programs or sports had 60.4% (-7%) while parents were closer to agreement with the students at 65.4% (-12%) with 96% of employees saying they actively encourage student to be involved. Student’s belief that there is a teacher or other adult at school who has high expectations of them was steady with 85.2% while parents and employees guessed this number slightly higher at 92% and 99%. Finally, connectedness to the school for students grew to 69.5% (+8%) while parents and employees agreed with student connectivity at 85.7% and 87%. MEANING: This data revealed some similarities from the year before as well as some stark differences. There was growth in School Pride, Caring Relationships, and School Safety, School Cleanliness, Access to Technology and Connectedness. However, we saw a decrease in Participation and a minor decrease in High Expectations. Much of these statistical variances can be attributed to the environment during the Covid-19 pandemic. Technology was available to everyone and the need to communicate through e-mail and virtually made communication easier and more predictable. However, students were not as connected to their schools as they have in the past (mostly due to lockdowns) and were unsure of the expectations that teachers had of them (not always easy to see in a virtual environment. USE: Each school reviewed this data and made adjustments to their Single Plans for Student Achievement based upon feedback received. Many of the schools expressed joy in the growth that came in spite of having to use Distance Learning. Furthermore, efforts were discussed to raise connectivity and expectations regardless of the learning environment.|2021-06-09|||2021 19642460126003|Academies of the Antelope Valley|6|DATA: School pride was over 98% for students, 99% for parents and 100% for employees. Caring relationships for students was over 93%; for parents it was 98% employees maintained a 100% of being intentional about creating positive relationships with students. 95% of students report feeling safe at school; parent’s perceptions of school safety was 92%; 93% of employees reported feeling safe at work. Over 98% of students, parents and employees felt that the school provided enough resources to be successful. 95% of students feel there school is clean and well-maintained (5% improvement from the prior year). Parent’s perceptions of school cleanliness was up to 96% and employees agreed with 96% agreement. For technology as a regular part of the student’s educational experience, students, parents and employees report over 97% agreement (with more than half of them strongly agreeing). Open lines of communication are high for all stakeholders (96% for students, 96% for parents and 98% for employees). Percentage of student participation in school related activities, clubs, programs or sports had 57% (-12%) while parents agreed with the students at 57% (-23%) with 98% of employees saying they actively encourage student to be involved. Student’s belief that there is a teacher or other adult at school who has high expectations of them was steady with 91% while parents and employees guessed this number slightly higher at 94% and 100%. Finally, connectedness to the school for students grew to 80% while parents and employees viewed student connectivity at 87% and 96%. MEANING: This data revealed a broad consensus between students, parents and staff in their with their experiences at Academies of the Antelope Valley. The one area that decreased was school participation, which was expected due to the restrictions caused by the Department of Public Health in response to Covid-19 USE: Academies of the Antelope Valley reviewed this data and made adjustments to their LCAP based upon feedback received. Many of the stakeholders expressed joy in the growth that came in spite of having to use Distance Learning primarily. Furthermore, efforts were discussed to raise connectivity and expectations regardless of the learning environment.|2021-06-09|||2021 19642461996537|Desert Sands Charter|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 78% of the students reported that they felt safe (this was a significant drop during the pandemic. * 43% reported that they felt connected to the school A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We know our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. To respond to this need, we have invested to hire additional Counselors and Social Workers. Just as important to us is our staff well-being and morale. We recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 88% reported that they felt connected to a buddy at school. To achieve this, we implemented virtual staff bonding events, guest speaker series, professional development geared towards grief, change management, and wellness. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-01|||2021 19642610000000|Arcadia Unified|6|Data: Arcadia Unified School District (AUSD) administers the California School Climate and Health Learning Survey (CalSCHLS) annually to students in grades 5, 7, and 9. The survey was adjusted during the 2020-2021 school year to reflect the different instructional models in California schools. The measures reviewed were as followed: High Expectations at School- 5th Grade - 87%, 7th Grade: 67%, and 9th Grade 58%. Academic motivation - 5th-grade - 82%, 7th Grade 60%, and 9th grade 58%. Peer supports - 5th grade 64%, 7th grade - 72%, and 9th grade 77%. All percentages reflect “yes, most of the time” or “Yes, all of the time” responses. It is important to note that the data is not cohort data from year to year. Data collection took place in February 2021. Additional data was collected during the Spring of 2020 from researcher Dr. Alan Daly and his team from UC San Diego that is referred to as the Better Together data. The data was shared during a Spring 2021 board meeting. Spring 2019 data collected specifically to climate shows that all stakeholders show a mean of 4.3 or greater on a 6 point scale. The mean of the data collected in the Spring of 2020 shows a mean of 4.9. A score of 4 shows somewhat agreement with statements about culture. A score of 5 shows agreement with statements about culture. Meaning: Three indicators were reported from CalSCHLS. The surveys administered were conducted at home. The academic motivation indicator reflects two thirds of our students are academically motivated despite being in a remote learning environment. The high expectations indicator shows an increase in percentage over time. The peer support indicator was a measure used and added with the redesign of the survey due to the instructional environments students were in and demonstrates that peer relationships remained steady. AUSD students answered questions when they were still in remote learning environments. The data collected by Dr. Daly and team shows a significant improvement in comparisons to the baseline data in Spring 2019. This is important because it shows that our stakeholders are in agreement with the healthy climate and culture in Arcadia Unified. As Dr. Daly reported his findings, he noted that these changes and increases are not common in organizations. Use: The Healthy Kids and Better Together data is shared with school site principals. Several specific data points have been included in our Local Control Accountability Plan. Healthy Kids Data will continue to be collected annually in February so the results can be shared in the spring. The Better Together data continues to be shared with stakeholders and collected annually. The district continues to implement programs such as Leader in Me and Restorative Practices that serve as resources for maintaining and increasing our high ratings of culture and climate. The data from both sources will help us to continue to reflect and evaluate our practices for a healthy social climate.|2021-06-22|||2021 19642790000000|Azusa Unified|6|Azusa USD administers a District Annual Survey each year. Results include data in multiple areas including engagement, culture, safety, belonging and peer collaboration (connectedness), and relationships. Data measure the district’s progress on state Priority Six. Survey results administered to grades 3-12 reflect the following about school connectedness and safety in Azusa USD. Key Measures: Percent positive responses by students Engagement: Elem 91% Middle 50% High School 52% Culture: Elem 59% Middle 48% High 43% Belonging & Peer Collaboration: Elem 67% Middle 46% High 36% Relationships: Elem 87% Middle 54% High 40% Safety: Elem 77% Middle 66% High 58% Differences in student responses in the key measures of climate exist between grade levels, this has been an ongoing trend districtwide, statewide, and nationwide. Differences between the grade spans include: -39% more elementary grade students expressed high levels of engagement when compared to high school students. -37% more elementary students expressed high levels of engagement when compared to middle school students. -Smaller differences between the three grade spans exist in the key measure of school culture, with 59% of elementary students expressing positive responses to questions in this theme, 11% fewer middle school students expressed positive responses, and 16% fewer high school students expressed positive responses to questions contained in the culture theme. -67% of elementary students surveyed responded positively to questions addressing belonging and peer collaboration, close to half this amount of high school students responded positively (36%). -21% fewer middle school students responded positively to questions addressing belonging and peer collaboration when compared to their elementary counterparts. -High levels of elementary students responded positively to questions contained in both the relationships and safety themes. High school and middle school students indicated lower levels of positive responses to relationship questions (Middle 54%, High 40%). -The majority of students at all grade spans indicated mid-levels of feeling safe, 77% of elementary students, 66% of middle school students, and 58% of high school students. AUSD results are on average or higher than those reported by similar California schools as well as schools nationwide. In the area of relationships and culture, Azusa Unified students’ positive responses are in the top 25% in the nation for elementary students. Relationships and culture impact school climate, they address students' feelings of being cared about, feeling respected by staff, and indicate how students treat each other and staff. Decisions based on this data have been made to address needs by focusing on social-emotional learning, restorative practices, conflict resolution, and diversity, equity, and inclusion. Staff professional learning will focus on the identified areas of need and contribute to students' overall school success.|2021-06-22|In 2020-2021, Azusa Unified School District revised its District Annual Survey in partnership with YouthTruth. Measure scales were adjusted and additional questions were included. Therefore, comparability to previous results is limited. In shifting the survey and partnering with YouthTruth, the district is now able to compare results to state and national responses. Azusa Unified publicly shared results of the District Annual Survey including those addressing State Priority 6. Results were used to drive the evaluation of prior initiatives and to support the development of the 2021-2024 LCAP.||2021 19642870000000|Baldwin Park Unified|6|The district administered the California Healthy Kids Survey in grades 5, 7, 9, and 11. School sites receive findings to analyze. District Elementary and Secondary summaries are reviewed by the District School Leadership Team Among 5th grade males and females, 77% of males and 71% of females reported feeling safe at school. Among 7th grade males and females, 69% of males feel safe or very safe at school 7% greater than females. Among 9th grade males and females, 61% of males feel safe or very safe at school 8% greater than females. Among 11th grade males and females, 48% of males and females reported feeling safe at school. Based on the review of the survey results, the following revisions, decisions, and/or actions will be implemented by the district for the continuous improvement process. • Increase availability of mental health agencies on school sites through AB86 – Expanded learning Opportunities Grant. • Continuation and expansion of Positive Behavior Interventions and Supports (PBIS) (Title IV Funds) • Continue teacher training and implementation of the social emotional learning curriculum. (Title IV)|2021-06-22|||2021 19642871996479|Opportunities for Learning - Baldwin Park|6|OFL- BP conducted its School Climate Survey in the Spring of 2020-21. 82.45% of all school personnel, 14.28% of parents and 34.96% of students completed the School Climate Survey. OFL BP received an average student perception of 4.01 on school connectedness and engagement. While this is clearly an area of strength we look forward to continuing our work with students and their sense of connection with staff and leadership. We know that our focus on social emotional programming has led to an increase in overall student connection. The LEA received a 4.13 in the area of safety rules and norms as the LEA has placed an increased focus on norms due to covid and safety overall. Additionally, both physical and emotional supports have been placed to support students in a virtual setting and prepare for their return. OFL-BP received the highest ranking in Social Supports/ Adults as identified by students and staff. This area of strength identifies the school’s quality of social relationships among adults and students particularly in having mutual respect and supporting one another. Parents identified Support for Learning as an area of strength for the school. This area of focus highlights the quality of supporting teaching practices utilized by school staff such as encouragement and constructive feedback, varied opportunities to determine knowledge and skills, support for risk-taking, and independent thinking. Areas of Focus for the school included Social Media as identified by students, rated as 3.72. This area of focus is in regards to how safe students feel from physical harm, verbal abuse/teasing, gossip and exclusion when online or on electronic devices. Parents identified Social Supports/Students as an area of focus for the school. This area of focus is in regards to patterns of supportive peer relationships for students, including friendship for socializing, for problems, for academics and for new students. OFL- BP is committed to the safety of students and creating a positive learning environment by taking the necessary actions by bringing awareness to safety issues and providing resources to address these issues. Social Media safety continues to be a challenge for the school as it does not have the capacity to monitor all interaction with these platforms. However, the school has continued its efforts to teach students how to be good digital citizens and learn about their digital footprint. To address the need for Social Supports for students from their peers, OFL- BP will continue to provide opportunities for students to work with peers and create positive academic and social relationships that will support their overall academic progress.To address the areas of focus identified by stakeholders in the School Climate Survey and to maintain gains in this area, OFL- BP stakeholders developed a goal to cultivating a safe and healthy learning environment and school climate through an increased emphasis on conducting meaningful engagement.|2021-06-15|||2021 19642950000000|Bassett Unified|6|Bassett USD administered an LCAP Student Survey in May 2021. A survey window was identified and administrators and teachers were asked to encourage students to participate. The student survey yielded 329 responses. Participants identified the following areas as strengths: 94% Strongly Agree or Agree - My teachers care about me 89% Strongly Agree or Agree - My school provides me with enough access to technology 85% Strongly Agree or Agree - Teachers work hard to make sure all students are learning Participants identified the following areas in need of improvement: 36% YES (all or most of the time) - When you need help, do you find someone to talk with? 53% Strongly Agree or Agree - I enjoy attending school 54% Strongly Agree or Agree - My school is a place where I feel that I "belong"/included in activities" As a result of the survey results, Bassett USD has taken several steps to address the Social-Emotional Learning (SEL) of students. The district entered into a contract with Thrively (secondary) and Second Step (elementary) to provide teachers with curriculum and activities to implement to address student SEL needs. Professional development was provided to all teachers, counselors, clinical therapist, psychologists, and administrators and classified staff to be able to effectively implement these programs. The district is also planning professional development to provide teachers with the skills to differentiate instruction as well as how to include SEL into every lesson.|2021-06-15|||2021 19643030000000|Bellflower Unified|6|Goal one of BUSD's LCAP states, " BUSD will provide all students with safe, collaborative conditions for learning " Action steps included in the LCAP to ensure meeting this goal include monitoring students' feeling of connectedness and safety at school and their agreement that bullying is not allowed as well as monitoring parents' and teachers’ agreement that students are safe at school. The Healthy Kids Survey is administered yearly at elementary and secondary school sites. The most recent data revealed that 72% of 5th grade students, 59% of 7th grade students, 46% of 9th grade students, and 45% of 11th grade students surveyed feel highly or moderately connected at school. 90% of staff feel a responsibility to improve the school and 76% of parents feel welcome to participate at school. The survey also revealed that 76% of 5th grade students, 52% of 7th grade students, 42% of 9th grade students, and 43% of 11th grade students surveyed report that they feel safe at school all or most of the time. 79% of parents strongly agree or agree that their child is safe at school and 88% of teachers strongly agree or agree that students are safe at school. This survey also revealed that 90% of elementary students surveyed agree that bullying is not allowed. Goal 1, Action 6 will continue to monitor student absence and Goal 1, Action 9 was revised to increase mental health, counseling, and guidance supports.|2021-06-17|||2021 19643110000000|Beverly Hills Unified|6|BHUSD utilizes Olweus Bullying Questionnaire to collect data on school climate. The data collected in Spring of 2020 states the following: 18% of our students have experienced some form of bullying, 77% of our parents feel their student is safe at school, and .8% of our students have been suspended. This data has led us to adopt Positive Behavioral Interventions and Supports (PBIS). We adopted the program Fall of 2018. We are entering our 3rd year of implementation with programming that awards positive behaviors like attendance, no disciplinary reports, and building relationships. We continue to utilize the Los Angeles County Office of Education as a mentor/ coach for our PBIS progress. Our students, teachers, and families are active participates in the program. We offer parent programming to reinforce the norms of the program we follow in school. We continue to look for additional ways to ensure our students feel connected, safe, and build their leadership capabilities.|2021-09-14|||2021 19643290000000|Bonita Unified|6|To assess the climates on our campuses, Bonita Unified surveys students using the Panorama survey system. Overall results from this survey showed the following: Grades 3-5 School Climate 72% Student Engagement 70% Sense of Belonging 71% Grades 6-8 Student Engagement 53% Sense of Belonging 42% Grades 9-12 Student Engagement 40% Sense of Belonging 32% For our students in the 6-12 grade span, these percentages reflect lower than desired levels of engagement and belonging. Undoubtedly, the isolation of the pandemic contributed greatly to these numbers. We do expect an increase as students come back to campus for the 2021-2022 school year. When the survey data is disaggregated, Bonita Unified EL, Foster Youth (FY) and Low Income (LI) students report having increased levels of negative social-emotional indicators that impede full access to our educational program. The data supporting this conclusion is robust. For example, although our EL students in grades 3 through 5 experience a sense of belonging in their schools, they rank low in engagement. Grade 6-8 EL students feel more of a sense of belonging than the student body at large, but still rate substantially lower than the student body at large in terms of student engagement and student/teacher relationships. EL students in grades 9-12 rank relatively high in their sense of belonging and in not having feelings of sadness, but they are substantially less engaged than the student body at large. Further, Bonita LI students in grades 3-5 ranked lower in all areas of SEL Supports and Environment (sense of belonging, student engagement, and student teacher relationship). Similarly, in grades 6-8, LI students ranked lower in all assessed areas of SEL Supports and Environment than the student body with the area of student engagement being the lowest score. In high school, where over 900 LI students responded, their scores put them far behind the baseline for all groups. The results of negative social-emotional indicators can be seen the district's 3.8% suspension rate. Data from the CA Dashboard shows us that all three groups (EL, LI, FY) rank orange or red thereby contributing greatly to BUSD's suspension levels. The results of the needs assessment show that the district needs to continue to create systems to increase the engagement of EL, FY and LI students in the academic and social life on school campuses. Accordingly, BUSD will continue to provide (and increase) our mental health support team of mental health support specialists, school counselors, school psychologists, and foster liaisons with behavior technicians to explore strategies and provide support to students to ameliorate the behavior leading to suspensions, and the lower engagement, lower sense of belonging and feelings of anxiety of our EL, LI and FY populations.|2021-10-06|||2021 19643370000000|Burbank Unified|6|This spring the survey was administered while the stakeholders were still in the midst of the COVID-19 pandemic. This led to some frustration that the survey questions did not reflect the particular circumstances of the pandemic. However, the School Satisfaction Survey is meant to analyze and compare trends over time. Therefore, the questions cannot be changed on an annual basis. In addition, because of the change in timeline for the reporting of the Local Indicators to the Board of Education, the latest results were not available for the Board to review at the school board meeting of June 17, 2021. The key findings from the prior survey were the following: Academic Rigor: 77% of parent and student respondents are satisfied with the quality of education provided by their school. However, only 71% of parents of Gifted and Talented students agreed that their school sufficiently challenges their students. Student Support: More than 75% of staff, students, and parents agree that their school provides academic support for students who require it. Only 64% of students agree that their school provides adequate resources to help students who are having social, emotional, or mental health problems. Reported bullying; 86% of students know how to report bullying, 83% of students know to whom to report it, but only 44% of students were satisfied with the outcome of reporting bullying. LCAP Involvement: Less than half of parent and staff respondents report receiving invitations to be involved in the LCAP process.|2021-06-17|This year the focus will be on trauma-informed practices to better respond to students and families as full-time in-person instruction resumes. In addition, services with our local mental health provider, Family Service Agency of Burbank (FSA), were increased to respond to anticipated demand for services. FSA supports students with counseling services and drop-in care at each of the high schools. strict has invested in Social Emotional Learning for the 2021-2020 school year. The district is continuing its work with the Los Angeles County Office of Education which supports the Positive Behavior, Intervention, and Supports program at area schools.||2021 19643450000000|Castaic Union|6|In February of 2021, Castaic Union School District administered the California Healthy Kids Survey to 5th and 7th grade students. The overall scores reflect that our students feel connected to school, they feel that there are caring adults on the school sites to support them; the majority answered that they have meaningful participation and a high percentage when surveyed, feel safe at school. (this includes our three elementary schools and our middle school.) The results were as follows: * School Connectedness - 79% * Caring Adult Relationships - 78% * School Safety - 88% Our data confirms that our staff is building relationships that have a meaningful impact on our students. Parent survey data is as follows: * Caring adult relationships - 92% * School safety - 98% Teacher survey data is as follows: * Caring relationships - 97% * School Safety - 98% Castaic Union School District has a high attendance rate of 96%. Our district goal is to annually increase by 1-2%|2021-06-24|||2021 19643520000000|Centinela Valley Union High|6|To assess school climate, the District administered the California Healthy Kids Survey (CHKS) and a locally developed LCAP Student Equity Survey to all 9-12 students. Additionally, the District’s Equity Team engaged in over 50 hours of student focus group sessions with ethnic/racial subgroups of students; male/female/LGBTQIA+ students; English Learners; Foster and Homeless Youth; Students with Disabilities; male and female athletes, and; student enrolled in each of our academies, AVID, and other special programs. The District chose these measures as they reflect a balance between a widely used state measure, a local measure of the District’s particular focus areas, and smaller, more targeted opportunities for engagement with student voices. According to the CHKS, 34% of students feel safe or very safe at school. Also according to the CHKS, 20% of students agree or strongly agree with the statement “I feel like I am part of this school,” with this connection most strongly reflected in eleventh grade. Additionally, according the CHKS, 62% of students feel there is a teacher or some other adult on campus who really cares about them, who notices when they are not there, and who listens to them when they have something to say. Clearly, over a year of distance learning has made school connectedness a challenge for our students. The following are key findings from our local LCAP Student Equity Survey related to school climate and connectedness: 92% of students strongly agree or agree that their school provides a comfortable and welcoming classroom environment for student differences in race, ethnicity, culture, and religion; 91% of students strongly agree or agree that their school provides a comfortable and welcoming classroom environment for students differences in gender, sexual orientation, and gender expression; 86% of students strongly agree or agree that teachers do not show bias or favoritism towards a single race, ethnicity, culture, or religion during instruction/in the classroom; 88% of students strongly agree or agree that teachers do not show bias or favoritism towards a single gender or sexual orientation; 75% of our students indicated that the materials and lessons in their classes include examples of their race, ethnicity, and culture, and 70% of students strongly agree or agree that the materials and lessons in my classes include examples of my gender, sexual orientation, or gender expression. The District will continue to implement the CHKS, the local LCAP Student Equity Survey, and student subgroup focus groups in order to help assess the effectiveness of programs and efforts to increase students’ sense of connectedness and improve overall school climate.|2021-06-22|||2021 19643520128488|Family First Charter|6|Key data reflected students were in need of varied technological support, some with hardware, a few with software, and fewer with use training. The implications were that our students had a variety of technological needs that could not be solved by simple purchases. They were in need of material, training, and ongoing support. Data also indicated that many of our students had preexisting access to all of their needed technology. The school has targeted its response to student needs beginning with a prioritization of students' stated needs.|2021-06-24|Our school climate continues to be shaped by regular student feedback via regular surveys, community events, and focus groups.||2021 19643520128496|New Opportunities Charter|6|Key data reflected students were in need of varied technological support, some with hardware, a few with software, and fewer with use training. The implications were that our students had a variety of technological needs that could not be solved by simple purchases. They were in need of material, training, and ongoing support. Data also indicated that many of our students had preexisting access to all of their needed technology. The school has targeted its response to student needs beginning with a prioritization of students' stated needs.|2021-06-24|Our school climate continues to be shaped by regular student feedback via regular surveys, community events, and focus groups.||2021 19643780000000|Charter Oak Unified|6|1. DATA: Charter Oak Unified School District (COUSD) administered the California Healthy Kids Survey (CHKS) to 5th, 7th, 9th, and 11th-grade students in the 2019-2020 school year as a way to gather school climate information and determine the social emotional and safety needs of students. Financial decisions for programs, curriculum, personnel, and other resources are partially determined by the results of the CHKS and other surveys. The schools also use the results of the CHKS to plan expenditures, resources, and priorities for their Single Plan for Student Achievement (SPSA). The District learned that students feel safe and connected to their schools. However, data suggests that our schools can improve students' meaningful participation in school, as well as their perceived safety while at school. The District ponders to what extent feelings of safety have been impacted since the administration of the CHKS due to the coronavirus pandemic. 2. MEANING: Overall, according to the results of the CHKS, Charter Oak Unified School District students feel safe at school and that they have adults who support and listen to them. The following were areas of strength for both elementary and secondary students as demonstrated by a positive rating of 70% or above: caring adults, high expectations, school connectedness, academic motivation, social and emotional learning supports, fairness, positive behavior, and anti-bullying climate. The results also show that there is a need for more meaningful participation of students and some interventions to ensure students do not witness or feel victimized by rumors and physical roughhousing that makes some students uncomfortable. 3. USE: To address the need for increased meaningful participation, the Superintendent has formed a Student Advisory Council to give students from all sites more voice. As well, site administration will work with staff to explore ways to create more student voice and participation in school. Additionally, the governing board also has two student representatives, a student from the comprehensive high school and a student from the continuation high school, to ensure equity and voice in matters with the Board of Education. To address appropriate behaviors and social-emotional learning, and empathy skills, a Board Certified Behavior Analyst (BCBA) and a team of Masters in Social Work (MSW) interns are deployed to the sites to assist with lessons and teacher support. Charter Oak Unified School District has also committed to developing its Tier I and Tier II academic and social-emotional resources through the Multi-Tiered System of Supports (MTSS) process. Finally, the District will administer the CHKS during the 2021-2022 school year.|2021-06-24|||2021 19643940000000|Claremont Unified|6|Combined results from 2021 LCAP Student Survey (Grades 4-12) show that: • The percent of CUSD students enjoy going to school: 66% • The percent of students who responded that their teachers care about them: 92% • The percent of students who reported that they are treated fairly by adults on campus: 94% • The number of secondary students who reported that they were involved in school sponsored extracurricular/co-curricular activities: 1,275 (expected decrease due to COVID-19 and remote learning for the majority of the 2020-2021 school year) The California Healthy Kids Survey (CHKS) has been administered every other year. Since the LEA is part of the Tobacco Use Prevention Education three-year Grant (2020-2023) through the Los Angeles County Office of Education, CHKS will be administered in Spring 2021 and 2023. The following are results from the 2020 CHKS administration: Key Indicators Elementary: 81% response rate in 5th grade 83% of students feel safe at school most of the time/all of the time 80% students were treated with respect most of the time/all of the time 48% reported moderate/high meaningful participation at school 76% reported moderate/high school connectedness 85% reported moderate/high academic motivation Secondary: 74% response rate for Grades 7, 9, 11. 22% reported that they receive free or reduced lunch 18% reported other languages than English reported at home 31% reported moderate/high meaningful participation at school 63% reported moderate/high school connectedness 75% reported moderate/high academic motivation 63% perceive their school as being very safe or safe 31% experienced chronic sadness/hopelessness Ninety-one percent (91%) of parents reported that they feel the school campus(es) is/are safe. Our District’s focus is to ensure that students feel safe and connected at school. Through LCAP surveys and student focus group meetings, it was clear that all stakeholder groups felt there was a need for more social-emotional learning and mental health training which the District will increase for the 2021-22 school year. We will continue to assess our programs and survey staff and students for ideas as to how to increase their engagement with school and finding ways to increase students’ feelings of safety.|2021-06-24|||2021 19644360000000|Covina-Valley Unified|6|C-VUSD administers the California Healthy Kids Survey (CKHS) to students in grades 5, 7, 9, and 11. The last survey was administered in 2020-21. The school district also administered the Gallup Student Poll in 2019-20. The Gallup Student Poll measures students' engagement, hope, entrepreneurial aspiration, and career and financial literacy in fifth through 12th grade. C-VUSD analyzes the results of the CKHS and the Gallup Poll at the District, site, and grade level. The results are shared with the Board of Education, and the results are included in presentations to staff, parents, PTA's, and local advisory boards. The District and school staff look for data trends, including highlights and areas of concern. Based on the results and additional feedback, the District and staff also seek additional input and understanding from all advisory groups to plan actions and services, including prevention and intervention. The District believes that the survey and poll results reveal that the students' perception of their experience in C-VUSD is improving. The students feel safe at school, are academically motivated, have caring adult relationships, and have high expectations. The metrics indicated that these measures decrease as students reach high school, which is aligned with how the other schools see their results. The challenge for the District is to validate the data results and use other local measures, such as the Student LCAP Survey, to get ongoing feedback regarding the students' school experiences. The overall Gallup Student Poll results are trending up. One of the lowest scoring metrics is Entrepreneurial Aspiration. Further study of this metric needs to be done to determine if this metric is correlated to other metrics such as Socio-economically Disadvantaged designation. The District also needs to gather additional data for Students With Disabilities and English Learner Students to develop intervention and support for all student groups. The District will facilitate review and revisions of the schools' Multi-Tiered Systems of Support to ensure timely interventions and support are provided to students in an effort to improve instructional experiences and the students' overall school experience. Additional focus areas, determined with input from all advisory groups, identified a need for more mental health and anti-bullying resources. Community collaborators also want more mediums to access information regarding programs and services provided by C-VUSD. As a result, the District has hired additional mental health support staff to provide students with resources and avenues to address social-emotional and academic success issues. In addition, the support staff is using technology to track intervention and support measures. Preliminary analysis of both quantitative and qualitative data indicates that the actions taken by the District are creating positive results.|2021-06-28|Gallup Survey 2019-20 Engagement: 3.90; Hope: 4.22; Entrepreneurial Aspiration: 2.26; Career/Financial Literacy: 3.06 2018-19 Engagement: 3.91; Hope: 4.23; Entrepreneurial Aspiration: 2.27; Career/Financial Literacy: 3.08 2017-18 Engagement: 3.84; Hope: 4.2; Entrepreneurial Aspiration: 2.14; Career/Financial Literacy: 2.98 California Healthy Kids Survey 2020-21: Elementary Target sample: 748; Final Number: 266; Response Rate 36% Key Indicators School Engagement and Supports-School connectedness: 72%; Academic motivation: 81%; Caring adult relationships: 72%; High expectations: 87% School Safety-Feel safe at school: 89% Disciplinary Environment-Students treated with respect: 88% California Healthy Kids Survey 2020-21: Secondary Target sample: 822 (Gr 7), 1,069 (Gr 9), 1,064 (Gr 11); Final number: 634% (Gr 7), 498 (Gr9), 483 (Gr 11); Response Rate: 77% (Gr 7), 47% (Gr 9) 45% (Gr 11) Key Indicators School Engagement and Supports-School connectedness: 61% (Gr 7), 54%, (Gr 9), 59% (Gr 11); Academic motivation: 60% (Gr 7), 58% (Gr 9), 55%(Gr 11); Caring adult relationships: 61% (Gr 7), 55% (Gr 9), 60% (Gr 11)High expectations: 74% (Gr 7), 66% (Gr 9), 68% (Gr 11) School Safety-School perceived as very safe or safe: 69% (Gr 7), 64% (Gr 9), 73%, (Gr 11)||2021 19644440000000|Culver City Unified|6|The Mission of the Culver City Unified School District, a diverse haven of excellence, is to ensure that each student possesses the academic and personal skills necessary to achieve his/her highest potential as a valued, responsible member of society by providing challenging, personalized educational experiences in a safe, nurturing environment and by fostering a passion for teaching and learning with committed parent and community involvement. CCUSD recognizes that the key to achieving our district mission is to ensure a positive school climate, where students feel safe and connected. To assess school climate, the District administered the California Healthy Kids Survey (CHKS) to all 5th, 7th, 9th and 11th grade students. Questions designed to gather feedback on school safety and connectedness were also included in the annual staff and parent/community LCAP surveys. According to the CHKS survey, 80% of 5th graders, 70% of 7th graders, 60% of 9th graders, and 55% of 11th graders feel like they are a part of their school. Although the percentages of certain secondary grade levels who indicated "Agree/Strongly Agree" did not meet CCUSD's goal of 75% or above, the percentages of students who responded "Disagree/Strongly" indicate that a significant percentage responded neither agreeing nor disagreeing. As part of school connectedness, 85% of elementary students report that there is a teacher or some other adult who really cares about them at school, while 70% of secondary students report the same. These results show the overall perceptions of students; our next steps include engaging students in understanding what factors contribute most to their sense of school connectedness. This outreach will come in the form of a locally designed survey as well as student focus groups.|2021-06-22|||2021 19644510000000|Downey Unified|6|Downey Unified seeks input from students grades 3 – 12 through the Annual Stakeholder Engagement survey. Key findings from the survey provides the district feedback around the five (5) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Best Staff; 4) Parent Engagement; 5) Infrastructure. A total of 10,298 participated in the student survey. Students were asked a series of questions around 2 focal areas: 1) School Climate and 2) Learning Environment. The following results reflect the percentage of 3rd – 12th grade students: School Climate Statement % that Strongly Agree/Agree I like attending school online. 66% My school enforces rules consistently. 84% The students at my school treat each other with respect. 87% The adults at my school treat each other with respect. 95% My teachers care about me as a person. 93% I fit in at my school. 91% Learning Environment Statement % that Strongly Agree/Agree I believe I can do well in school. 95% My teachers believe I can do well in school. 97% My teachers help me learn. 95% I feel comfortable asking questions in class. 71% What I am learning in school will benefit me in the future. 76% My school has the technology I need to learn.|2021-06-15|||2021 19644690000000|Duarte Unified|6|Criteria met: Duarte Unified typically uses the California Healthy Kids Survey (grades 5, 7, and 9) to measure school climate. Due to the pandemic related school closure, the survey was not administered as scheduled. Distance learning and school satisfaction surveys were administered to collect input on student engagement, support and sense of well-being (May 2020) 76% of parents were satisfied or highly satisfied with Distance Learning. 76% of students were satisfied or highly satisfied with Distance Learning. 78% of parents were satisfied or highly satisfied with communication about their child’s participation in Distance Learning. 82% of parent reported that accessing the digital platform was easy or very easy 87% of parents reported that the Distance learning was rigorous or very rigorous Key components of the District’s Learning Continuity and Attendance Plan (September 2020) included a re-engagement plan for students who were not connected with school. Staff reached out to ensure the safety of students who were learning at homes. In some cases, the school made mental health referrals and conducted welfare checks. Survey October 2020 Overall Distance Learning: 74-78% of adults were satisfied or highly satisfied; 55% of the students were satisfied or highly satisfied. Technology and online platforms: 73-78% of adults were satisfied or highly satisfied; 45% of the students were satisfied or highly satisfied. Amount of synchronous and asynchronous learning: all the stakeholders were generally aligned with 63-80% responding satisfied or highly satisfied. School Safety plans were developed to include a broad range of components that ensure both the physical as well as the social-emotional safety and well-being of our students. In the classroom, teachers included social-emotional learning activities which contributed to a positive school climate. The schools implemented extracurricular activities to maintain student connectedness with school. Staff supervised recess and lunch activities so children at home could socialize via Google Meet during non-instructional time. By the end of the school year, a hybrid in-person learning option was available to all students. Those students who chose to return to school followed health and safety measures. Staff and students completed a health screening every day. Personal protective equipment was in place to ensure safe school operations. Students who chose to return were able to connect with classmates in a safe environment; those who remained on Distance learning were included in the live classroom instruction via Google Meets. Graduations and end-of-year celebrations were conducted in-person where feasible. While the 2020-21 school year was very different from any other school year, a positive school climate was maintained due a strong sense of community and the intentional actions to keep the students safe and connected to school.|2021-06-24|||2021 19644690128736|Opportunities for Learning - Duarte|6|Data: The School Climate Inventory Survey was completed in April of 2021 by 72.73% of 7th, 8th, and 10th grade students, 95.24% of staff, and 32.73% of parents with students in these grade levels. Stakeholder surveys indicate an overall positive score across all indicators, with scores less than 2.5 being negative, scores between 2.5 and 3.5 being neutral, and scores above 3.5 being positive. While all eleven areas for students earned positive ratings, the lowest and only areas to score below a 4 were Social Media (3.67) and Social/Civic Learning (3.81). The areas with the most positive ratings were Support for Learning (4.38), Safety Rules and Norms (4.33), Social Support-Adults (4.3), Respect for Diversity (4.25), and Social-Emotional Security (4.25). Parents rated OFL-Duarte highest in Support for Learning (4.18), Social Support-Adult (4), and School Connectedness/ Engagement (4). The area of greatest need is Social Media (3.25), followed by Social Media (3.58) and Social Inclusion (3.63). Staff survey results showed a higher positive trend compared to students and parents, across all but two domains. The areas where staff provided lower median ratings were Social Support-Students (3.88) and Social Media (3.9). Areas of Strength/Areas of Growth: The feedback gathered from School Climate Survey results demonstrate that OFL-Duarte is strong in establishing positive, supportive relationships between school personnel and students. While the LEA has always prided itself on its individualized, student-centered approach to learning and the rapport between staff and students, this has especially been paramount during distance learning. Students and staff also indicated that OFL-Duarte has been successful in establishing a school culture that promotes respect for diversity and communicates clear norms and expectations for students. An area of growth for OFL-Duarte continues to be Social Media.The LEA is vigilant in setting clear expectations about respectful behavior towards oneself and others, both in-person and online. This is embedded in school norms which were created by school stakeholders. These norms are communicated to students weekly during announcements and are visible at the school and on the school’s website. They are communicated with students during appointments with their teachers, as discussions about mutual respect, advocacy, and an openness to diversity and new experiences is integrated into conversations. Posters and flyers also reinforce and remind school stakeholders of the richness and value diversity brings to our school community and how individual differences should be celebrated. Additionally, a student workshop was provided by a community mental health organization to address bullying, and this topic was covered in school curriculum/ assignments to raise awareness and establish expectations for student behavior.|2021-06-15|Next Steps:OFL-Duarte hopes to engage more school stakeholders on Lions Lair and on social media to provide an inclusive, healthy, positive space for interaction. As the school is likely to continue some form of hybrid or distance learning, this is especially crucial in sustaining a strong connection between students and their peers, as well as students and parents with the school. The LEA also plans to offer another workshop concerning social media and advocacy for oneself and others, and hopes to extend this opportunity to parents as well. OFL-Duarte has established two metrics in its 2021-2024 LCAP to help measure its success in instilling a positive school climate and ensuring that school stakeholders feel that the LEA creates a safe, positive learning environment. These metrics use stakeholder surveys and the LEA’s high school and middle school dropout rate to assess the quality of school culture and its impact on student retention. Goal 4 Action #1, which is geared towards offering stakeholder engagement events and utilizing technology to improve student/parent communication, demonstrates the LEA’s emphasis on prioritizing family outreach and school connectedness.||2021 19644690139535|Options For Youth - Duarte, Inc|6|Data: The School Climate Survey was completed in April 2021 by 76.8% of 7th, 8th, and 10th grade students, 100% of staff, and 52% of 8th and 10th families. Respondents gave a score between 1-5 with 5 being the highest. Surveys indicate overall positive results, with scores less than 2.5 being negative, scores between 2.5 and 3.5 being neutral, and scores above 3.5 being positive. Overall scores were 4.29 for staff, 3.87 for students, and 3.82 for families. Meaning: Feedback gathered from the School Climate Survey indicates the school has developed a sense of connectedness for students, staff and families as evidenced by the positive results for the School Connectedness/Engagement indicator (Students: 3.93, Families: 3.94, and Staff: 4.42). OFY-Duarte is strong in establishing positive, supportive relationships between staff and students. The LEA has always prided itself on its individualized, student-centered approach to learning and building rapport between staff and students. Our success is evidenced in our high scores with all stakeholders in the Support for Learning indicator (Students: 4.06, Families: 4.11). Students and families also indicated that OFY-Duarte has been successful in establishing a school culture, as seen in the high scores for the Respect for Diversity indicator (4.00 and 3.95). The charter also received positive results on the survey’s Safety, Rules, and Norm’s indicator (Students: 3.98, Families: 3.91, Staff: 4.44) and prides itself on maintaining safe virtual and physical spaces for students and families. An area of growth for OFY-Duarte continues to be Social Media, which still has a positive result (Students 3.72, Families 3.61, Staff: 3.58). The charter is vigilant in setting clear expectations about respectful behavior towards oneself and others, both in-person and online. This is embedded in school norms which were created by school stakeholders. They are communicated with students as discussions about mutual respect, advocacy, and an openness to diversity and new experiences are integrated into student appointments. OFY-Duarte has also expanded its online presence on social media through positive Instagram and Facebook posts. OFY-Duarte hopes to engage more stakeholders through social media accounts to provide an inclusive, healthy, positive space for interaction. Use: OFY-Duarte has established two metrics in its 2021-2024 LCAP to help measure its success in instilling a positive school climate and ensuring that school stakeholders feel that the LEA creates a safe, positive learning environment. These metrics use stakeholder surveys and the charter’s high school and middle school dropout rate to assess the quality of school culture and its impact on student retention. Goal 4 Action #2, which is geared towards offering stakeholder engagement events and utilizing technology to improve student/parent communication, demonstrates the LEA’s emphasis on prioritizing family outreach and school connectedness.|2021-06-16|||2021 19644850000000|East Whittier City Elementary|6|Data Source (LCAP Student Survey- 5th & 8th grade) Students reported the following on the 20-21 LCAP Survey related to school safety and connectedness: 83% reported feeling connected to their school 88% reported their school was a safe place to learn LCAP questions related to the provision of social emotional learning lessons and mental health supports were included to assess efforts to build school connectedness and feelings of safety. There were 71% of students and 63% of parents reported that they agreed that staff provided daily SEL lessons. In regards to mental health and counseling support to students, we had 63% of students report that systems and protocols were in place to provide this support, compared to 53% of parents. MEANING: An area of strength is that levels of school connectedness for 7th-grade students have remained stable throughout the pandemic indicating that middle schools were able to provide sufficient activities and support to maintain school connectedness. Additionally, in the area of cyberbullying, the rates for 7th grade students also remained stable despite students spending significantly more time online. There was also an increase in the percentage of 5th grade students reporting an anti-bullying climate. An area that requires further exploration and response is the drop in school connectedness reported by 5th grade students from the 2019-2020 to 2020-2021 school year. It is important to review this data by school site to identify the schools that had a decrease and create an action plan around it. This is the first year that cyberbullying has been included as part of the CHKS so it will be important to track this rate in future years to ensure that rates decrease annually. USE: EWCSD continues to use the plan-do-study-act approach to ensure we are responsive to our diverse populations. The social workers, teachers, principals, and District support staff continuously update individualized intervention plans for each site. Each school develops a plan that addresses the specific needs identified during data reflection meetings and determines which course of action the school needs. In an effort to build social-emotional learning and school connectedness our LCAP has increased the number of counseling staff from nine District counselors to 11. This addition resulted in full-time counseling support to four of our Title I schools and middle schools. With intern support, counseling staff was able to create daily SEL lessons for all grade levels that were delivered during the instruction window created for this purpose during distance and hybrid learning. The SEL lessons were designed using the Collaborative for Academic, Social, and Emotional Learning (CASEL) five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Lessons also included information from the Olweus Bullying Prevention Program and PBIS.|2021-06-09|||2021 19645010000000|El Monte City|6|DATA: Over the past five years, El Monte City School District has administered the California Healthy Kids Survey to fifth and seventh-grade students. In 2019-20, 70% of seventh graders participated in the survey, while 41% of fifth-graders participated. 63% of 7th-grade students and 71% of 5th-grade students indicated that there is a teacher/adult who cares. 76% of 7th grade and 83% of students report that teachers/adults have high expectations. 94% of fifth-grade students feel safe at school all or some of the time, and 95% of 7th graders felt safe for most or part of the time at school. MEANING: At the fifth-grade level, data is disaggregated by gender in the area of school safety. 75% of female students report feeling safe at school, while their male counterparts stand at 73%. Thus, we see no significant difference based on gender. Similarly, seventh-grade results demonstrate non-discernable differences based on gender-related to the question of school connectedness (61% female, 61% male); and to the question of school safety (61% female, 65% male). Moreover, data disaggregated by race/ethnicity reveal insignificant differences on these two indicators. Our two largest ethnic groups, Hispanic/Latino and Asian report 62%, and 69% in 7th grade, respectively in the area of school connectedness. In the area of school safety, 65% of Hispanic/Latino students report feeling very safe at school, while 60% of Asian students report the same. USE: The district recognizes the importance of school connectedness for students and launched a major initiative around the theme of building relationships and social-emotional wellness. To support staff in building relationships, the district provided professional development to school and district administrators, classroom teachers, and school support staff. The training is based on identifying and implementing simple, low-impact strategies meant to improve interactions with students, and with other adults. The district will be hiring a team of counselors and social workers to help address the behavioral, social, and emotional needs of students. Additionally, they will work with families on increasing school connectedness. We are implementing the Leader In Me Curriculum, aligned to Franklin Covey’s Seven Highly Effective Habits, on a district-wide basis, emphasizing both the academic and the social, emotional learning components of the curriculum. To increase student safety, the district is developing comprehensive school safety plans that systematically address areas where school safety can be improved. The emphasis is on the development of Tier 1 strategies around school climate and prevention programs, classroom management techniques, school discipline, intervention support, and staff training.|2021-10-18|||2021 19645190000000|El Monte Union High|6|Every year, the EMUHSD administers the Youth Truth survey to all students. In March 2020, 56% of students stated they agreed or strongly agreed to "feeling safe during school". In March 2021, that number increased to 63%. These past two survey administration results were a bit different as all of our students were receiving instruction at home, through distance learning. The results are really in alignment with the status of the number of COVID-19 cases in the State. There was a lot of uncertainty and fear in March of 2020 as the pandemic resulted in a stay-at-home order. Students, for the first time, were not receiving instruction in school. By March 2021, the number of COVID-19 cases had decreased and some students were coming back on campus. Safety protocols had to be implemented, and continue to be implemented to support safety on campus. Personal protective equipment has been purchased and continues to be provided to students and staff. Students, parents, and staff have continually provided input via different surveys and forums that have been made available. For the first time, Renewal week was made available to students in March 2021 to support their emotional well-being. Overwhelmingly, the results were very positive and students requested more opportunities to participate in activities that focused on such. As a result, Mindful May and summer sessions were provided that allowed students to engage in activities outside of the school day, that supported their well-being.|2021-06-23|The EMUHSD continues to provide students and families with access to activities and resources they identify they need to be successful. Enrichment opportunities continue to be offered districtwide along with activities that support the emotional well-being of students. Additional parent workshops continue to be provided, in the evenings and on Saturdays as parents requested, that assist families with supporting the well-being and success of their children.||2021 19645270000000|El Rancho Unified|6|ERUSD participates yearly in the California Healthy Kids Survey (CHKS). The Survey is administered to students in grades 5, 7, 9, and 11 and to all students enrolled in Non-Traditional Schools. The data is used by the school district and school sites to determine student needs and barriers to academic achievement and well-being. The following indicators are from CHKS data from the 2019-2020 school year. Data: School Connectedness 5th 75% 7th 66% 11th 52% School Safety (Schools Perceived as Very Safe or Safe) 5th 77% 7th 70% 11th 53% Meaning: The key indicators reveal that elementary school students feel that they have meaningful relationships and connectedness to adults within the school. This information indicates that elementary aged students have a higher feeling of safety within their school environments. As students transition to middle school, the connections and perceptions of safety begin to decrease and meaningful relationships decrease. Use: ERUSD has fully implemented a PBIS framework throughout the district. The PBIS framework provides staff with positive and restorative strategies and interventions that allow them to develop relationships with students and reduces the amount of punitive actions and dialogue that historically has impeded the progress of student/teacher relationships. The district has implemented a SEL curriculum that will reinforce teacher/student relationships through weekly lessons and increased opportunities for positive dialogue in the classroom and supports reconnection conversations. ERUSD has trained staff on Restorative Practices which include restorative circles/harm and conflict circles, restorative dialogue, and trauma sensitivity. The percentages reported for 11th grade are a concern to the school district. A more comprehensive system of supports needs to be worked on in order to address the needs for high school aged students and provide them with opportunities . The district will look at increasing participation in after-school programs/clubs that expose students to positive activities and behaviors, as well as provide mentoring to increase positive supportive relationships. The district will continue partnerships with community agencies to continue to support the well-being of students. The District has provided students, staff, and the community a confidential tip line to report unsafe activity. The District will improve their efforts in marketing the opportunities for students to report unsafe activities or concerns and work on establishing safe zones where students can go where they feel safe and can interact with their peers and receive supports in the form of mental health referrals, connections to social clubs, and community resources (substance abuse counseling, diversion programs, academic supports).|2021-06-29|||2021 19645350000000|El Segundo Unified|6|A lot of resources have been in place in ESUSD however the pandemic created a concern for more resources due to isolation, loss and fear. First, the district partnered with Panorama Learning to provide a vetted survey tool to accurately assess the well-being of our students. The data are then used to plan for interventions, and Panorama provides a “playbook” of resources to use for various needs. ESUSD continued its full scale implementation of the RULER social emotional learning program, training an additional 12 site leads from preschool through high school. Educators utilize RULER as a Tier I support for all students to boost social emotional well-being. To provide more intensive Tier II social emotional supports, ESUSD utilizes its school counselors and psychologists, and also partners with outside, community agencies including the South Bay Children’s Health Center and South Bay Wellness. These teams provide both additional group and individual counseling to respond to student need. To help parents support students, ESUSD held a parent speaker series in partnership with its PTA Council and South Bay Families Connected, offering three talks on how parents can best help their students cope with pandemic related issues. The district continued to offer its free Care Solace resource, which provides parents a confidential and anonymous way to seek vetted care for mental health and/or addiction related issues. The district’s efforts were informed by its ongoing Social Emotional Learning committee, consisting of staff, students, parents, and Board members. The RULER program is predicated on the belief that the adults teaching the lessons must embody the practices. Staff are trained to use RULER tools and practices, and administrators regularly check in on staff well-being, also using the Mood Meter, and also through anecdotal, informal methods. In the spring, all sites administer a staff well-being survey. Throughout the year, the Human Resources department sponsors staff self-care and wellness programs. Programs and supports are based on feedback from all stakeholders. During 2020-21, ESUSD utilized student surveys to assess student social emotional well being and reported the following results: Students who report feeling a sense of belonging Elementary - 74% Secondary - 49% Students who report having supportive relationships at school Elementary - 88% Secondary - 80%|2021-06-08|||2021 19645500000000|Garvey Elementary|6|Garvey School District uses a local survey comprised of 22 questions (for Grade 5) and 27 questions (for Grades 7-8) that are adapted from the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connections in grades 5, 6 and 7. The survey includes a percentage for each indicator. The following is a summary of the key findings for 2020-21. Grade 5 School Engagement & Supports - School Connectedness (79%) - Academic Motivation (91%) - Caring Adult Relationships (75%) - High Expectations (79%) - Meaningful Participation (83%) School Safety - Feel safe at school (70%) - Been hit or pushed (11%) - Mean rumors spread about you (19%) - Saw a weapon at school (6%) Disciplinary Environment - Students well-behaved (75%) Lifetime Substance Use - Alcohol or drug use (4%) - Cigarette smoking (2%) Grades 7-8 School Engagement & Supports - School Connectedness (Gr.7: 55%; Gr.8: 67%) - Academic Motivation (Gr.7: 68%; Gr.8: 81%) - Chronic truancy (twice a month or more) (Gr.7:9%; Gr.8: 26%) - Caring Adult Relationships (Gr.7: 52%; Gr.8: 63%) - High Expectations (Gr.7: 57%; Gr.8: 74%) - Meaningful Participation (Gr.7: 66%; Gr.8: 74%) - Facilities upkeep (Gr.7: 48%; Gr.8: 67%) School Safety & Substance Use - School perceived as very safe or safe (Gr.7: 65%; Gr.8: 70%) - Experienced any harassment or bullying (Gr.7: 13%; Gr.8: 26%) - Had mean rumors or lies spread about you (Gr.7: 12%; Gr.8: 26%) - Been afraid of being beaten up (Gr.7: 27%; Gr.8: 15%) - Been in a physical fight (Gr.7:7%; Gr.8: 29%) - Seen a weapon on campus (Gr.7: %; Gr.8: 22%) - Been drunk or “high” on drugs at school ever (Gr.7: 1%; Gr.8: 11%) Mental and Physical Health - Current alcohol or drug use (Gr.7: 1%; Gr.8: 11%) - Current binge drinking (Gr.7: 1%; Gr.8: 11%) - Very drunk or “high” 7 or more times (Gr.7: 1%; Gr.8: 11%) - Current cigarette smoking (Gr.7: 1%; Gr.8: 11%) - Current electronic cigarette use (Gr.7: 1%; Gr.8: 11%) - Experienced chronic sadness/hopelessness (Gr.7: 15%; Gr. 8: 22%) During the 2020-21 school year, despite the challenges of school closures and COVID-19, the District was able to maintain a fairly positive school climate at a level similar to the levels in previous years, for fifth and eighth grade students. However, for seventh grade students who did not have the in-person opportunity at their new school for most part of the year, the negative impact of school closures was more intense particularly in the areas of student engagement and perception on school safety. To address the challenges, the District has been strengthening the mental health and social-emotional (SEL) supports (e.g., additional support staff, newly adopted SEL curriculum, wellness centers, and ongoing training for staff and parents) as well as enhancing the health and safety supports (e.g., additional support staff and protocol refinement). Both measures have produced positive results in improving school climate based on input from stakeholders.|2021-06-30|||2021 19645680000000|Glendale Unified|6|GUSD administers a local climate survey every other year that provides a valid measure of perceptions of school safety and connectedness. GUSD administered the California Healthy Kids Survey for students in grades 6, 7, 9 and 11. The 2020-21 survey results indicated that 70% of 6th graders felt safe at school/outside of school and 83% felt safe to and from school. A total of 98% of 6th graders reported not seeing any weapons on campus. Results also show that 80% of 6th graders reported that adults on campus make it clear that bullying is not allowed, and 74% stated that when reported, teachers offer assistance. The survey also recorded 78% of 6th graders indicated that they know where to go for help; 93% of 6th graders know smoking cigarettes and vaping are bad for a person's health; 59% of 7th, 9th and 11th graders indicated that if they need help, they find someone to talk to; and 92% of 7th, 90% of 9th and 88% of 11th graders indicated that there is an adult on campus who cares about them. In Spring 2021, students in grades 4-12 participated in the Panorama Social Emotional Survey. This nationally normed survey assists in measuring students’ Sense of Belonging, Social Awareness, Self-Efficacy, Emotion Regulation, and Growth Mindset. The District’s greatest areas of strength were Growth Mindset and Sense of Belonging for 4th and 5th grade, which scored in the 80th - 99th percentile. In addition, the District is in the 60th - 79th percentile, or higher, in two of the five categories for grades 4 - 5 and in two of the five categories for grades 6 - 12. The District’s areas of growth are Emotion Regulation in grades 4 - 5 and Sense of Belonging and Self-Efficacy in grades 6 - 12. The GUSD PBIS program is designed to support schools in developing safe and positive learning environments. GUSD currently includes 30 school sites with more than 200 site administrative and certificated leaders. GUSD schools have earned Bronze, Silver and Gold Awards for PBIS implementation. The District continues to support schools in developing initiatives and plans to address emotion regulation in elementary grades and sense of belonging and self-efficacy in secondary grades. This includes data analysis and planning sessions to support student groups as well as specific students with school teams. In addition, the District provides guidance on using the Playbook best practices offered by the Panorama system to address the specific areas of growth identified by the survey results. The Student Services department collaborates with other departments such as Student Wellness Services to develop and implement initiatives to educate students and develop policies and resources to ensure their safety.|2021-06-15|||2021 19645760000000|Glendora Unified|6|Glendora Unified School District collected a wide array of School Climate data during the spring of 2021 to inform the development of the Local Control and Accountability Plan (LCAP) and other, related projects. Nine hundred and twenty students from grades four through twelve responded and nine hundred and thirty-eight adults, including staff members, did following surveys distributed widely through email, social media, and verbal reminders to committees. As a result a number of key areas of strength and growth as well as the related challenges and barriers emerged. Students' most positive answers included in order from highest to lowest: teacher use of technology, access to the books and tools needed to learn, their own use of technology to learn, having the help they need to advance to the next grade level, and getting to learn new things. Their most negative answers included in order from the lowest to fifth lowest: taking care of the social and emotional needs of students, getting along with all kinds of people, being able to take classes that they like, having access to classes they need to prepare them for college, and a sense that their family is welcome at their school. Adult survey respondents also provided feedback on the most positive areas. These include in order of most positive to fifth most positive: providing an environment that is physically safe, teaching students to act responsibly and respect others, preparing students to complete high school graduation requirements, maintaining a positive school climate through increased engagement in school and fostering positive behavior, and ensuring that students have access to core subjects that prepare them for college and careers. Adult respondents' lowest scoring answers from the very lowest to the fifth lowest include: increasing family involvement and participation, communicating about budgets and other resources in an understandable way, ensuring that facilities are modern and state-of-the art, promoting excellent attendance as a means of ensuring student success, and ensuring that parents and community members have opportunities to give feedback and that their opinions are valued. Clearly, the reality of distance learning during the 2020-2021 school year has impacted some of the results gained. This is especially likely in terms of the high scores in access to and the use of technology by teachers and students. It may also be a factor in the negative scores about the feeling of a lack of connection to the school. Nevertheless, the District responded quickly to begin improving any areas where the feedback received indicated a need for improvement. Additional communication processes and tools have been added, an executive director of student and family services and seven student support specialists have been hired, and a number of additional input-gathering practices have been put in place.|2021-10-11|Glendora Unified began collecting data on parent/family engagement in training and/or engagement events and outreach provided by the student support specialists in the fall of 2021. This progress monitoring, as well as the bi-annual opportunity to administer the California Healthy Kids Survey and the annual commitment to administering the Youth Truth Survey and LCAP Stakeholder Surveys to students in grades 4-12 and adult community members will further enhance the District's understanding of progress made on school climate.||2021 19645920000000|Hawthorne|6|The District administered the HSD California Healthy Kids Survey to all eligible students in grades 5 and 7. Participation in the survey was dependent upon authorization by a student's parent or guardian. In the 2021 school year, the target sample of students in grade 5 and grade 7 was not typical, during this pandemic year in which the students were in Distance Learning until March 2021, resulting in a response rate of 29%. It should be noted that the constructs of the survey require that the response rate for any group be above 70% in order for the associated results to be deemed valid. Thus, the District administered an internal survey and the administration of this survey demonstrated the following results in grades 4-8: 96% of students in grades 4-8 reported high levels of school connectedness and in grades 4-8, 90% of students responded they felt safe at school all of the time or most of the time. In analyzing the data associated with the local survey, the District is further studying the underlying themes that evolved from the open response input which highlighted that students felt connected however due to school closures students were learning remotely and they did not feel as connected to their peers or the school staff as they did when they were learning in person. They felt it was to easy to disconnect by just turning off their computers. They missed the social interactions with their peers and teachers.|2021-06-23|The District maintains a counselor and a dean of students at each school site to provide effective and proactive supports for students, staff, and families. The focus for these individuals at the school sites is to further improve the school climate in regards to student feeler safe and the feeling of connectedness in all schools. The district’s deans and counselors also serve as members of broader school-based teams, implementing behavioral supports, small group and individual counseling, incentives for positive behavior, direct instruction to support anti-bullying efforts and social-emotional learning, and professional development for staff on effective classroom management practice, Positive Behavioral Interventions and Supports (PBIS), Culturally-Responsive Teaching and Learning (CRTL) supports and Olweus Bullying Prevention Program (OBPP). A comprehensive model of Positive Behavioral Intervention and Supports (PBIS), with multiple layers of intervention are provided by administrators, teachers, deans, support staff, and families. A district-wide focus on personalized learning and developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness. The district will continue to work on studying the student survey results, parent and staff input and work on refining these practices so that students' feelings of connectedness and safety are improved in the upcoming years.||2021 19645920100354|Hawthorne Math and Science Academy|6|HMSA administered the California Healthy Kids Survey to all eligible students in grades 9 and 11. In the 2021 school year, the target sample of students in grade 9 and grade 11 was 155 for each grade level. The final number of students who participated was 147 9th graders (95%) and 152 11th graders (98%). All of the students participated in remote learning during the survey administration and it yielded the following results: 57% of 9th graders and 48% of 11th graders agreed that they have caring adults in school. 67% of 9th graders and 58% of 11th graders agreed that there are high expectations by adults in school. 68% of 9th graders and 58% of 11th graders agreed that there is promotion of parent involvement in school. 71% of 9th graders and 75% of 11th graders reported “pretty much true” or “very true” to questions gauging peer supports at school. 75% of 9th graders and 68% of 11th graders reported “pretty much true” or “very true” to questions gauging adult supports at school. In analyzing the data associated with the survey, HMSA is assessing the impact of the school closure due to the COVID-19 pandemic on school connectedness. Weekly enrichment opportunities were offered after the instructional day to allow for clubs to meet, and some teachers hosted enrichment opportunities in a virtual format. Peer Advocates, a new student group, hosted Wellness Week webinars to promote mental health and self-care. After the survey, weekly school community Zooms were added throughout the second semester for students to engage with faculty through virtual events and competitions. Summer enrichment opportunities were hosted on campus to engage students during the Summer Break. Most of the 9th graders had never been on campus, and a one day orientation prior to their first day of 10th grade was held on campus in Summer 2021 to provide an opportunity to meet their peers, tour the campus, and engage with upperclassmen mentors. At the beginning of the 2021-2022 school year, daily webinars were held through homeroom classes to promote student engagement in school activities. A weekly homeroom that is focused on Social Emotional Learning is scheduled throughout the 2021-2022 school year. Additionally, CIF Athletics are now active on campus allowing students an opportunity to participate in team sports.|2021-06-23|HMSA maintains two counselors and a transition specialist to provide effective and proactive supports for students, staff, and families. The focus for these individuals at the school sites is to further improve the school climate. The counselors also serve as members of broader school-based teams, implementing behavioral supports, small group and individual counseling, incentives for positive behavior, direct instruction to support anti-bullying efforts and social-emotional learning, and professional development for staff on effective classroom management practices, Positive Behavioral Interventions and Supports (PBIS), Culturally-Responsive Teaching and Learning (CRTL) supports and Olweus Bullying Prevention Program (OBPP). A comprehensive model of Positive Behavioral Intervention and Supports (PBIS), with multiple layers of intervention are provided by administrators, teachers, support staff, and families. A district-wide focus on personalized learning and developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness. Most recently, the District contracted with Care Solace to provide mental health support to the school community. HMSA will continue to work on studying the student survey results, parent and staff input and work on refining these practices so that students’ feelings of connectives and safety are improved in the upcoming years.||2021 19646260000000|Hughes-Elizabeth Lakes Union Elementary|6|HELUS conducts the California Healthy Kids Survey every two years. The last survey completed was in March 2018. HELUS scheduled the California Healthy Kids Survey to begin on March 16, 2020. The school closed on March 13, 2020 due to the COVID-19 pandemic and the survey was not conducted. The survey was rescheduled to October 2021. HELUS did conduct several parent surveys during the pandemic on students' and parents' feelings about distance learning, support needs, and returning to in-person learning. HELUS used the survey feedback to design the instructional model for reopening school.|2021-10-12|HELUS continues to work on meeting the needs of students and families within our ability. Being a small rural, single school district in an unincorporated area creates barriers to supports and services available.||2021 19646340000000|Inglewood Unified|6|The surveys measure engagement, safety, and feeling welcome on campus. The instruments collected data from parents, students, and staff. A wellness center along with district and site support staff are embedded in the actions that address improving learning conditions, creating socio emotional support, and improving culturally relevant curriculum and professional learning opportunities for all staff.|2021-06-30|Inglewood used one tool to measure school climate. We provided surveys for staff, students, and parents developed by the LCAP stakeholder committee. On the LCAP survey, which we administer on a yearly basis, parents and students indicated overall they felt that we could improve safety and climate. Although they did state that we were making concerted efforts to improve. This information was shared with the LCAP committee members, DELAC, District extended cabinet and teachers. This led to us revisiting our LCAP goals, actions and services and secure actions that we could address some of the findings. We intend to use the survey annually to see if the perception of the community indicates positive change. In past data the indication was that overall students felt that their learning environments and conditions could improve. Additional information was collected and analyzed during the pandemic closure to measure wellbeing and social emotional impact of the closure. Based on the information gathered from the surveys completed, we now have elementary counselors and a district wide social worker to support our students and help them feel connected. This information was used to create LCAP actions and services in Goal 3 that address engagement, safety, connectedness and social emotional impact.||2021 19646340101667|Wilder's Preparatory Academy Charter|6|This past year, parents and students have been surveyed more frequently through Google Forms. Recent surveys have assisted with school wide decisions regarding safe return to in-person learning after being engaged in distance learning. Parents showed an interest in safety procedures, curriculum workshops for Common Core Math and use of technology, parent workshops, student resources, and enrichment programs. Additionally, some parents expressed interest in being more involved in academic decision-making such as before and after school tutoring, homework support for their child, and childcare. Students report feeling safe at school and indicate there is at least one adult they can talk to or ask for advice. Students are also reporting being more anxious due to the pandemic. Parents report wanting more information on student progress and ways to support their student at home. Parents believe the school has a rigorous program and their child(ren) is expected to do well and achieve. Students report teachers are fair with grading but want more opportunities to retake a test or assignment. Parents noted that Class Dojo, weekly "all calls" and the school website are useful tools for communication. They also acknowledged a need for an online parent support group to help new families feel more supported. Students and parents report more family activities are needed to get to know each other. Wilder's will continue to create more opportunities for families to collaborate and students to grow as leaders. This includes extra-curricular activities such as sports, oratorical competitions, student advisory council and additional support for student mentoring and support groups. Parent workshops are developed from the feedback provided from parents/guardians in parent meetings and conferences. Online surveys will continue to be used to create opportunities for stakeholder feedback. Feedback and action plans will be publicized to maintain transparency.|2021-10-25|||2021 19646340116822|Wilder's Preparatory Academy Charter Middle|6|This past year, parents and students have been surveyed more frequently through Google Forms. Recent surveys have assisted with school wide decisions regarding safe return to in-person learning after being engaged in distance learning. Parents showed an interest in safety procedures, curriculum workshops for Common Core Math and use of technology, parent workshops, student resources, and enrichment programs. Additionally, some parents expressed interest in being more involved in academic decision-making such as before and after school tutoring, homework support for their child, and childcare. Students report feeling safe at school and indicate there is at least one adult they can talk to or ask for advice. Students are also reporting being more anxious due to the pandemic. Parents report wanting more information on student progress and ways to support their student at home. Parents believe the school has a rigorous program and their child(ren) is expected to do well and achieve. Students report teachers are fair with grading but want more opportunities to retake a test or assignment. Parents noted that Class Dojo, weekly "all calls" and the school website are useful tools for communication. They also acknowledged a need for an online parent support group to help new families feel more supported. Students and parents report more family activities are needed to get to know each other. Wilder's will continue to create more opportunities for families to collaborate and students to grow as leaders. This includes extra-curricular activities such as sports, oratorical competitions, student advisory council and additional support for student mentoring and support groups. Parent workshops are developed from the feedback provided from parents/guardians in parent meetings and conferences. Online surveys will continue to be used to create opportunities for stakeholder feedback. Feedback and action plans will be publicized to maintain transparency.|2021-10-25|||2021 19646340120303|ICEF Inglewood Elementary Charter Academy|6|ICEF Inglewood Elementary Academy administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 40% Anxiety - 66% Embrace the Mind: Self-Management - 68% Embrace the Mind: Sense of Belonging - 75% Embrace the Mind: Teacher-Student Relationships - 51% Emotion Regulation - 46% Mood - 62% Self-management - 70% Sense of belonging - 65% Social awareness - 89% Teacher-student relationships|2021-06-17|||2021 19646341996529|City Honors International Preparatory High|6|As a dependent-charter, City Honors, under the umbrella of IUSD, used one district-wide tool to measure school climate. We provided surveys for staff, students, and parents developed by the LCAP stakeholder committee. On the LCAP survey, which we administer on a yearly basis, parents and students indicated overall they felt that we could improve safety and climate. Although they did state that we were making concerted efforts to improve. This information was shared with the LCAP committee members, DELAC, District extended cabinet and teachers. This led to us revisiting our LCAP goals, actions and services and secure actions that we could address some of the findings. We intend to use the survey annually to see if the perception of the community indicates positive change. In past data the indication was that overall students felt that their learning environments and conditions could improve. Additional information was collected and analyzed during the pandemic closure to measure wellbeing and social emotional impact of the closure. Based on the information gathered from the surveys completed, we now have elementary counselors and a district wide social worker to support our students and help them feel connected. This information was used to create LCAP actions and services in Goal 3 that address engagement, safety, connectedness and social emotional impact. The surveys measure engagement, safety, and feeling welcome on campus. The instruments collected data from parents, students, and staff. A wellness center along with district and site support staff are embedded in the actions that address improving learning conditions, creating socio emotional support, and improving culturally relevant curriculum and professional learning opportunities for all staff.|2021-06-30|||2021 19646341996586|Animo Inglewood Charter High|6|"The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. ALL Schools EXCEPT Legacy: In 2019-20, the school celebrated a low suspension rate of 1.1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19646346014518|La Tijera K-8 Charter School Academy of Excellence|6|Inglewood used one tool to measure school climate. We provided surveys for staff, students, and parents developed by the LCAP stakeholder committee. On the LCAP survey, which we administer on a yearly basis, parents and students indicated overall they felt that we could improve safety and climate. Although they did state that we were making concerted efforts to improve. This information was shared with the LCAP committee members, DELAC, District extended cabinet and teachers. This led to us revisiting our LCAP goals, actions and services and secure actions that we could address some of the findings. We intend to use the survey annually to see if the perception of the community indicates positive change. In past data the indication was that overall students felt that their learning environments and conditions could improve. Additional information was collected and analyzed during the pandemic closure to measure wellbeing and social emotional impact of the closure. Based on the information gathered from the surveys completed, we now have elementary counselors and a district wide social worker to support our students and help them feel connected. This information was used to create LCAP actions and services in Goal 3 that address engagement, safety, connectedness and social emotional impact. The surveys measure engagement, safety, and feeling welcome on campus. The instruments collected data from parents, students, and staff. A wellness center along with district and site support staff are embedded in the actions that address improving learning conditions, creating socio emotional support, and improving culturally relevant curriculum and professional learning opportunities for all staff. Since the advent of the COVID-19 virus La Tijera has been assigned wellness aides to support teachers and staff in the implementation of COVID-19 safety measures. In addition our school resource officers meet regularly with site administrators to discuss trends related to student and staff safety. Additionally, both school opening and dismissal is supervised by administration. Most recently, an additional school resource officer has been assigned to La Tijera to support our after school program.|2021-06-30|||2021 19646420000000|Keppel Union Elementary|6|Over 400 students across all school sites completed a local climate survey. This measure addresses information regarding the school environment based on a local climate survey on the topics of school safety and connectedness.The vast majority of students surveyed hold a favorable or highly favorable view of their school and their connectedness. 87% indicated they regularly look forward to attending school. They also held positive views on classwork and instruction/instructional materials with over 90% of them stating that classwork was interesting, challenging, and provided opportunities for them to share ideas about learned information. 85% felt the instruction they received was relevant to real world applications. 70% believe that their school promotes college and career readiness skills, a college going culture, and leadership opportunities. 90% affirmed that their school site provides support for English learners and their individual needs while 86% agreed that their school provides tutoring and enrichment activities. 80% signaled that they believe the school is a safe place where bullying and disrespect are not tolerated and that administrators, staff, and students respect each other’s differences including gender, race and culture. 90% indicated a strong understanding of rules, discipline policies, and consequences and feel those rules and consequences are enforced for all students. 95% believe that the adults at their school feel a responsibility to ensure a safe and supportive school environment and reported that school staff excel at supervising the school and implementing safe school practices. Students felt positively about school-parent communication and parent involvement with approximately 90% reporting that their school communicated with them and their parents effectively and also provided opportunities for parent participation in decision making. 85% felt that parents and school staff work together effectively to resolve problems at school and that the school is an inviting place to learn with enough space for student activities. Additionally, students feel by more than a 9 to 1 margin that their teachers are knowledgeable, understand their subject matter, and are prepared for class each day. Nearly all students indicated that the school site provided adequate technology access. 86% felt adults believe that all students can learn, pay attention to student individual needs, and help students succeed. School cleanliness and school facilities were viewed favorably by 83%. When asked whether their teacher encourages students to make healthy choices and live a balanced life, 92% answered in the affirmative in addition they felt their school provided adequate wellness services. 96% expressed their belief that school encourages students to be responsible for their behavior and actions. KUSDs focus on Multi-Tiered System of Supports will allow us to continue opening doors to infinite possibilities and strengthen student con|2021-06-29|||2021 19646420136127|Sage Oak Charter School- Keppel|6|Parent participants w/ student groups: EL 7.5% Foster Youth 0 Homeless Youth 0 Student with a Disability 10% Title 1 2.5% None of the Above 80% Parent participants w/ student ethnicity: White 47.5% Hispanic/Latino 22.5% African American 0 Asian 2.5% Filipino 0 American Indian/Alaskan Native 0 Two or more races 20% Declined to State 7.5% Overall % Parent in agreement: Improving the Academic Achievement of Students 97.5% Positive School Climate & Connectedness 100% Establishing Connections and Partnerships 93.7% College and Career Readiness and Technical Education 100% Overall Satisfaction and Input 100% Meaning:Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrates stakeholder engagement and the school's building partnerships with parents. Use:Collaborate on strategies to invite and encourage participation of all parent groups. Student Participants: EL 0 Students with a Disability 0 Foster Youth 0 Homeless Youth 0 Title 1 16.7% None of the Above 83.3% Overall % Students in agreement: My teacher is available to speak with me when I need guidance and support 100% The curriculum provides challenging grade level instruction and assessment 100% The curriculum and instruction are engaging and I complete my work on time 100% My teacher cares about my education and is committed to helping me succeed 100% I feel safe and welcome to meet with my teacher to discuss my progress 100% Overall, I feel satisfied with my school 100% Overall, I feel satisfied that the school does a great job communicating with me 100% There is additional support for my academic or developmental needs 100% If I need mental health support, I know I have someone at school that I can talk to 66.7% I am aware of the student mental health resources offered by the school 50% Meaning:Overall high student satisfaction with the school program. There is a need to focus on ensuring students are aware of mental health supports offered. Use:Continue to collaborate on all areas to maintain and continue student perception of the school's academic program. As well as increase our advertisement and knowledge of mental health supports through social media, stakeholders emails, and discussions at learning period meetings. Positive School Climate Student Survey results Student Participants: EL 0 Students with a Disability 0 Foster Youth 0 Homeless Youth 0 Title 1 16.7% None of the Above 83.3% Overall % in agreement: School High Expectations for Student Performance 100% Respectful School Climate 100% Caring Adults at School that Support Students 94.4% Growth Mindset 83.4% Meaning:Strength in overall student satisfaction w/ the positive school climate. Use:Teacher collaboration on strategies and skills in effective communication during teacher/student meetings and monitoring student work with follow-up on students not completing their work w/ check-in calls and emails. Focus on improving student connectedness w/ adults & developing a growth mindset.|2021-07-15|||2021 19646590000000|La Canada Unified|6|LCUSD uses Panorama Education as one tool to survey stakeholders including students in grade 3-12. During the 2020-21 school year, students were surveyed in December using the “Back to School” survey. This survey collected crucial feedback from students in order to respond to needs during distance learning. In April, LCUSD administered a “Social Emotional Learning” (SEL) survey and in May, the “End of the Year” survey. According to the “Back to School” survey, 87% of 3rd–6th grade students felt they were putting strong effort into their classes and 85% felt it was easy to try hard on school work. At the 7-12, maintaining student participation and engagement was more challenging. According to the survey, while 71% of students stated they put quite a bit of effort to a great deal of effort into their school work, 40% of students found it somewhat difficult to very difficult to stay focused on their school work. Significant staff meeting time was devoted to discussing student academic achievement, analyzing data, and facilitating a plan to support students and increase attendance and engagement. Data from the SEL survey revealed that 83% of 3rd-6th graders and 62% of 7th-12th grade students reported having a teacher or adult at school they could count on to support them. Sixty four percent of 3rd-6th graders and 50% of 7th-12th graders expressed challenging emotions including feelings of loneliness, sadness, and worry. Similarly, 72% of 3rd-6th graders and 53% of 7th-12th graders expressed positive feelings. The CHKS survey, administered to 6th, 9th, and 11th grade students was able to capture school climate data for 6th graders as the majority of these students had returned to in-person instruction in February. Data revealed that 79% of 6th graders felt connected to their school. The “End of the Year” survey showed that 74% of students in grades 3-6 and 38% of students at the 7-12 level felt valued as members of the school community. SEL will continue to be a featured high priority of the district. The Wellness Center, counselors, psychologists, and contracted services will be among the tools used to support students. Parents have also requested supports for students as school reopens fully during the 2021-22 school year related to social skills and relationship building. In the area of school safety, the “End of the Year” survey revealed that 82% of 3rd - 6th graders and 72% of 7th-12th grade students had positive perceptions of physical and psychological safety at school. Of these students, 87% of 3rd-6th grade and 72% of 7th-12th grade students felt that online bullying is “not at all likely” to “slightly likely”. LCUSD has made efforts to improve the physical security on campuses with the addition of perimeter fencing at all sites, as well as provide students, staff, and parent training on understanding how to maintain a safe environment through threat prevention. Safety continues to be an ongoing goal addressed in the 2021-24 LCAP.|2021-06-29|Additionally, the cleaning protocols that were required by CALOSHA and LACDPH led to the creation of systems and procedures related to daily site cleaning. Data from the “End of the Year” survey revealed that 77% of 3rd - 6th grade students and 65% of students in grades 7-12 perceived school facilities as being clean and well-maintained. Improved cleaning protocols, systems, and procedures are featured in Goal 4 of the 2021-24 LCAP.||2021 19646670000000|Lancaster Elementary|6|In the 2020-21 school year, Lancaster School District administered the Youth Truth Survey to Lancaster families, teachers, classified staff, and both middle school and elementary school students in order to better understand the status and perception of LSD as a whole. The Youth Truth Survey is a nationally normed survey that provides information as to where the Lancaster system of schools places within a continuum from 1 - 5, where 1 is low and 5 is high. Students in grades 3-8 were surveyed in order to get a more comprehensive view of the school climate. LSD collected 9,261 surveys over the 2020-21 school year. LSD observed that there were some very interesting and impactful trends that took place. We observed that we declined in the focus areas of engagement (52nd percentile to the 35th percentile) and in relationship building in the 20-21 school year. However, we were able to remain on an upward trend in terms of school safety, meaning that many of our parents believe their schools to be safe places to learn (81% positive response). It must be noted that during this time period our district had closed schools. Due to the school closures, the questions were geared around online bullying and online safety. We have done a great deal of work around this area over the past years. After reviewing the data made available, the district is providing resources towards work with our staff in creating relationships with families and will be working with an outside provider to accomplish this work in 21-22. We were able to derive the need to continue work in the following areas to create and sustain options and excellence in education for all of our students and families: (1) Build relationships with families; Build the capacity of leadership throughout the organization in areas of family engagement, and in instructional leadership; Build the capacity of the site staff; build capacity for family engagement for both families and staff; Continue to build our Multi-Tiered Systems of Support (MTSS); Ensure that equity is in all aspects of a student’s instruction, and continue to ensure that students have an ability to access extracurricular activities throughout the school day.|2021-06-15|||2021 19646830000000|Las Virgenes Unified|6|LVUSD utilizes a student climate survey through the CORE Collaborative. This quarterly data shows district, school, and individual student metrics relating to social-emotional inclusion and health. The data is reviewed quarterly by teachers, counselors and administration to support our student interventions.|2021-10-12|||2021 19646911996438|Environmental Charter High|6|Our student responses on the California Healthy Kids Survey indicate an overall increase in school connectedness for all students from 2020 to 2021—62% of students had a high level of connectedness in 2020 whereas 75% had a high level of connectedness in 2021. ECHS has implemented and monitored actions directly related to School Connectedness. The following actions include: - Calibrating with staff advisory expectations and providing advisory support - Promoting student agency and collecting feedback for after-school programming, as well as promoting and supporting student-generated clubs - Creating school-wide rituals and celebrations such as FAFSA Submission Celebration, College Commitment Day, Senior Week, etc. - Providing digital access to ECHS’ Incident Form for students to report unfair treatment, problematic behavior, or unsafe situations. - Distributing a student bulletin with announcements, updates, and useful links - Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for seniors as they navigate the college application process and work towards graduation. - Sending key staff to comprehensive Restorative Practices training to increase local expertise Once broken down by cohorts, 11th and 12th graders had lower connectedness than 9th and 10th graders. This is in line with a three-year trend that ECHS has noticed where school connectedness decreases in 11th grade. In order to address this trend, 11th-grade advisories are rooted in addressing elements of the school experience that pertain to School Connectedness and focus on mental health and community building during second semester of 11th-grade year. Our student responses on the California Healthy Kids Survey indicate an overall increase in perception of school safety for all students from 2020 to 2021—69% of students responded “very safe” or “safe” in 2020 compared to 87% of students who responded “very safe” or “safe” in 2021. One notable difference is in our African-American students, of whom only 68% have replied that they feel “very safe” or “safe”. As a result, ECHS administration is monitoring discipline log entries for responsive intervention prior to escalation to referrals. Furthermore, to address perception of school safety and perception of fairness, ECHS is also implementing the following actions for the 2019-2020 school year: - Will administer students course evaluations at the end of each semester - Will provide training for counselors and admin in restorative practices - Will monitor classroom conditions of learning to ensure equitable student treatment through admin walkthroughs aligned to our best practices rubric|2021-06-24|||2021 19647090000000|Lennox|6|The Lennox School District is committed to providing a safe and secure learning environment that increases student connections and student engagement in schools. Additionally, the district offers a full-time counselor at all schools, mentoring programs, and growth mindset strategies. We look forward to adding a district social-emotional wellness coordinator that will assist in supporting supporting the implementation of positive behavior systems, connect families with community resources and offer wrap around around services to student and families. Lennox School District administers an annual school climate survey to all students in 5th -7th grades. The survey administered in February 2021 yielded the following findings: 88% of students feel they regularly receive encouragement from teachers or school staff. 84% of students feel that if they have a problem, they have someone at school they can talk to. 92% of students feel that teachers engage them in learning and help them understand lessons by using a variety of ways to present information. 94% of students feel that their school sets high expectations for learning and behavior. Improving school climates continues to be an area of focus across the Lennox School District. Throughout the 2021-22 school year, the district leadership will be working closely with principals, school counselors, and school staff to improve school climates on each campus. Professional learning opportunities in the area of social-emotional learning and multi-tiered systems of supports (MTSS) will be be provided to teachers.|2021-06-29|||2021 19647090100602|Lennox Mathematics, Science and Technology Academy|6|Lennox Academy continuously strives to promote a positive, supportive and engaging environment, conducive to learning by upholding its school motto/pillars of Familia, Ganas y Orgullo – Family, Desire, and Pride. Overall, 92.9% of students reported feeling a positive connection to the school, as indicated by having a positive peer/adult relationship on campus, feeling happy at school, and/or a sense of belonging. Additionally, over 95% of students reported feeling safe at Lennox Academy. 100% of staff agrees/strongly agrees that Lennox Academy is a safe place for students and a safe place to work. Furthermore, 99% of parents who participated also agreed that Lennox Academy is a safe school for their child to attend, that it provides opportunities for meaningful participation (97%), and has a supportive learning environment (99%). The percentage of students reporting to have experienced bullying on campus is relatively low in comparison to other schools, Lennox Academy hopes to increase school connectedness by fostering positive peer relationships and acceptance among the student body. Plans include conducting activities that focus on bringing more awareness and call to action against bullying, such as participating in the National Bullying Prevention Month and Stomp Out Bullying Week, and conducting assemblies on acceptance. Lennox Academy is working on activities to help increase school connectedness, including but not limited to student grade level experiences, enhancing the existing buddy program on campus, creating a mentoring program, as well as initiating a NAMI on Campus High School Program in the Fall of 2021 and multiple activities and assemblies that focus on building our Familia on campus and increasing school connections and support. Due to the school closures during the 2020-21 school year, the need to focus on school connectedness and address the socioemotional needs of students and staff will be a focal priority during the school year. Lennox Academy recognizes that increased drug use, particularly vaping, has been a challenge among teenagers. Lennox Academy plans to educate students on the effects of drug use by conducting school-wide assemblies that focus on bringing more awareness on drug abuse and prevention, as well as participate in Red Ribbon Week, and others to help deter drug activity on campus.|2021-09-30|Teachers have established individual classroom management plans in accordance with Character Counts philosophies and use the HERO system to track students’ progress. Concentrations are placed in redirecting behavior, allowing students to take responsibility for their actions and demonstrate self-control through good decision-making practices.||2021 19647090107508|Century Community Charter|6|CCCs will conduct a new survey for the 2021-22 school year. Here is the previous years survey: Below are the results from our survey of CCCS parents and students: The Alliance for the Study of School Climate Quality Analytic Assessment Instrument was completed by the parent, student, and teacher participants. The primary function of the ASSC SCAI is to provide a mirror with which those within an individual school may explore the quality of their school's climate. It provides a scoring procedure that allows for a highly valid and reliable indicator of the quality of school climate across 8 dimensions. These dimensions include the following: (1) physical environment; NA due to the pandemic (2) teacher interactions; (3) student interactions; NA (4) leadership and decisions; (5) discipline and management; (6) learning and assessment; (7) attitude and culture; and (8) community. All responses were anonymous. The items scores will range between 5.0 (high) to 1.0 (low). CCCS received scores ranging from 4.21 to 4.95 in the area of "The School is Welcoming" This includes the areas: * welcoming to outsiders * staff/students ownership of appearance * staff and students respect the custodian * school is perceived as welcoming * school sends out regular communication * CCCS received scores ranging from 3.50 to 4.95 in the area of "Safe Learning Environment" This includes the areas: * students feel a sense of community * students accept zero tolerance of put downs * What it takes to get a good grade is clear * feel motivated and in control of learning * class dialogue is high-order thinking* CCCS received scores ranging from 3.80 to 4.95 in the area of "Inclusive Learning Environment" This includes the areas: * Students feel part of a community.* Expectation that bullying is unacceptable. * Teachers have high expectations for all. * Students feel comfortable talking to adults * Adults provide strategies to deal with student stress. *Feel like I am growing as a person. *Teachers create a sense of belonging.* CCCS received scores ranging from 3.50 to 4.95 in the area of "Student Need for Student Role Models" This includes the areas: * Students understand “put downs not Okay. * “Popular” students are respectful of others. * There are positive roles models that I look up to.* Students do not tolerate hurtful/abusive language. * Students speak about school in proud/positive. * Most students feel listened to or have a voice. * Most students feel they owe school debt* CCCS received scores ranging from 3.80 to 4.70 in the area of "Student Discipline Policy-Making Empowerment" This includes the areas: *Behavioral expectations are clear. * Most teachers use effect discipline strategies.* Students have some say in making the rules. *If feel a sense of belonging and community. *Students do not tolerate hurtful/abusive language|2021-05-19|In SUMMARY: The staff at CCCS has worked very hard to ensure that our school climate is safe, welcoming, inclusive, rigorous, fair, and loving. The survey reveals that we are well on our way to being great in these areas. With school returning to on-campus learning, we have had to pivot and reintroduce our culture and climate as if all students are brand new to CCCS. We are focusing on reacclimatizing our students with an emphasis on patience and teaching the expectations daily.||2021 19647091996313|Animo Leadership High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 2.1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647170000000|Little Lake City Elementary|6|Our district administers Healthy Kids Surveys to our 5th and 7th grade students. The data collected indicate how safe students feel at school and how connected they feel to their school. Students were asked the following questions: Student Safety Questions: Do you feel safe at school? Do you feel safe on your way home from school? Percentage of students that feel safe 5th grade - 95% 7th grade - 93% School Connectedness Questions: Do you feel close to the people at school? 2. Are you happy to be at school? Do you feel that you are a part of the school? Do teachers treat students fairly at school? Are you given a chance to help decide things at school, like class rules? Do teachers and other grown-ups care about you? Do the teachers and other grown-ups at school tell you when you do a good job? Do teachers and other grown-ups at school ask about your ideas? Do you feel proud to belong to your school? Do the teachers and other adults give you a chance to solve school problems? Do you get to do interesting activities at school? Do your teachers ask you what you want to learn about? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school believe that you can do a good job? Do you do things to be helpful at school? Percentage of students that feel connectedness 5th grade - 89% 7th grade - 82%|2021-06-29|The district has recognized that overall, there is a high percentage of students (95% of fifth grade students, 93% of seventh grade students) who do feel safe at school. While that number speaks to the systems and procedures in place to ensure student safety, there are still a small percentage of students who do not feel safe at school. In addition, we do have a high percentage of students (89% of fifth grade students, 82% of seventh grade students) who feel that they are connected to their school and campus. These numbers acknowledge the District’s focus on relationship building in addition to the practices we have put in place to build students’ feelings of school connectedness. While data is fairly consistent across schools, it does indicate that there is a difference between our elementary and middle school students and that we must do a better job at the middle school level in the areas of safety and connectedness. Until we meet 100%, we must continue to put systems in place so that every student feels safe and feels a connection to their school. We will continue to use this survey and the comments by students to help us explore additional avenues to be able to connect with every student. All comments will be reviewed by administrators and counselors to help identify specific students, or groups of students that need additional support.||2021 19647250000000|Long Beach Unified|6|Over the past year, students' overall favorable responses on the School Culture and Climate Survey increased from 86% to 87%. Parent results decreased by 2 percentage points to 94%, while staff responses increased slightly from 93% to 94%. Students’ overall favorable responses on the Social-Emotional Learning Survey went up to 81% from 79%. The growth that LBUSD saw in positive student perceptions was slightly higher than in the previous survey administration. 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). The Social-Emotional Learning Survey had six main categories: responsible decision making, relationship skills, growth mindset, self-management, social awareness and self-efficacy. In the elementary grades, the greatest increase was self-management with a rating of 72%. Self-efficacy showed the largest decline with 63% (-6%). For the secondary students, each of the categories had a decrease with a high rating of 78% (Responsible Decision-Making) and a low of Self-efficacy of 54%. It is evident that the school closures had a significant impact on students, which is a reason that SEL is a major emphasis and focus of resources on various plans, including LCAP. Twenty-five high needs schools had access to additional regional mental health and social-emotional services in LBUSD Family Resource Centers. These centers coincided with the establishment of a 250:1 ratio of student to counselor personnel in five high schools with the most significant needs.|2021-10-20|||2021 19647250127506|Intellectual Virtues Academy of Long Beach|6|Each spring IVA sends out an annual family and students survey to collect and analyze a local climate survey that captures a valid measure of student perceptions of school safety and connectedness across all grade spans annually. IVA's 2020-2021 school year implementation of support began in Distance Learning with additional office staff reaching out to students each block who were distracted, disconnected, or absent from learning. In addition to regular check ins with students, connection with families, and directing students towards resources like our Office Hours option during the school day, IVA implements an Advisory program. Throughout the year, groups of around students meet with their assigned advisor, a trained adult mentor who creates opportunities for the practice of intellectual virtues. Curriculum developed for Advisory includes direct instruction in the nine master virtues, methods for self-assessing intellectual character growth, and the opportunity for each student to explore, in depth, a topic of specific and intrinsic interest to him or her. Devoting time to self-initiated study helps develop students’ natural curiosity, a master virtue, and gives students a practical way to grow in this capacity with their peers. We protect our Advisory hour in order to protect the development of students' curiosity. Moreover, Advisory offers a safe environment for students to discuss their personal development of intellectual character through the weekly check-ins and conversations. Students are guided to bring what they are curious about to the group for intellectual exploration and play. Advisory serves as another point of support for students beyond relationships grown in the classroom, office hours, and clubs. Overall, students and family reported sense of safety on campus and connection to teachers at above 90%. Responses to survey questions create an adjustment of the lessons and engagement we provide to connect with students in Advisory. Connectedness Responses: "To the best of my knowledge, the school provides proactive support and effective discipline through positive school climate of connectedness" 98% Parents. "Which social­-emotional supports have been most effective for my child?" 2019: caring teachers 93%, caring Admin 71%, safe school culture 60%, Advisory 70%. 93% of Parents say that, "The school provides social-emotional support for my child." "The school staff helps students resolve conflicts with one another." Students 91%. "If I tell an adult at IVA that someone is mistreating me, the adult will do something to help." Students: 97%. "I feel close to people at the school." Students: 85%. "Is there one or more adults on campus that cares about you?" Students 95% "IVA is a supportive and inviting place for students to learn" Students 91% IVA's support programs and results demonstrate high levels of effectiveness for a positive social climate. IVA continues to adapt and grow our programs.|2021-05-19|As a middle school campus, mistreatment and conflict is expected and a part of students developmental process. IVA continues to seek training to remain prepared with proactive support and socio-emotional development on campus to encourage open conversations with students on the development of culture together. IVA continues to make gains in communicating clear expectations for students and is looking forward to tracking climate and connectedness results for all students as well as student groups moving forward. IVA is also glad to collect social-emotional health and connectedness questions from LBUSD's CORE survey and has made adjustments to this year's professional development, plans, interventions, and support systems in response to these results. IVA will continue to implement restorative practices in class, which go well with the instructional model of a culture of thinking that encourages social-emotional connectedness in the practice of learning.||2021 19647250131938|Clear Passage Educational Center|6|Clear Passage Educational Center's school safety survey was administered to students in grades 9-12. Demographic Information of participating students: Ethnicity/nationality Asian - 9% African American - 12% Latino - 75% White - 4% Gender/Age Mix Female - 61% Male - 39% Ages range from 14 - 21 English Proficiency English Language Learners - 19% Special Populations: Special Needs Students: 5% English Language Learners: 19% Findings: A strong majority of students enjoy school more since attending CPEC (94%). A strong majority of students attend school more regularly since attending CPEC (89%). A strong majority of students agree that school rules are clear, fair, and consistent (93%). A strong majority of students agree that school staff show respect and a caring attitude toward students (95%). A strong majority of students agree that staff are always willing and available to provide school, career, and personal problem support (90%). A strong majority of students agree that the school is a safe place to learn (98%). A strong majority of students have a very positive attitude toward independent study (90%). Summary data from the school survey is consistently reviewed and analyzed. Survey findings are used to: Develop and facilitate safety net strategies for addressing the needs of the school’s high risk population. Review and adjust CPEC’s curriculum and instructional practices. Develop and facilitate the school’s college and career readiness programs. Promote program improvement and strengthen the facilitation of key touch points that include student performance information meetings, student success team meetings and parent/student conferences.|2021-06-08|||2021 19647330000000|Los Angeles Unified|6|Reflection findings: LAUSD administered the 2020-21 School Experience Survey during the fall semester. Survey results pertaining to students feeling happy, a part of their school, and feeling safe at school all increased from last year. The following are the results that pertain to school climate: • School Experience Survey participation rates for students was 69%. • The percentage rates of middle and high school students reporting being happy at school were 81% and 73% respectively. Seventy percent of middle school students reported feeling like they are part of their school, while 62% of high school students also reported feeling they were a part of their school. • LAUSD schools were perceived to be safe places by at least 84% of students. • When students were asked if adults treated them with respect, 85% of elementary school students, 79% of middle school students and 72% of high school students replied in the affirmative.|2021-06-22|||2021 19647330100289|N.E.W. Academy of Science and Arts|6|N.E.W. Academy of Science and Arts (NASA) surveys students in regards to school climate. This measure includes student perceptions about school safety, including the physical environment, and connectedness and engagement and feeling of safety with teachers, staff, and peers. The data collected is used to establish programs, provide resources, and/or make necessary adjustments to academic instruction. The NASA Student Climate Survey was given to 5th grade students at our school. The survey further helps in calculating Priority 6 of the local indicators for NASA. Generally, the survey shows most students perceive our school as clean and safe. The majority also say that they would be helped in an emergency. They believe teachers respect them. Also two thirds say they can be in different groups or activities. There were 56 student respondents to the Climate Survey. Physical Environment The majority of students (79%) felt school buildings were always kept clean and school grounds were taken care of (70%). They felt classrooms were nice (66%). Decisions 39% felt students help make decisions. 55% of student’s felt they always had the ability to be in different groups or activities. Teachers 82% felt that teachers are nice people. Students responded that teachers respected them (84% always). Students respecting teachers was perceived at 54% always. 54% felt students respect teachers. Most students said they always (59%)have a good relationship with the teacher. Talking to teachers comfortably about problems, students responded 30% always. Safety 80% of students said they always feel safe. Students going and coming from school had a 84% always feeling safe response rate. 91%% of students felt that they always get help if they have an emergency. 89% of students felt that adults in school care about students. In terms of people who are different being respected, 86% said always. NEXT STEPS NASA will continue with Character Counts! and its framework of values: The Six Pillars of Character foster strategies and create tools for a positive school climate. Student Reflection forms will be used to enforce positive behavior. NASA will celebrate Character Counts Week in October to promote the Six Pillars of Character. NASA will continue with end of the month behavior and recognition schoolwide assemblies. NASA will continue with monthly ‘Lunch with the Principal’ recognition events. NASA will implement safety assemblies. NASA has hired a school counselor to implement social emotional strategies for teachers and students.|2021-10-13|||2021 19647330100669|Stella Middle Charter Academy|6|To assess students’ perceptions of school safety and connectedness, the school partnered with Panorama Education Group to administer the Student About School Survey to all grades 5-8 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. If the question was asked in Spring of 2020, comparative results are shown. Results for School Safety 1. How often are people disrespectful to others at your school? (60% favorable responses up 32% from Spring 2020) 2. How likely is it that someone from your school will bully you online? (81% favorable responses up 8% from Spring 2020) 3. Are there adults at your school whom you can go to for help if you need it? (90% favorable responses) Results for Sense of Belonging 1. How connected do you feel to the adults at your school? (46% favorable responses) 2. How connected do you feel to other students at your school? (46% favorable responses) 3. Overall, how much do you feel like you belong at your school? (61% favorable responses) Meaning Areas of Strength 1. Historical Growth in School Safety 1a. Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in 1b. All Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. Areas of Growth 1. Student to Student Relationships and Connection with Adults 1a. All teachers have in alignment with their School’s SEL Reopening Plans have been provided with a First 19 Days Plan to build connection and relationships with their students 1b. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330100743|Accelerated Charter Elementary|6|Findings reported: PARTICIPATION RATE: Accelerated Charter Elementary School (ACES) administered the Panorama Student Survey, a research-based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 166 students in Grades 3-5 participated. The following are the percentage of favorable results by question: • 68% - The school provides academic supports/interventions for struggling students. • 60% - The school provides adequate social-emotional and counseling support to students. • 77% - The school provides behavioral support and classroom management. • 74% - Most of the teaching staff make me excited about learning. • 90% - I can become a better student if I work hard. • 79% - There is an adult whom I trust and can go to for help with a school/academic problem. • 72% - There is an adult whom I trust and can go to for help with a personal problem. • 82% - The school is safe and I feel secure on campus. • 84% - How would you rate the school climate of our campus? • 82% - How would you rate student engagement at your school?|2021-06-17|||2021 19647330100750|Wallis Annenberg High|6|Findings reported: PARTICIPATION RATE: Wallis Annenberg High School (WAHS) administered the Panorama Student Survey, a research-based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 221 students in Grades 9-12 participated. The following are the percentage of favorable results by question: • 75% - The school provides academic supports/interventions for struggling students. • 57% - The school provides adequate social-emotional and counseling support to students. • 62% - The school provides behavioral support and classroom management. • 78% - Most of the teaching staff make me excited about learning. • 93% - I can become a better student if I work hard. • 85% - There is an adult whom I trust and can go to for help with a school/academic problem. • 72% - There is an adult whom I trust and can go to for help with a personal problem. • 68% - The school is safe and I feel secure on campus. • 58% - How would you rate the school climate of our campus? • 48% - How would you rate student engagement at your school?|2021-06-17|||2021 19647330100800|Central City Value|6|The Central City School Climate Survey, developed in coordination with our Value Schools sister schools, was administered in May of 2021. A total of 144 online anonymous surveys were successfully completed from the school population of 466, representing all 4 grades (9-12) and a 31/% completion rate. The percentage completion was lower probably due to being completed through distance learning versus an on-campus survey. The results were overall very positive with a few areas for growth that were identified and addressed. First, almost all questions relating to faculty and staff interactions with students were favorable. In general, it seems that students view their faculty and staff favorably (agree or strongly agree) in that they feel their teachers care about them (62%), notice when the students are doing a good job in class (79%), make themselves available to help when students need help (83%), and challenge me to think critically (70%). In addition, students feel that faculty and staff treat students with respect (86%), encourage students to do their best and to reach their potential (79%), and make it clear that bullying is not tolerated (89%). Further, students feel that the school prepares them for success at a university (79%), helps students learn about college by informing them of choices and financial aid opportunities (64%), encourages students to help the community (79%), provides opportunities to join activities, such as sports and clubs (93%), encourages students to make healthy choices in life (76%), provides counseling for students who need it (83%), sets clear rules and consequences for behavior (76%), and ensures that the school administration is accessible and offers support (77%). Secondly, the survey revealed that students persevere through adversity (3 questions addressing this topic ranged from 71.0 to 75% agreement), self-advocate for themselves (75%), value their work at school (70%) can successfully complete their work (69%) and plan on going to college (77%). Students also felt good about helping the community (79%) and appreciated the positive impact that performing community service had on them (69%) Areas of growth that emerged are (1) a student’s willingness to stop bullying and 2) and an adult that they can trust at school. Specifically, the first looks at the question on whether students at my school try to stop bullying it when they encounter it, with only 46% of students agreeing or strongly agreeing with this. This is an area we need to explore to see how we can train our students to stop bullying without endangering themselves. Secondly, the second are of growth is probably low due to distance learning and the inability of students to connect one-on-one with an adult at the school. The results were only 44% offering agreement. In the past, this has been one of our strengths, and we expect this to rebound as in person learning has returned.|2021-06-04|||2021 19647330100867|KIPP Los Angeles College Preparatory|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 80 Hispanic/Latinx students - 79 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 73.5 Hispanic/Latinx students - 72.2 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330101196|ICEF View Park Preparatory High|6|ICEF View Park Preparatory Charter High School administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 58% Anxiety - 67% Embrace the Mind: Self-Management - 42% Embrace the Mind: Sense of Belonging - 55% Embrace the Mind: Teacher-Student Relationships - 46% Emotion Regulation - 51% Mood - 69% Self-management - 40% Sense of belonging - 53% Social awareness - 66% Teacher-student relationships|2021-06-17|||2021 19647330101444|KIPP Academy of Opportunity|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 64.7 Hispanic/Latinx students - 71.3 Black/African American students - 57.4 % of students reporting I am happy to be at this school: All students - 53.7 Hispanic/Latinx students - 62.3 Black/African American students - 47.6 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330101675|Oscar De La Hoya Animo Charter High|6|"The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. ALL Schools EXCEPT Legacy: In 2019-20, the school celebrated a low suspension rate of 2.2%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330101683|Renaissance Arts Academy|6|Developing healthy habits in all areas of life is a vital part of a well-rounded education. Consistent with RenArts Board Resolution 620, in coordination with RenArts’ Health and Safety plan, and as an integral part of RenArts’ educational design for supporting academic, artistic and personal success for all students, RenArts’ faculty actively promotes health and wellness for all members of the RenArts community, including in the following areas: Nutrition, Physical Education, Physical Health, Emotional Health, Behavioral Health, Environmental Health. Wellness practices are integrated into RenArts’ education program, fully coordinated with RenArts’ Mission and Goals, and implemented by the entire faculty team as a feature of RenArts’ ensemble-based school culture. Renaissance Arts Academy’s coordinated approach to wellness provides students with planned learning experiences designed to develop both concepts and skills that affect physical health and fitness, movement concepts, artistic concepts, motor skill development, and safety in physical activity settings that are maintained in a safe and healthy learning environment. Students at RenArts report feeling both connected and safe. By survey, RenArts students in each grade level indicate the open-classroom model, whole school culture, and school-wide performances as a major part of feeling connected. All students participate in bi-annual shows and experience positive interactions across grade levels. There is an observably coherent school-wide culture and behavior standards with no bullying. Students report feeling comfortable communicating concerns to faculty with appropriate and timely response. All students participate in regular safety, fire, earthquake, and other emergency drills, contributing to their perception of safety on campus. Emergency procedures are explained to students during the first month of the school year and policies are discussed at the beginning of every school year at the Student Compact Meetings in order to inform the parent community.|2021-06-15|||2021 19647330102335|Ocean Charter|6|Ocean Charter will administer the California Healthy Kids Survey to students in grades 5th - 8th starting in Winter 2021. The data will be examined to uncover key findings, including areas of strength and weakness. We will disaggregate the results to identify any barriers or challenges and to see what the results reveal. Ocean Charter will use the results to inform decisions about where to focus our continual improvement efforts in specific areas. OCS will then implement actions and see if the actions result in improved results.|2021-11-04|||2021 19647330102426|PUC Milagro Charter|6|PUC Milagro conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC Milagro Construct Item/Question % Favorable Rating General Education Captivate Learning is important in my virtual classroom. 92% Care My teacher makes me feel that she really cares about me 80% Care I like the way my teacher treats me when I need help in my virtual classroom. 91% Confer My teacher wants me to share my thinking and ideas during class. 71% Confer My teacher wants me to explain my answers, “I think…because…” 83% Consolidate My teacher takes time during class to make sure I understand what she/he is teaching. 84% Control My teacher makes sure that I follow the classroom rules and routines. 90% Safety I feel safe in this VIRTUAL classroom. 90% Safety I know my teacher will help me if I feel that people are being unkind. 84%|2021-06-11|PUC Milagro received an overall score of 3.77 of 4. During the 2020-2021 SY, PUC Milagro focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Milagro is to continue working on strengthening their “Mindfulness” curriculum.||2021 19647330102434|Animo South Los Angeles Charter|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 3.0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330102442|PUC Lakeview Charter Academy|6|PUC Lakeview Charter Academy conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 85% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 86% Care My teacher really tries to understand how students feel about things 86% Confer My teacher respects my ideas and suggestions 88% Confer In this virtual setting, my teacher wants us to share our thoughts 88% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 85% Control Student behavior in this VIRTUAL class is under control. 90% Safety I feel safe in this VIRTUAL classroom. 90% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 90%|2021-06-11|PUC LCA received an overall score of 4.45 out of 5. During the 2020-2021 SY, PUC LCA focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.||2021 19647330102483|N.E.W. Academy Canoga Park|6|A Student School Climate Survey was administered for NACP and data was analyzed in June 2021. Students in grades 3rd-5th participated. 100% of students surveyed felt that "they take good care of the school grounds." 90% of students surveyed felt "At NACP they keep the building clean." 80% of students surveyed felt "AT NACP my classroom looks nice." 90% of students surveyed felt that "AT NACP students help make decisions." 90% of students surveyed felt that "AT NACP students can be in many different groups and activities." 90% of students surveyed felt that "AT NACP teachers are nice people." 90% of students surveyed felt that "AT NACP my teachers respect me." 90% of students surveyed felt that "AT NACP teachers let me know when I am doing a good job." 100% of students surveyed felt "I have a good relationship with my teacher(s)." 100% of students surveyed felt "AT NACP students respect the teachers." 90% of students surveyed felt that "AT NACP I'm comfortable talking to a teacher about my problems." 100% of students surveyed felt "At NACP I feel very safe." 90% of students surveyed felt "At NACP I feel safe on the way to school and on the way home." 90% of students surveyed felt "At NACP when students have an emergency they can get help." 100% of students surveyed felt that "At NACP you can trust most people." 100% of students surveyed felt that "At NACP even people who are different are respected." The student data listed here as well as the parent data listed in priority 3, all reflect on the caring, safe environment NACP provides for its students, staff, and families. The final student survey comment summarizes it all...At NACP, even people who are different are respected. Not only respected but welcomed and loved.|2021-10-13|||2021 19647330106427|Synergy Charter Academy|6|The school most recently administered the California Healthy Kids Survey to students in grades 3-5 in the spring of 2021. The survey data indicated high scores for caring adults in school and high expectations of adults in school. Students are motivated to achieve academically. Third grade responses indicated lower scores related to feeling connected to the school and meaningful participation at school. This could be due to the challenges brought on by the COVID-19 pandemic, school campus closures, and distance learning in the 2020-21 school year. As we begin to plan for a return to school in 2021-22, staff will need to be intentional in welcoming students back and provide opportunities to create that connectedness. Additionally, academics should include purposeful engagement activities with opportunities to address socio-emotional needs. SCA will also provide increased counseling support in the coming school year, as described in the school’s LCAP.|2021-06-19|||2021 19647330106831|Animo Venice Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 3.3%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330106849|Animo Pat Brown|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 0.8%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 78% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 69% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 75.5% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330107755|Port of Los Angeles High|6|91% of parents reported that they were satisfied with the communication between the school regarding the academic progress of their child. 75% of parents indicated they have not participated in a parent-teacher organization ELAC feedback: Increase support for EL students in the classroom due to pandemic 67% of faculty reported concerns regarding the mental health of students 47% of students reported a decline in their mental health, since being on Distance Learning. 37% of the school’s student population is currently academically deficient in their credits towards graduation (due in part to Distance Learning). 47% of faculty reported students appear to be alert when they arrive to school. 36% of parents reported concern with providing necessities, including food for their child. Through survey data, POLAHS students report an overall satisfaction with the school’s fairness and respect for diversity. The students feel there are high expectations set forth by faculty and they have the support of their teachers and peers. They report their school facility is well-maintained and in good condition. POLAHS parents reported an overall satisfaction with the school’s Distance Learning Program and 2020-2021 school year. Some identified strengths include the school’s instruction and regular feedback provided to parents and students by teachers. Parents reported concerns with a lack of interaction with peers and an increase in social-emotional need, due to the pandemic. POLAHS teachers indicated strengths in pandemic-related measures on campus, including delivery instruction, safety measures, and communication. Teachers feel there are caring relationships between faculty members and faculty and students. Teachers feel there is instructional quality and fairness, and an overall positive climate on campus. Students report difficulties with school connectedness and an increase in social emotional needs related to suicidal ideation, seeking assistance from others, and motivation. POLAHS teachers have identified student engagement as an area of need, especially during distance learning. Teachers identified a need for professional development related to student motivation, student discipline measures and mental health. POLAHS 2021-2024 LCAP contains the following NEW actions developed from stakeholder feedback: Parent Liaison: Parent engagement and participation continues to be a high need area for POLAHS in terms of participation in parent-teacher conferences, parent organizations, fundraising opportunities, and school committees. This stakeholder will work to strengthen the relationship between the school and parents. Bilingual Assistant: Due to the pandemic, English Learners were unable to RFEP in Spring of 2019. This caused the school’s English Learner population to reach a school record of 45 students. Through stakeholder feedback, it was determined that additional personnel would be necessary to assist the EL Coordinator in serving EL students.|2021-10-13|Homeroom Development: Through stakeholder surveying, POLAHS parents report concerns with a lack of social interaction, an increase in social-emotional needs and a lack of progress towards graduation and/or post-secondary goals. In order to address these concerns, POLAHS has elected to implement a Homeroom during the school day. Students will meet weekly, in their homerooms, and will participate in activities related to self-awareness, resilience, self-management, and decision-making skills. Students will also participate in their academic planning, as well as college and career planning. Professional Development: Based on stakeholder feedback in 2019-20, and 2020-21, POLAHS faculty reported an interest in Professional Development related to the following topics: Positive Behavior Support & Behavior Management Closing the Achievement Gap Meeting the Social-Emotional and Development Needs of Youth Trauma Informed Practices Working with Diverse Racial, Ethnic, or Cultural Groups Student Motivation COVID related Policy and Procedures Increased Credit Recovery, Elective Lab and new Enrichment Courses: POLAHS has also elected to expand credit recovery and elective lab licensing to allow more students to enroll in independent, self-paced credit recovery and elective course work. POLAHS will offer traditional summer school, enrichment courses, and specialized courses for high needs students.||2021 19647330108894|Alliance Judy Ivie Burton Technology Academy High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when students across our network were asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 71% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same network-wide and nationally-normed survey, 75% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 77% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330108936|Alliance Collins Family College-Ready High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when students across our network were asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 71% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same network-wide and nationally-normed survey, 75% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 77% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330109884|James Jordan Middle|6|Local Indicators 6: School ClimateDiscipline and Restorative Practices – We measure our success for campus climate with several metrics. Suspension rate ( 2019-20 0%), average daily attendance(98.6%) , percent of students that are chronically absent (4%), percent of students who have had 3 or more major incidents of unacceptable behavior, any incident of a student using physical force, any incident that would warrant the description of a “fight.” The Principal holds the ultimate responsibility, but the Assistant Principal for Campus Climate does most of the daily work. A working group called the Mental Health Support Team (Principal, Assistant Principal, School Counselor, Behavior Support Coordinator, one Special Ed teacher) meets each month to review the metrics above to determine the need for social/emotional support. This group also addressed concerns brought to our attention by teachers, parents and other students. If we receive information about a student in crisis, the group can be called to meet within a day. For individual teachers, we monitor their use of the DeansList system for recording parent contacts, merits and demerits. We have a culture manual that describes our expectation that the number of recorded merits should be at least double the number of demerits. If a teacher is giving an unusual number of demerits, the AP for Campus Climate will meet with the teacher to explore the situation. The students with large numbers of demerits are discussed in monthly Mental Health Team meetings to determine if there is a need for social emotional support. Another key metric is the annual climate survey (https://achieve.lausd.net/Page/16461) conducted by our authorizing district. Here is data from the most recent survey that we feel indicates that our system is working. The right hand side shows JJMS parents in light blue compared to LAUSD parents in black. We also know that the emotional engagement of students is critical for success. Even though we have high expectations, our students feel good about being at JJMS. Here are some results from the students annual climate survey. https://achieve.lausd.net/Page/16461. We are especially proud that 80% of our students say that adults treat them with respect, compared to only 66% in LAUSD schools. JJMS results in light blue. LAUSD in black. The Executive Director is responsible for monitoring the implementation of the vision contained in the school’s authorized Charter. Weekly meetings with the entire Admin team (Principal, Director of Operations, Asst Principal for Special Services, Asst Principal for campus climate, Executive Director) allow the ED to get quantifiable and qualitative data about charter implementation in all areas. From a student perspective, we look at survey results (https://achie.lausd.net/Page/16461)around how students feel about getting academic help from their teachers. A very important finding is that 81% of JJMS students feel that teachers|2021-06-17|||2021 19647330109934|Our Community Charter|6|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. In 2020-21, - 94% strongly believe or believe that admin is accessible - 100% strongly believe or believe that teachers are accessible - 87.5% strongly believe or believe that the board of directors is accessible - 97.16% believes that their child is provided with standards-aligned materials - 86.52% strongly agree or agree that OCS has high academic standards for students - 99% feel their student is safe on campus or online - 94.4% strongly agree or agree that OCS provides a positive school culture - 76% prefer communication via ParentSquare - 95% feel welcomed at school - 92% strongly agree or agree that OCS encourages parent participation OCS uses ParentSquare to assist with communication with families. This has been a great success. Parents receive more frequent and clear communications about school meetings and events through multiple modes of communication: weekly newsletter, ParentSquare app, school website, OCS Facebook page, school email, Illuminate Parent Portal, Parent/Student Handbook, teacher newsletters, and an OCS Google Calendar of meetings and events. According to the survey, the top five most popular forms of communication with the school are parent app, school emails, the weekly newsletter, classroom newsletters, and telephone calls from the office. Aside from the Family-LCAP survey for parents and community members, OCS creates a survey for Staff based on the school mission and LCAP, which measures their perspectives on school climate. Students typically complete a survey through the student-run Student Senate. Students did not take a survey in the 2020-21 school year, but they will take a survey in 2021-22.|2021-06-30|||2021 19647330110304|Los Angeles Academy of Arts and Enterprise|6|This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span. Due to COVID-19, an end of year survey was not provided to students. However, there was a survey provided the previous year which demonstrated multiple improvements on the school climate survey. The indicator - Most students feel safe on campus -increased to 50% from 44%. The indicator - Most parents are informed about classroom activities - increased to 55% from 43%. The indicator - Most families find the school to be a welcoming place - increased to 50% from 43%. The indicator - The school feels like an inviting inclusive place - increased to 45% from 40%. The indicator - The school does a good job communicating with parents -increased to 52% from 44%.|2021-05-27|LAAAE is working with WestEd to administer to the CalSCHLS Learning From Home Survey and CORE Survey in the 2020-21 school year.||2021 19647330111211|New Heights Charter|6|New Heights conducts an annual survey of parents, staff and students to gauge stakeholder perceptions of safety and connectedness. DATA: Here are some of the the key learnings from the survey results. 81% of families reported that Family-School Communication (during the pandemic) was strong and effective. Parents reported that the communication from the school was helpful, provided clarity on COVID-related safety and health protocols, and was comfortable. 79% of parents surveyed reported that the school highly values parents' opinions. Regarding student's needs, parents were a bit concerned about their children's physical health and academic growth. Parents were less concerned about their child's behavior, social / emotional needs, and peer relationships. Parents were not at all concerned about children's relationships with adults at school. On a similar survey, 84% of students surveyed reported that they were happy with the amount of time they spend speaking with their teacher. 73% reported that there are adults at school they can go to for help if they need it. On a student survey focused on students' social/emotional competencies, students self-reported on topics related to: Supportive Relationships, Challenging Feelings, Self-Efficacy, Growth Mindset, and Emotional Regulation. Compared to national scores, our students scored highest in their ability to handle challenging feelings and their growth mindset. MEANING: The data reveals our areas of strength as Supportive Relationships with parents and students, the growth mindset of our students, and our social/emotional learning supports in helping students address their challenging feelings. When we disaggregate, Supportive Relationships scores for our 6-8th grade African American students and our Growth Mindset scores for African American students in grades 3-5th were higher than any other sub-group. Areas of challenge include: Self-Efficacy scores of our African American Students and our students identifying as girls in grades 3-5th. Based on our disaggregated data, these sub-groups need attention. The barriers that existed during COVID-19 with school closures will (hopefully) not be a factor this year, so we will be very interested to see how the students self-report in the 2021-22 school year. USE: We continue to work on our goal of inclusivity and equity in our school. The analysis of our data has been conducted with these goals in mind. As we welcome back students onto our campus, we are providing social / emotional supports inside the classroom and outside of the classroom, such as grief counseling, morning meetings, regular check-in's, frequent communication with parents, and social/emotional skill-building. In addition, we will be implementing a new data platform that will allow us to see our academic data and our social/emotional data in one system. This will be helpful in monitoring academic and social/emotional progress as well as designing supports.|2021-09-29|||2021 19647330111484|New Village Girls Academy|6|New Village Girls Academy administered an internal student survey to measure student connectedness and school climate. A total of 72 students completed the survey, a 68% Participation Rate. - 93% agreed NVGA provides a more positive and supportive learning environment compared to their last school. - 87% agreed NVGA challenges them academically - 89% agreed NVGA provides them with academic support when they need extra help. - 82% felt safe while at school. - 92% agreed NVGA provides a positive & supportive learning environment - 86% agreed there is an adult at school who they can talk to if they had a problem. - 74% enjoy attending NVGA. - 86% agree NVGA teaches students how to get help for their social-emotional needs when they need it.|2021-06-28|||2021 19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 76% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 68% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 74% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330111500|Alliance Dr. Olga Mohan High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 78% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 68% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 76% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330111518|Alliance Jack H. Skirball Middle|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 77% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 78% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 73% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330111575|Animo Ralph Bunche Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 1.6%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330111583|Animo Jackie Robinson High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 1.7%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330111625|Animo Watts College Preparatory Academy|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. 2019-20, the school celebrated a low suspension rate of 3.58%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 71.5% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 75% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 77% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330111658|Alliance Marc & Eva Stern Math and Science|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 76% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 66% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 75% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330112201|PUC Excel Charter Academy|6|PUC Excel conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC Excel Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 85% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 88% Care My teacher really tries to understand how students feel about things 84% Confer My teacher respects my ideas and suggestions 90% Confer In this virtual setting, my teacher wants us to share our thoughts 92% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 88% Control Student behavior in this VIRTUAL class is under control. 878% Safety I feel safe in this VIRTUAL classroom. 92% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 88%|2021-06-11|PUC Excel received an overall score of 4.51of 5. This demonstrates that the school has room for growth. During the 2020-2021 SY, PUC Excel focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. Finally, leadership continues to take an active role in ensuring common language and effective communication for all stakeholders.||2021 19647330112508|Bright Star Secondary Charter Academy|6|To assess students’ perceptions of school safety and connectedness, the school partnered with Panorama Education Group to administer the Student About School Survey to all grades 9-12 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. If the question was asked in Spring of 2020, comparative results are shown. Results for School Safety 1. How often are people disrespectful to others at your school? (57% favorable responses up 37% from Spring of 2020) 2. How likely is it that someone from your school will bully you online? (86% favorable responses up 16% from Spring of 2020) 3. Are there adults at your school whom you can go to for help if you need it? (94% favorable responses) Results for Sense of Belonging 1. How connected do you feel to the adults at your school? (29% favorable responses) 2. How connected do you feel to other students at your school? (82% favorable responses) 3. Overall, how much do you feel like you belong at your school? (82% favorable responses) Meaning Areas of Strength 1. Historical Growth in School Safety 1a. Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in 1b. All Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. Areas of Growth 1. Student to Student Relationships and Connection with Adults 1a. All teachers have in alignment with their School’s SEL Reopening Plans have been provided with a First 19 Days Plan to build connection and relationships with their students 1b. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330114884|Aspire Junior Collegiate Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330114967|Global Education Academy|6|Based on the California Healthy Kids Survey taken during the 2017-18 school year, overall the students feel a connection to the school, are academically motivated, feel that adults at the school care for them and have high expectations, feel safe at school, and are treated with respect. 36% of the fifth graders who took the survey were females, and 64% of the students were males. 95% of the students felt that there were caring adults in school and 100% of them felt that the adults had high-expectations of them. 97% of the students feel that the teachers and other staff members care about them, and 100% of the students say that the adults at school tell them when they do a good job and believe that they can do a good job. 92% of the students feel connected to the school, and 72% are academically motivated to do well in school. 97% of the students are happy to be at our school and feel that they are treated fairly, and 100% of the students feel safe at school. The one area of need we identified based on this survey is students being asked what they want to learn about. 46% of students said that their teachers never ask them about what they want to learn about. This shows us that although they are learning and enjoy being at the school, they do not feel like they have much say in what they get to learn. This is important to know because if teachers ask students what they want to learn about and students are able to provide input, teachers can increase student engagement in the classrooms. We will be addressing this topic during our professional development sessions. We have also addressed the topic of socio-emotional learning during professional development in order to maintain/improve the results from the survey.|2021-10-26|||2021 19647330115048|Fenton Primary Center|6|The Charter School consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes academic progress and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about Common Core, WASC review, and the school’s curriculum, programs and other resources. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community.|2021-06-17|||2021 19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|6|The ESE Climate Survey was administered to grades 6-8 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 49% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 79% of students say they feel safe at school.|2021-06-17|||2021 19647330115139|Center for Advanced Learning|6|During the 2020-21 school year, CAL did administer a climate survey to parents. However, a climate survey were not administered to students.|2021-07-03|CAL did administer an Equity Tool Student Climate survey during the 2019-21 school year, we piloted through a partnership with the company Friday. At the end of the 2019-21 school year, CAL's Student Equity Team, which consisted of school admin, Program Coordinator and Parent Liaison, EL Coordinator & Sped Coordinator disaggregated the data, introduced the findings to our ELAC and SSC Committees for input and feedback. Although we were in distance learning, CAL used the 2020-21 school year to implement the findings for the Equity Tool to ensure students have opportunities for student voice and interests in our instructional program. Our feedback was more qualitative than quantitative. CAL plans to implement a student climate survey for the 2021-22 school year to ensure we are monitoring student outcomes and progress.||2021 19647330115287|ICEF Vista Middle Academy|6|ICEF Vista Middle Academy administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: • 65% Anxiety • 70% Embrace the Mind: Self-Management • 58% Embrace the Mind: Sense of Belonging • 73% Embrace the Mind: Teacher-Student Relationships • 50% Emotion Regulation • 54% Mood • 71% Self-management • 59% Sense of belonging • 59% Social awareness • 83% Teacher-student relationships|2021-06-17|||2021 19647330116509|Alliance Morgan McKinzie High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 74% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 52% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 72% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 72% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 72% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 66% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when students across our network were asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 71% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same network-wide and nationally-normed survey, 75% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 77% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330117614|New Los Angeles Charter|6|PARTICIPATION RATE: New Los Angeles Charter Elementary School administered the Panorama Survey to students in grades 6-8 in the Spring of 2021. A total of 80 students in grade 6, 92 students in grade 7, and 67 students in grade 8 participated and completed the survey. The overall student participation rate was 74.5%. SURVEY FINDINGS: GRADES 6-8 The following are the student survey findings: 95% of students feel “most” or “all” are respectful towards them. 90% of students feel teachers encourage them to do their best. 67% of students feel the school has an overall positive energy. 37% of students feel people at school understand them. 59% of students feel like they belong at school. 78% of students responded favorably that they feel safe at school. 37% of students responded favorably to feeling engaged in school. Student survey results were shared with the staff, and governing board. Analysis indicates that student/teacher relationships are strong and students feel safe at school. Results also indicate that overall student engagement was low as a result of school closures, distance learning and the isolation caused as a result of the global pandemic. As a result, New LA made it a priority to return to school in person for the 2021-2022 school year and to invest heavily in mental health supports on campus. Additionally New LA dedicated time and resources to focus on school culture and climate during the 2021-2022 school year. The Principal and school staff will administer an evidence-based survey (Panorama) in Spring 2022 to use as a valid measure of student perceptions of school safety and connectedness as outlined in Priority 6 and increase student participation rate as outlined in the school’s LCAP.|2021-06-14|||2021 19647330117622|Magnolia Science Academy 4|6|MSA-4 annually conducts the CORE Districts survey instrument to students in grades 9-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-4 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions. MSA-4 strives to improve our students’ perceptions of school safety and connectedness. In 2020-21, MSA-4 has observed an increase in the area of our overall approval rating with all stakeholder groups. In 2020-21, 96.9% of our students participated in the survey and their responses provided an average approval rating of 79.0%% on the four topics of the survey, with a rating of 88% on Topic 1 (The climate of Support for Academic Learning) and a rating of 82% on Topic 2 (Knowledge and Fairness of Discipline, Rules, and Norms), and a rating of 76% on Topic 3 (Safety) and a rating 63% Topic 4 (Sense of Belonging), and 91% answered positively to the question, “Overall, I am satisfied and would recommend this school to other students.” Sense of belonging is the category with the lowest approval rate. The sense of belonging to school can be described as the perception of students as individuals, respecting their existence, and supporting them in the social environment of the school. A low sense of belonging to the school, unfortunately, translates as low attendance, low preparation for school, and low levels of obedience to school and classroom rules. From this viewpoint, the sense of belonging to school is the single most important topic that we will address as the greatest need for improvement for the next school year as it directly affects the other survey topic. We are implementing the following strategies to improve the sense of belonging among our students: 1.Involving all stakeholders to create community norms. 2.Listening to students and teachers to share their experiences of feeling uncertain about their belonging to the school. 3.Emphasizing common purposes and ideals. 4.Organizing more professional development around culturally responsive teaching. 5.Organizing more community-building activities and involving students in the process. 6.Implementing more cooperative learning activities in which classrooms work together to achieve a common purpose. 7.Cultivating respectful, supportive relationships among students, teachers, and parents. Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions|2021-06-24|||2021 19647330117648|Magnolia Science Academy 6|6|MSA-6 annually conducts the CORE Districts survey instrument to students in grades 6-8, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-6 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions. MSA-6 strives to improve our students’ perceptions of school safety and connectedness. In 2020-21, 98.8% of our students participated in the survey. Climate of Support for Academic Learning 87 80th - 99th +10 Knowledge and Fairness of Discipline, Rules and Norms 81 80th - 99th +15 Safety 69 (new set of questions therefore difficult to have a percentile) 0 Sense of Belonging (School Connectedness) 71 80th - 99th +8 Cleanliness of the restroom (facilities) - this is from the previous years and we have already taken action about this and have contracted with a professional cleaning company. Two custodians will be regularly cleaning the campus, daily. Facility improvement - We have budgeted some funds and have already started the improvements. We will have to negotiate with the landlord, the church administration, for bigger projects like the HVAC systems/filters. SPED/EL support - We were able to hire a full-time SpED teacher and two teacher aides. These aides will specifically focus on these two subgroups and we are looking to renew them for next year to strengthen our team and support for our students. Electives - Based on our enrollment and budget, we will look into some electives such as computer, foreign language, etc. More variety in our clubs - We will do our best to have our teachers run clubs that satisfy the needs of the students. We will try to do a survey and meet the needs of the students. We are considering having partnerships with organizations to bring art and music to our school. Equity and inclusion classes - This year we had PDs regarding culturally responsive teaching. This PD helps with our teachers to empathize with our students who are going through difficult times, who are from different cultures, who need coaching rather than disciplining, etc.|2021-06-24|||2021 19647330117655|Magnolia Science Academy 7|6|MSA-7 annually conducts the CORE Districts survey instrument to students in grades 3-5, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-7 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions. MSA-7 strives to improve our students’ perceptions of school safety and school connectedness. In 2020-21, 92.3% of our 3rd to 5th grade students participated in the survey and their responses provided an average approval rating of 79% on the four topics of the survey, with a rating of 80% on Topic 1 (Climate of Academic support) and a rating of 84% on Topic 2 (Knowledge and fairness of Discipline), and a rating of 74% on Topic 3 (Safety) and a rating 77% Topic 4 (Sense of Belonging), whereas 87% answered positively to the question, “Overall, I am satisfied and would recommend this school to other students.” The changes in average approval rates from Spring 2020 to Spring 2021 were up for all three stakeholder categories with an increase of 7 points for students (74% to 81%), 1 point for families (98% to 99%), and 4 points for staff (93% to 97%). One highlight from the student surveys is the approval rating for Safety increased 12 points since last year. The topics with the highest approval rates were Climate of Support for Academic Learning (80%) and Knowledge and Fairness of Discipline, Rules and Norms (84%); and the lowest approval ratings were for Safety (74%) and Sense of Belonging: School Connectedness (77%). We are most proud that all our stakeholders approve positively of our Climate of Support for Academic Learning. We take great pride in the amount of academic and SEL support that is given to all of our students and have worked hard during this unprecedented year to transition our programs to an online setting. We were also very proud to see the large increase in approval ratings from students regarding Safety and from staff for School Connectedness. After analyzing all stakeholder surveys we identified the biggest areas of concern and will put an action plan in place to address these concerns. The areas include, playground and facility improvements, lack of resources for non-IEP students, drop-off procedures, bullying, and more enrichment programs needed such as art, science, and sports.|2021-06-24|||2021 19647330117895|Synergy Kinetic Academy|6|The school most recently administered the California Healthy Kids Survey to students in grades 6-8 in the spring of 2021. The survey data showed the highest scores for high expectations of adults in school, followed by promotion of parent involvement in school. Lower scores were given in academic motivation and caring adults in school. Challenges brought on by the COVID-19 pandemic, school campus closures, and distance learning in the 2020-21 school year, clearly had an impact on student responses. As we return to in-person instruction in 2021-22, the school plans to start the year by listening to students and gaining insight through student surveys to determine the greatest priorities for student supports, as well as incorporate opportunities to create connectedness through listening activities and class circles. Additional support for 6th graders transitioning to middle school will be incorporated into 6th grade courses. SKA will also provide increased counseling support in the coming school year, as described in the school’s LCAP.|2021-06-19|||2021 19647330117903|KIPP Raices Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 83.2 Hispanic/Latinx students - 85.9 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 78.8 Hispanic/Latinx students - 80 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330117937|ICEF Vista Elementary Academy|6|ICEF Vista Elementary administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: • 33% Anxiety • 69% Embrace the Mind: Self-Management • 72% Embrace the Mind: Sense of Belonging • 83% Embrace the Mind: Teacher-Student Relationships • 51% Emotion Regulation • 43% Mood • 65% Self-management • 78% Sense of belonging • 67% Social awareness • 96% Teacher-student relationships|2021-06-17|||2021 19647330117978|Goethe International Charter|6|Goethe administered the Panorama evidence-based survey to all students in grades 3-7, and 192 students participated in grades 3-5 students, and 41 in grades 6-7. The following are the survey findings: SURVEY FINDINGS: Grades 3-5: • 94% agreed teachers seem excited to be teaching their classes • 91% stated there is positive energy at the school • 97% agreed teachers are respectful of students • 92% agreed people are disrespectful almost never/once in a while Grades 6-7: • 100% agreed teachers seem excited to be teaching their classes • 85% stated there is positive energy at the school • 97% agreed teachers are respectful of students • 87% agreed people are disrespectful almost never/once in a while The principal and school staff will utilize the results of the survey to improve and expand its student support services, communication, and support a positive school climate. In addition, the administrative team will assess and review an effective survey tool to administer in Spring 2022 as part of the LCAP process to measure school connectedness and school climate.|2021-06-24|||2021 19647330118588|Alain Leroy Locke College Preparatory Academy|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 4.3%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330120014|Endeavor College Preparatory Charter|6|Endeavor College Prep administered its last Student Survey during the 2018-2019 school year, and due to the operational and instructional impact caused by the COVID-19 Pandemic, we were unable to successfully administer a survey that would provide accurate and reliable data for the 2020-2021 school year. Thus, ECP will administer its next Student Survey during the beginning of the 2021-2022 school year and will actively use these results to improve schoolwide climate, school safety, and student connectedness to ensure all students have a safe, welcoming, and positive learning environment.|2021-06-16|||2021 19647330120022|Valor Academy Middle|6|To assess students’ perceptions of school safety and connectedness, the school partnered with Panorama Education Group to administer the Student About School Survey to all grades 5-8 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. If the question was asked in Spring of 2020, comparative results are shown. Results for School Safety 1. How often are people disrespectful to others at your school? (73% favorable responses up 39% from Spring 2020) 2. How likely is it that someone from your school will bully you online? (86% favorable responses up 14% from Spring 2020) 3. Are there adults at your school whom you can go to for help if you need it? (94% favorable responses) Results for Sense of Belonging 1. How connected do you feel to the adults at your school? (44% favorable responses) 2. How connected do you feel to other students at your school? (46% favorable responses) 3. Overall, how much do you feel like you belong at your school? (63% favorable responses) Meaning Areas of Strength 1. Historical Growth in School Safety 1a. Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in 1b. All Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. Areas of Growth 1.Student to Student Relationships and Connection with Adults 1a. All teachers have in alignment with their School’s SEL Reopening Plans have been provided with a First 19 Days Plan to build connection and relationships with their students 1b. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330120030|Alliance College-Ready Middle Academy 4|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 80% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 69% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 74% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330120477|Aspire Titan Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330120527|Watts Learning Center Charter Middle|6|In Spring 2021: WLC – Charter Middle School administered an internal survey. A total of 279 students participated and completed the survey. SURVEY FINDINGS: The following are the student survey findings: • 79.6% stated they felt safe at school – interpret with caution since the school did not open for in-person instruction. • 82.8% agreed that the adults at the school believe students are capable of academic success. • 64% agree the adults at the school make sure students are supported socially & emotionally (Teachers help me if they see I am having a problem not related to schoolwork). • 78.5% agreed that their teachers care for them and make them feel good about themselves. • 73.1% agreed they receive additional support/help if they are struggling emotionally or socially. • 71% agreed their classwork challenges them academically. • 37% agreed that in virtual classes, they are engaged and excited to participate. • 64.5% agreed that they have a sense of belonging at Watts Learning Center Charter School. The school’s Administrative Team and staff will use student survey findings to improve staff and student relationships, continue to teach students problem-solving techniques, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment as all students and staff transition to full in-person instruction for the 2021-22 school year. In addition, the Principal and school staff will collaborate to strengthen and inform students of schoolwide policies and procedures, including the school’s core values in order to improve the school climate.|2021-06-29|||2021 19647330121079|Ararat Charter|6|School climate and parent participation are cornerstones of a healthy school community. LEA is committed to ensure that school is a rewarding experience for students and families alike. LEA sends an Annual School Experience Survey that measures the school’s level of communication, opportunities for participation, instruction, and health and safety. Key learnings from SES: 84% of students feel that adults at the school treat them with respect, while 12% do not have an opinion. Still, 4% disagree. 72% of students report that adults at the school have talked to them about what to do if someone makes them feel uncomfortable, while 18% do not have an opinion. Still, 10% disagree. 88% of students feel like they are a part of the school, while 4% do not have an opinion. Still 8% disagree. 92% of students are happy to be at this school, while 7% do not have an opinion. Still, 1% disagree. The survey was lengthy, but our learnings from this survey impacted our decisions and actions on our PBIS systems, restorative justice practices, relationship building, and communication overall. We must also consider that at the time the survey was administered, we were engaged in Distance learning. This is a significant factor in how students responded.|2021-05-27|||2021 19647330121285|Alliance Cindy and Bill Simon Technology Academy High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 82.5% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 77% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 76% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330121293|Alliance Tennenbaum Family Technology High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 77% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 67% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 72% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330121699|KIPP Empower Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 76.3 Hispanic/Latinx students - 91.9 Black/African American students - 70 % of students reporting I am happy to be at this school: All students - 69.8 Hispanic/Latinx students - 84.2 Black/African American students - 68 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330121707|KIPP Comienza Community Prep|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: Lower School % of students reporting I feel safe at school: All students - 81.7 Hispanic/Latinx students - 83.6 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 76.7 Hispanic/Latinx students - 77.3 Black/African American students - N/A Upper School % of students reporting I feel safe at school: All students - 65.5 Hispanic/Latinx students - 64.9 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 52.7 Hispanic/Latinx students - 51.8 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330121848|Crown Preparatory Academy|6|At Crown Prep Academy we take school safety and connectedness very seriously, as such we administer a survey to all students every year. When asked the degree to which they agree with the statement, “There is an adult at school that I can go to if I need help.,” 89% of students answered agree or strongly agree. Regarding connectedness, When asked the degree to which they agree with the statement, “I feel like I am a part of this school,” 87% of students answered strongly agree or agree. Students feel safe at school and feel respected and connected with each other and staff.|2021-06-23|||2021 19647330122481|Animo Jefferson Charter Middle|6|"The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 1.6%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330122499|Animo Westside Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 1.61%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330122556|Citizens of the World Charter School Hollywood|6|CWC-Hollywood surveyed its students in grades 3-5 using an internal school climate survey, and a total of 10 students participated and completed the survey. - 88% agreed teachers & staff understand them as a person. - 100% stated they can be themselves at school. - 70% stated they always make sure other students are not left out of school activities - 60% stated they were excited about learning. - 50% stated that learning activities have been challenging. - 70% felt excited - 100% feel happy - 100% feel safe - 77% have learned well a new skill/strategy to respond to a difficult time or a big emotion. As a result of the low student participation rate on the survey, results will be interpreted with caution. Outreach efforts will take place to ensure a high student participation rate on surveys for the upcoming 2021-22 school year.|2021-06-21|||2021 19647330122606|PUC Lakeview Charter High|6|PUC Lakeview Charter High School conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 84% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 89% Care My teacher really tries to understand how students feel about things 86% Confer My teacher respects my ideas and suggestions 92% Confer In this virtual setting, my teacher wants us to share our thoughts 92% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 86% Control Student behavior in this VIRTUAL class is under control. 94% Safety I feel safe in this VIRTUAL classroom. 92% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 93%|2021-06-11|PUC LCHS received an overall score of 4.49 out of 5. During the 2020-2021 SY, PUC LCHS focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCHS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in refinements to the Pyramid for Behavior Intervention.||2021 19647330122614|Aspire Gateway Academy Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330122622|Aspire Firestone Academy Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330122721|Aspire Pacific Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330122747|Magnolia Science Academy Bell|6|Traditionally, MSA Bell conducts a school climate survey every year during the early spring through Panorama. Surveys have been the primary means of collecting student, family, and staff voices about what we are doing great and should keep doing, and what areas for improvement are so we can continue to provide our students with the best quality education. This feedback instrument provides teachers and school leaders with valuable data about how students see their classes, how much parents are involved, how supported staff feels, and how to facilitate improvement. Throughout the document, many references have been made to the various components of the survey. This portion will be dedicated to the free responses from our stakeholders. The following are strengths as identified by each stakeholder group: - Students: Supportive staff with many resources available; Fair and Respectful treatment of everyone; School facilities - Families: Staff is supportive of family needs; Rigorous instruction; Communication through ParentSquare - Staff: Welcoming environment and supportive; Collaborative spirit among staff; Availability of resources to support learning Connection is a hallmark of MSA Bell, across all stakeholders the value and importance of connecting and building relationships are essential. MSA Bell team will continue to adapt to the needs of the community to ensure this continues, especially as students transition to a hybrid. MSA Bell has an array of resources that are available to enhance learning. Leadership will continue to create messaging and training for all stakeholders to fully utilize the resources available. The following are needs as identified by each stakeholder group: - Students: Remote learning and the pace of instruction; Amount of student work; Pre-pandemic issues related to middle school such as uniform, bullying, etc. - Families: Accessibility and availability of office hours and staff; Pre-pandemic issues such as traffic, outside environment - Staff: Additional workload due to Distance Learning; Lack of physical interaction with students that diminishes accountability; Need for culture building across all stakeholders There are a couple of pre-pandemic issues that resonate with middle school experience, although it has been more than a year since students and teachers have set foot on campus. Some of these issues include traffic and bullying (social media and COVID), these will need to be monitored closely, especially as the school returns to a hybrid format. The ability to access staff through office hours or hours of operation has been a challenge. The pandemic has shifted the office of operation to ensure COVID mitigating factors are in place such as schedule through appointments, health screening, and limiting operation hours. As Los Angeles county transitions to less restrictive tiers, so do the operating hours and support for families.|2021-06-24|Here are some other factors that are being explored and implemented to ensure a rigorous academic program that adapts to the needs of the community: - Increase tele-outreach to support in various areas such as the transition to hybrid, and educate with online tools such as Illuminate and ParentSquare. - Evaluate instructional practices to highlight promising instructional practices such as a focus on power standards, ensure assignments are relevant to finish product, emphasize learning skill sets and recognition of the process for learning, staff sharing, and highlighting instructional practices during meetings. - Adjustment of schedule to ensure time is allocated for an appropriate break and lunchtimes, and shift advisory to assist with academic interventions - Dedicated task force members to highlight and solicit information about reopening, to be part of the decision-making process. - As students return, opportunities to increase student-to-student interactions will be explored further through professional development. - As students return to campus, the instructional staff will focus on reviewing and adjusting the school-wide expectation matrix to continue to align with our PBIS goals. - Explore communication inhibiting factors Findings have been shared with various stakeholders through various meetings/informational sessions.||2021 19647330122754|Valley Charter Elementary|6|Data: Valley Charter Elementary administered a student survey to 4th graders to understand their perceptions of school climate, school engagement, sense of belonging, and school safety. The vast majority of our students (90%) indicated that they experience a positive school climate. Our lowest response was student engagement (77.5% indicated positive responses on the set of questions related to engagement). Meaning: We did not experience barriers in the collection of the data. We used Panorama survey questions, but not Panorama survey tools; we do want to use their platform next year to have access to the ability to meaningfully disaggregate the data and use sophisticated methodology. Use: The biggest area of focus that emerged for us in the data is boosting student engagement. We believe the responses to some extent reflect the unprecedented context in which we have operated this year, which undermined our ability to optimally foster connections and engagement with teachers, peers, and the school community as a whole. But our instructional model is premised on the idea that teaching and learning in a project-based, constructivist context is the most engaging approach, and we will continue to revise our units and practices to ensure optimal student engagement.|2021-09-23|||2021 19647330122838|Valley Charter Middle|6|Data: Valley Charter Middle administered a student survey to 6th and 7th graders to understand their perceptions of school climate, school engagement, sense of belonging, and school safety. The vast majority of our students (81.2%) indicated that they experience a positive school climate. Our lowest response was student engagement (50.4% indicated positive responses on the set of questions related to engagement). Meaning: We did not experience barriers in the collection of the data. We used Panorama survey questions, but not Panorama survey tools; we do want to use their platform next year to have access to the ability to meaningfully disaggregate the data and use sophisticated methodology. Use: The biggest area of focus that emerged for us in the data is boosting student engagement. We believe the responses to some extent reflect the unprecedented context in which we have operated this year, which undermined our ability to optimally foster connections and engagement with teachers, peers, and the school community as a whole. But our instructional model is premised on the idea that teaching and learning in a project-based, constructivist context is the most engaging approach, and we will continue to revise our units and practices to ensure optimal student engagement.|2021-09-23|||2021 19647330123133|Alliance Susan and Eric Smidt Technology High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 75% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 71% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 75% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330123141|Alliance Ted K. Tajima High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 72% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 64% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 73% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330123992|Animo Ellen Ochoa Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness." This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 3.5%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330124008|Animo James B. Taylor Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330124016|Animo Legacy Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school's suspension rate, 10.55%, decreased from the prior year. The school continues to monitor suspension rates over time to ensure the school reaches a low suspension rate. The school also utilizes survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330124198|Extera Public|6|Extera Public School adapted and administered the LAUSD School Experience Survey for grades 5 and 7 during the Fall of 2021. We anonymously administered the survey in order to secure more student participation, thus we do not have student group data that is segregated out. Our findings are documented below and will aid in steering and measuring LCAP goals. The survey data highlighted many strengths in our students’ experience attending our LEA. In the area of Academics, a majority of students rated the statement “ In my classes, I use evidence or collect data to come to my own conclusions,” in the Cognitive Engagement category the highest and the statement, “Adults at this school encourage me to work hard so I can be successful in college or at the job I choose,” in the Future Orientation the highest. In the area of Social & Emotional Learning and Self-efficacy, the statement, “I can earn high marks/grades in my classes,” was rated the highest. In the category of Student Social Awareness, a majority of our students identified that they are respectful of and listen to other people’s points of view. When looking at School Climate, students rated Connectedness very high. Under the category of Bullying, a majority of students reported not being bullied online. The areas of strength indicated by the survey data demonstrate how our LEA is achieving its mission to, “prepare students for 21st-century life and careers...children attending Extera Public Schools engage in learning that provides real-world relevance and nurtures self-empowerment in order to develop students from local to global citizens.” Our students feel connected to their peers and teachers, they are backing up their thinking with evidence, they embrace multiple perspectives, they are engaged in their learning and future, and they believe they can achieve excellence. The areas of improvement highlighted by the survey data indicated that improvements need to be made to our educational program and more supports in the area of social and emotional learning need to be put into place. Students reported that our Academics could be made more fun and needs to incorporate more group projects and assignments. Under Social & Emotional Learning, the biggest concern was with a majority of students reporting that they were not able to clearly describe their own feelings. Lastly, the area of concern highlighted under School Climate was the lowest-rated statement “Kids at this school are kind to each other.” Our LCAP goals reflect these areas of improvement because funds are being allocated to project-based learning and a school counselor and social/emotional support programs are also being funded to address the needs of our students. Coming back to in-person learning we are hoping to get our educational programming and social and emotional supports back in place to support our students’ learning and achievement.|2021-10-15|||2021 19647330124222|Rise Kohyang Middle|6|To assess students’ perceptions of school safety and connectedness, the school partnered with Panorama Education Group to administer the Student About School Survey to all grades 6-8 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. If the question was asked in Spring of 2020, comparative results are shown. Results for School Safety 1. How often are people disrespectful to others at your school? (76% favorable responses up 29% from Spring 2020) 2. How likely is it that someone from your school will bully you online? (93% favorable responses up 12% from Spring 2020) 3. Are there adults at your school whom you can go to for help if you need it? (91% favorable responses) Results for Sense of Belonging 1. How connected do you feel to the adults at your school? (44% favorable responses) 2. How connected do you feel to other students at your school? (46% favorable responses) 3. Overall, how much do you feel like you belong at your school? (63% favorable responses) Meaning Areas of Strength 1. Historical Growth in School Safety 1a.Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in 1b. All Bright Star Teachers were trained in Restorative Practices that included - Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles Areas of Growth 1. Student to Student Relationships and Connection with Adults 1a. All teachers have in alignment with their School’s SEL Reopening Plans have been provided with a First 19 Days Plan to build connection and relationships with their students 1b. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1.Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330124560|Synergy Quantum Academy|6|The school most recently administered the California Healthy Kids Survey to students in grades 9-12 in the spring of 2021. Survey responses were highest for high expectations of adults in school. There were some differences between grade levels, with the lowest scores from students in grade 12, especially in the area of academic motivation. Survey results were likely impacted by the challenges brought on by the COVID-19 pandemic, school campus closures, and distance learning in the 2020-21 school year. We feel our biggest area of growth is in students’ self-efficacy. As we plan to return to in-person instruction in 2021-22, staff will increase opportunities for students and teachers to participate in self-care activities and promote wellness and the idea that we need to take care of ourselves and each other. The collaborative workshops that were started during distance learning this year will be continued as we return to campus in the fall. SQA will also provide increased counseling support in the coming school year, as described in the school’s LCAP.|2021-06-19|||2021 19647330124784|Aspire Slauson Academy Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330124792|Aspire Juanita Tate Academy Charter|6|Given the complexities that our school site has faced over the past 15 months, our student climate survey results are overall good, but still have many opportunities for growth. In our annual student climate survey, we survey students about their experience in the classroom, school safety, belonging, bullying, and their social emotional learning. Our students gave higher positive ratings for their classroom experience and ranked their sense of belonging the lowest. While we saw growth for sense of belonging from last year, we are still lower than we want to be and will incorporate appropriate actions into our new LCAP. The SEL Questions were the lowest rated questions on this year's survey. The average response was 61% positive for the SEL section. Students responded lowest to being able to describe their feelings and believing in their ability to master the hardest topics. Black students rated lower than other groups on the Self Management SEL questions. There was a small but consistent pattern of differences by ethnicity on the classroom section and some of the conflict questions, with Hispanic/Asian students rating 5-7 percentage points above Black and White students. In the safety and belonging questions, White students were much less likely to say they looked forward to coming to school. Black students rated lower than other groups on the DEI questions. In the SEL section, Black students rated lower than other groups on Self Management questions. There was a small but consistent pattern of differences by SPED status on the classroom section and the SEL questions related to academic ability, with SPED students usually rating 5-10 percentage points lower. There were no major differences by SPED status in the safety and belonging questions or the other SEL questions. SPED students had lower ratings than non-SPED students on the DEI questions. We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330124800|Aspire Inskeep Academy Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330124891|Alliance Renee and Meyer Luskin Academy High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 74% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 77% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 71% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|6|PUC eCALS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC eCALS Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 79% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 88% Care My teacher really tries to understand how students feel about things 82% Confer My teacher respects my ideas and suggestions 89% Confer In this virtual setting, my teacher wants us to share our thoughts 89% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 84% Control Student behavior in this VIRTUAL class is under control. 92% Safety I feel safe in this VIRTUAL classroom. 91% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 92%|2021-06-11|PUC eCALS received an overall score of 4.45 of 5. During the 2020-2021 SY, PUC eCALS focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need.||2021 19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 79% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 65% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 73% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330125609|KIPP Philosophers Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 53.3 Hispanic/Latinx students - 63.6 Black/African American students - 41.5 % of students reporting I am happy to be at this school: All students - 48.1 Hispanic/Latinx students - 55.8 Black/African American students - 36.9 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330125625|KIPP Scholar Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 62.5 Hispanic/Latinx students - 81.6 Black/African American students - 45.5 % of students reporting I am happy to be at this school: All students - 52.3 Hispanic/Latinx students - 65.8 Black/African American students - 42.4 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330125641|KIPP Sol Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 75 Hispanic/Latinx students - 75.8 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 65.2 Hispanic/Latinx students - 66.3 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330125864|Ednovate - USC Hybrid High College Prep|6|In the 2020-2021 school, USC Hybrid High administered bi-weekly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on connectedness to students and staff, given the unique challenges of virtual learning in the 2020-2021 school year. Student responses have been consistently positive and indicate that students feel safe in their school and like part of the community. On average across the four surveys administered over the course of the 2020-21 school year, 85% of students expressed feeling connected to another student or staff member at Ednovate. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|2021-06-17|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment.||2021 19647330126136|Math and Science College Preparatory|6|At Math and Science College Preparatory we take school safety and connectedness very seriously, as such we administer a survey to all students every year. When asked, “There is an adult at school that I can go to if I need help.” 82% of students answered agree or strongly agree. Regarding connectedness, when asked, “I feel like I am part of this school,” 83% of students answered strongly agree or agree. Students feel as though there are adults accessible for help and feel connected with each other and staff.|2021-06-23|||2021 19647330126177|Citizens of the World Charter School Silver Lake|6|CWC-Silver Lake surveyed its students in grades 3-5 using an internal school climate survey, and a total of 156 students participated and completed the survey. - 73% agreed teachers & staff understand them as a person. - 77% stated they can be themselves at school. - 65% stated they always make sure other students are not left out of school activities - 57% stated they were excited about learning. - 32% stated that learning activities have been challenging. - 44% felt excited - 72% feel happy - 78% feel safe - 52% have learned well a new skill/strategy to respond to a difficult time or a big emotion. CWC-Silver Lake surveyed its students in grades 6-8 using an internal school climate survey, and a total of 168 students participated and completed the survey. - 56% agreed teachers & staff understand them as a person. - 66% stated they have a sense of belonging at school. - 39% stated they help other students feel like they belong at the school - 42% stated they were excited about learning. - 27% stated that learning activities have been challenging. - 53% felt excited - 83% feel happy - 29% feel safe - 43% have learned well a new skill/strategy to respond to a difficult time or a big emotion.|2021-06-21|||2021 19647330126193|Citizens of the World Charter School Mar Vista|6|CWC-Mar Vista surveyed its students in grades 3-5 using an internal school climate survey, and a total of 177 students participated and completed the survey. - 67% agreed teachers & staff understand them as a person. - 75% stated they can be themselves at school. - 64% stated they always make sure other students are not left out of school activities - 60% stated they were excited about learning. - 28% stated that learning activities have been challenging. - 57% felt excited - 77% feel happy - 84% feel safe - 57% have learned well a new skill/strategy to respond to a difficult time or a big emotion. CWC-Mar Vista surveyed its students in grades 6-8 using an internal school climate survey, and a total of 79 students participated and completed the survey. - 53% agreed teachers & staff understand them as a person. - 58% stated they have a sense of belonging at school. - 53% stated they help other students feel like they belong at the school - 42% stated they were excited about learning. - 28% stated that learning activities have been challenging. - 54% felt excited - 77% feel happy - 36% feel safe - 48% have learned well a new skill/strategy to respond to a difficult time or a big emotion.|2021-06-21|||2021 19647330126797|Aspire Centennial College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 19647330127670|KIPP Iluminar Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 78.2 Hispanic/Latinx students - 84.3 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 71.5 Hispanic/Latinx students - 75.6 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330127886|City Language Immersion Charter|6|CLIC annually administers the Panorama Education CORE District survey and includes supplemental questions about student sense of safety and belonging. This survey allows us to review year-over-year growth (for the past 6 years), and compares our outcomes to a nationally normed score as well.|2021-10-28|School climate has been severely disrupted over the past two years due to the Covid-19 pandemic. We administered modified surveys focused on distance learning and student SEL in 2019 and 2020. We are resuming our regular surveys this year, and closely monitoring how students are re-adjusting to the learning environment.||2021 19647330127894|Valor Academy High|6|To assess students’ perceptions of school safety and connectedness, the school partnered with Panorama Education Group to administer the Student About School Survey to all grades 9-12 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. If the question was asked in Spring of 2020, comparative results are shown. Results for School Safety 1. How often are people disrespectful to others at your school? (65% favorable responses up 34% from Spring 2020) 2. How likely is it that someone from your school will bully you online? (85% favorable responses up 14% from Spring 2020) 3. Are there adults at your school whom you can go to for help if you need it? (90% favorable responses) Results for Sense of Belonging 1. How connected do you feel to the adults at your school? (29% favorable responses) 2. How connected do you feel to other students at your school? (31% favorable responses) 3. Overall, how much do you feel like you belong at your school? (50% favorable responses) Meaning Areas of Strength 1. Historical Growth in School Safety 1a. Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in 1b. All Bright Star Teachers were trained in Restorative Practices that included - Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. Areas of Growth 1. Student to Student Relationships and Connection with Adults 1a. All teachers have in alignment with their School’s SEL Reopening Plans have been provided with a First 19 Days Plan to build connection and relationships with their students 1b. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330128009|Alliance Virgil Roberts Leadership Academy|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 75% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 81% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 72% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330128033|Alliance College-Ready Middle Academy 8|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 78% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 66% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 74% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330128041|Alliance Kory Hunter Middle|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 79% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 72% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 76% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330128058|Alliance College-Ready Middle Academy 12|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 80% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 76% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 76% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330128132|Extera Public School No. 2|6|Extera Public School No.2 adapted and administered the LAUSD School Experience Survey for grade 5 during the Fall of 2021. We anonymously administered the survey in order to secure more student participation, thus we do not have student group data that is segregated out. Our findings are documented below and will aid in steering and measuring LCAP goals. The survey data highlighted many strengths in our students’ experience attending our LEA. In the area of Academics, a majority of students rated the statement “Teachers give students a chance to take part in classroom discussions or activities,” in the Academic Focus category the highest and the statement, “In my classes, I work on projects or assignments with other students,” in the Cognitive Engagement the highest. In the area of Social & Emotional Learning and Self-efficacy, the statement, “I can earn high marks/grades in my classes,” was rated the highest. In the category of Student Social Awareness, a majority of our students identified that they are respectful of and listen to other people’s points of view. When looking at School Climate, students rated Connectedness very high and a majority responded positively to the statement, “I am happy to be at this school.” Under the category of Bullying, a majority of students reported not being bullied online. The areas of strength indicated by the survey data demonstrate how our LEA is achieving its mission to, “prepare students for 21st-century life and careers...children attending Extera Public Schools engage in learning that provides real-world relevance and nurtures self-empowerment in order to develop students from local to global citizens.” Our students feel connected to their peers and teachers, they are working collaboratively, they embrace multiple perspectives, they are engaged in their learning and future, and they believe they can achieve excellence. The areas of improvement highlighted by the survey data indicated that improvements need to be made to our educational program and more supports in the area of social and emotional learning need to be put into place. Students reported that our Academics don’t push them to solve problems in new ways. Under Social & Emotional Learning, the biggest concern was with a majority of students reporting that they were not able to clearly describe their own feelings. Lastly, the area of concern highlighted under School Climate was the lowest-rated statement “Kids at this school are kind to each other.” Our LCAP goals reflect these areas of improvement because funds are being allocated to project-based learning and a school counselor and social/emotional support programs are also being funded to address the needs of our students. Coming back to in-person learning we are hoping to get our educational programming and social and emotional supports back in place to support to our students’ learning and achievement.|2021-10-15|||2021 19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|6|The ESE Climate Survey was administered to grades 6-8 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 50.8% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 77.6% of students say they feel safe at school.|2021-06-17|||2021 19647330128512|KIPP Academy of Innovation|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 63.6 Hispanic/Latinx students - 64.6 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 55 Hispanic/Latinx students - 55.2 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330129270|Animo Mae Jemison Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 3.3%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330129460|KIPP Vida Preparatory Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 80 Hispanic/Latinx students - 90.2 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 79.2 Hispanic/Latinx students - 83.3 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330129593|PUC Inspire Charter Academy|6|PUC Inspire Charter Academy conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 80% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 83% Care My teacher really tries to understand how students feel about things 82% Confer My teacher respects my ideas and suggestions 87% Confer In this virtual setting, my teacher wants us to share our thoughts 85% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 81% Control Student behavior in this VIRTUAL class is under control. 80% Safety I feel safe in this VIRTUAL classroom. 85% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 84%|2021-06-11|PUC Inspire received an overall score of 4.28 out of 5. During the 2020-2021 SY, PUC Inspire focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Inspire will continue to ensure that strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.||2021 19647330129619|PUC Community Charter Elementary|6|PUC Community Charter Elementary School conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: Construct Item/Question % Favorable Rating General Education Captivate Learning is important in my virtual classroom. 93% Care My teacher makes me feel that she really cares about me 88% Care I like the way my teacher treats me when I need help in my virtual classroom. 92% Confer My teacher wants me to share my thinking and ideas during class. 69% Confer My teacher wants me to explain my answers, “I think…because…” 76% Consolidate My teacher takes time during class to make sure I understand what she/he is teaching. 85% Control My teacher makes sure that I follow the classroom rules and routines. 90% Safety I feel safe in this VIRTUAL classroom. 91% Safety I know my teacher will help me if I feel that people are being unkind. 92%|2021-06-11|PUC CCES received an overall score of 3.78 of 4. During the 2020-2021 SY, PUC CCES focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCES continues to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.||2021 19647330129833|Global Education Academy 2|6|The school through a series of surveys is able to identify the strengths and areas of growth that the school needs to focus for the year. To ensure that all stakeholders are involved in the input the office contacts all the parents to ensure that the survey is returned or that the feedback is being provided and recorded. The information is then analyzed and use to develop a plan to make improvements and continue to strengthen areas that the are for discussion.|2021-10-26|||2021 19647330129858|Everest Value|6|School Climate Survey:In February of 2021, Everest administered a survey to all stakeholders: Parents, Students and Staff. Below are some of the responses the leadership team has highlighted to emphasize areas of strength and growth. In terms of areas of strength, Everest has 99% of its employees, including after school staff, custodians, administrators, playground staff, the SPED department, the ELD department, and teachers, believe that they are able to participate in decision making. This ownership of staff of the school’s vision is one the core missions, as it allows the school to maintain an inclusive school climate. In terms of the student climate survey, the leadership team agreed that the efforts made by the new Values Coordinator to implement the Intercultural Competence PD series hosted by the Value Schools has shown a dramatic impact. In this question, which asked students to reflect on respecting cultural beliefs, 98% of students agreed that EVS had made these efforts clear. Moving forward, the school hopes to expand its cultural education program and further emphasize the importance of being a good citizen in the world. When it comes to areas of growth, the leadership team at Everest agreed that while staff noted that the school had become safer, the students had become more neutral on the response. This disconnect will require further investigation. One possibility was the pandemic, and coming to campus might feel unsafe. However, if there are negative aspects in the student community or other safety issues, EVS will identify these with future surveys. LCFF|2021-06-04|||2021 19647330129866|Village Charter Academy|6|Based on student surveys evaluating school climate the school scored an overall average of 84%. The areas of greatest strength were having access to technology, feeling safe at school, and does if the school principals expects students to follow the rules. They also indicated that they know what to do in emergencies and who to talk to if someone is bothering them. All of these strengths indicate that students understand the school puts an emphasis on student safety, both physically and social/emotional well being. The area to be addressed as an area for improvement was keeping the school clean and students’ understanding how their performance is communicated to their families. This survey was done a few weeks after returning to campus after Distance Learning. We will share this information with teachers and work to develop student understanding. A more accurate assessment will be taken in Spring 2022 when students will have had a year on campus.|2021-06-19|||2021 19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|6|The Charter School consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes academic progress and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about Common Core, WASC review, and the school’s curriculum, programs and other resources. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community.|2021-06-17|||2021 19647330131722|Fenton Charter Leadership Academy|6|The Charter School consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes academic progress and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about Common Core, WASC review, and the school’s curriculum, programs and other resources. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community.|2021-06-17|||2021 19647330131771|KIPP Ignite Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 76.7 Hispanic/Latinx students - N/A Black/African American students - 75 % of students reporting I am happy to be at this school: All students - 60.7 Hispanic/Latinx students - N/A Black/African American students - 60 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330131797|KIPP Promesa Prep|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 87.9 Hispanic/Latinx students - 89.8 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 82.7 Hispanic/Latinx students - 85 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330131821|Collegiate Charter High School of Los Angeles|6|For grade 9: 89%; Grade 10: 91%; Grade 11: 100%; Grade 12: 100% Collegiate Charter High School – Los Angeles administered the CA Healthy Kids Survey. The following chart provides the percentage favorable by category. TOPIC/CATEGORY: GR 9/GR 10/GR 11/GR 12 - Academic Motivation: 58%/64%/65%/80% - Maintaining focus on schoolwork: 28%/24%/17%/36% - Caring adult relationships: 61%/67%/57%/73% - High expectations adults in school: 73%/71%/73%/80% - Adult supports: 69%/70%/71%/81% - Peer Support: 54%/72%/72%/62% - Cyberbullying: 28%/20%/14%/18% - Social-emotional distress: 31%/25%/28%/23% - Experienced chronic sadness/hopelessness: 47%/45%/43%/56%|2021-06-29|||2021 19647330131870|Resolute Academy Charter|6|Resolute Academy administered the Panorama evidence-based student survey and a total of 102 students in grades 5-8 participated and completed the survey. • 47% agreed they were excited about going to class. • 44% agreed they were eager to participate. • 81% agreed that teachers seem excited to teach classes. • 54% feel connected to the adults at the school. • 68% agreed that students are respected at school. • 64% felt a sense of belonging • 96% agreed their teachers are respectful towards them. Note: Interpret survey results with caution. Resolute Academy transitioned to in-person instruction on May 10th but only 13% of students opted for in-person instruction.|2021-06-30|||2021 19647330132027|University Preparatory Value High|6|School Climate Survey:In the spring of 2021, Value Schools administered a survey to all stakeholders: Parents, Students and Staff. For the student survey, 372 students responded to the survey which is about 78% of the student body. Below are the 3 questions that the administration, School Site Council and the Value Schools Home Office used to determine how the students are living the values of the school and determine the climate of the school. Question #1- Students at my school will help a classmate 79% of the 372 students surveyed said that they agree or strongly agree that students would help a classmate. This data proves that students are practicing Value #4- Building Community by looking for opportunities to serve their community. The school’s focus on mental wellness during the school year, was a huge contribution to the raise in this percentage compared to last year. UPVHS will continue to build upon Value #4- Building Community, especially with the reopening of the campus in the fall. Question #2- My school encourages me to make healthy choices in life 83% of the 372 students surveyed said that they agree or strongly agree that the school encourages them to make healthy choices in life. UPVHS focus on mental health during the school year, has led to a huge increase in this area for the 2020-21 school year. University Prep will be working on creating a wellness curriculum with Central City Value, to implement in advisory classes next school year. Question #3- Faculty and staff at my school treat students with respect 89% of the 372 students surveyed said that they agree or strongly agree that the faculty and staff at their school treat students with respect. This area grew 10% points from last year, and it truly exemplifies the focus that the faculty and staff had teaching in a year fully online. Teachers and staff worked hard to create relationships with students and to allow the students time to reflect on all that was happening around them during the pandemic and also during Black Lives Matter.|2021-06-04|||2021 19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|6|During distance learning, our outreach to students was focused primarily on their physical and emotional well-being. Because of that, feedback regarding our school programming was less extensive during the 2020-21 school year. Despite the limitations present during the Covid pandemic, when asked a combination of nationally-normed questions designed to elicit student responses regarding our school's teacher-student relationships, 82.5% of our students responded positively. This indicates that despite the distance and dislocation present during this time of distance learning, our teachers and staff continue to foster positive relationships between themselves and the students we serve. In addition, we have recently heightened our focus on diversity and equity in the wake of the Black Lives Matter movement and the many acts of injustice that marked its inception. In another group of questions from the same nationally-normed survey, 77% of our students responded positively regarding our school's work in the area of "Diversity and Inclusion." Our students also responded positively at a rate of 76% when asked questions related to our school's "Cultural Awareness and Action." These results indicates that our efforts in the area of social justice have been noticed and appreciated by our student body. We look forward to the opportunity to engage in further dialogue with our student body and continue our work in supporting their needs.|2022-03-16|||2021 19647330132282|Ednovate - East College Prep|6|In the 2020-2021 school, East College Prep administered bi-weekly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on connectedness to students and staff, given the unique challenges of virtual learning in the 2020-2021 school year. Student responses have been consistently positive and indicate that students feel safe in their school and like part of the community. On average across the four surveys administered over the course of the 2020-21 school year, 85% of students expressed feeling connected to another student or staff member at Ednovate. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|2021-06-17|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment.||2021 19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|6|PUC Triumph Charter Academy and PUC Triumph Charter High School conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC TCA: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 76% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 81% Care My teacher really tries to understand how students feel about things 78% Confer My teacher respects my ideas and suggestions 85% Confer In this virtual setting, my teacher wants us to share our thoughts 82% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 83% Control Student behavior in this VIRTUAL class is under control. 83% Safety I feel safe in this VIRTUAL classroom. 85% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 86% PUC TCHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 80% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 85% Care My teacher really tries to understand how students feel about things 82% Confer My teacher respects my ideas and suggestions 90% Confer In this virtual setting, my teacher wants us to share our thoughts 90% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 86% Control Student behavior in this VIRTUAL class is under control. 95% Safety I feel safe in this VIRTUAL classroom. 92% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 92%|2021-06-11|PUC TCA received an overall score of 4.32 of 5. PUC TCHS received an overall score of 4.44 of 5. During the 2020-2021 SY, both PUC TCA and PUC TCHS focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC TCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC TCHS will continue to focus on differentiating.||2021 19647330133280|PUC Nueva Esperanza Charter Academy|6|PUC Nueva Esperanza Charter Academy conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC NECA: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 81% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 84% Care My teacher really tries to understand how students feel about things 83% Confer My teacher respects my ideas and suggestions 89% Confer In this virtual setting, my teacher wants us to share our thoughts 88% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 87% Control Student behavior in this VIRTUAL class is under control. 88% Safety I feel safe in this VIRTUAL classroom. 88% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 89%|2021-06-11|PUC NECA received an overall score of 4.43 of 5. During the 2020-2021 SY, PUC NECA focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC NECA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.||2021 19647330133298|PUC CALS Middle School and Early College High|6|PUC CALS MS AND PUC CALS HS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level are surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC CALS MS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 78% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 89% Care My teacher really tries to understand how students feel about things 78% Confer My teacher respects my ideas and suggestions 85% Confer In this virtual setting, my teacher wants us to share our thoughts 86% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 80% Control Student behavior in this VIRTUAL class is under control. 82% Safety I feel safe in this VIRTUAL classroom. 84% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 85% PUC CALS ECHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 78% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 85% Care My teacher really tries to understand how students feel about things 84% Confer My teacher respects my ideas and suggestions 90% Confer In this virtual setting, my teacher wants us to share our thoughts 91% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 84% Control Student behavior in this VIRTUAL class is under control. 93% Safety I feel safe in this VIRTUAL classroom. 92% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 92%|2021-06-11|PUC CALS MS received an overall score of 4.30 of 5. PUC CALS HS received an overall score of 4.43 of 5. During the 2020-2021 SY, both PUC CALS MS and PUC CALS HS focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CALS MS-HS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.||2021 19647330133694|Valor Academy Elementary|6|To assess students’ perceptions of school safety and connectedness, the school partnered with xSel Labs to administer the SELweb Climate Survey to grades K-4 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. Results for School Safety 1. I feel safe at this school (83% favorable responses) 2. Rules are fair at this school (84% favorable responses) Results for Sense of Belonging 1. Teachers care about me (93% favorable responses) 2. Kids care about me (82% favorable responses) Meaning Areas of Strength 1a. All Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. 1b. School has partnered with the Yale Center for Emotional Intelligence to implement the RULER Curriculum Areas of Growth 1. Kids care about me 1a. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330133702|New Los Angeles Charter Elementary|6|PARTICIPATION RATE: New Los Angeles Charter Elementary School administered the Panorama Survey to students in grades 3-5 in the Spring of 2021. A total of 37 students in grade 3, 31 students in grade 4, and 28 students in grade 5 participated and completed the survey. The overall student participation rate was 79.3%. SURVEY FINDINGS: GRADES 3-5 The following are the student survey findings: 95% of students feel teachers are “extremely” or “quite” respectful towards them. 84% of students feel the school has an overall positive energy. 75% of students feel people at school understand them. 84% of students feel like they belong at school. 74% of students responded favorably that they feel safe at school. Student survey results were shared with the staff, and governing board. Analysis indicates that students are happy and safe at school and they feel like they belong to the school community. General school engagement was low as a result of school closures, distance learning and the isolation caused as a result of the global pandemic. As a result New LA made it a priority to return to school in person for the 2021-2022 school year and to continue to support student social emotional health in the process. The Principal and school staff will administer an evidence-based survey (Panorama) in Spring 2022 to use as a valid measure of student perceptions of school safety and connectedness as outlined in Priority 6 and increase student participation rate as outlined in the school’s LCAP.|2021-06-14|||2021 19647330133868|Rise Kohyang High|6|To assess students’ perceptions of school safety and connectedness, the school partnered with Panorama Education Group to administer the Student About School Survey to all grades 9-12 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. If the question was asked in Spring of 2020, comparative results are shown. Results for School Safety 1. How often are people disrespectful to others at your school? (68% favorable responses up 30% from Spring 2020) 2. How likely is it that someone from your school will bully you online? (90% favorable responses up 30% from Spring 2020) 3. Are there adults at your school whom you can go to for help if you need it? (92% favorable responses) Results for Sense of Belonging 1. How connected do you feel to the adults at your school? (39% favorable responses) 2. How connected do you feel to other students at your school? (37% favorable responses) 3. Overall, how much do you feel like you belong at your school? (59% favorable responses) Meaning Areas of Strength 1. Historical Growth in School Safety 1a. Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in 1b. All Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. Areas of Growth 1. Student to Student Relationships and Connection with Adults 1a. All teachers have in alignment with their School’s SEL Reopening Plans have been provided with a First 19 Days Plan to build connection and relationships with their students 1b. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330134023|Animo Florence-Firestone Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension and to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school will also track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students, including targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. In 2019-20, the school celebrated a low suspension rate of 3.5%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority.|2021-06-25|||2021 19647330134148|The City|6|TCS annually administers the Panorama Education CORE District survey and includes supplemental questions about student sense of safety and belonging. This survey allows us to review year-over-year growth (for the past 6 years), and compares our outcomes to a nationally normed score as well.|2021-10-28|School climate has been severely disrupted over the past two years due to the Covid-19 pandemic. We administered modified surveys focused on distance learning and student SEL in 2019 and 2020. We are resuming our regular surveys this year, and closely monitoring how students are re-adjusting to the learning environment.||2021 19647330135517|KIPP Corazon Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: Lower School % of students reporting I feel safe at school: All students - 79.2 Hispanic/Latinx students - 73.9 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 73.8 Hispanic/Latinx students - 71.1 Black/African American students - N/A Upper School % of students reporting I feel safe at school: All students - 87.7 Hispanic/Latinx students - 87.3 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 76.9 Hispanic/Latinx students - 78 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330135715|Ednovate - Esperanza College Prep|6|In the 2020-2021 school, Esperanza College Prep administered bi-weekly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on connectedness to students and staff, given the unique challenges of virtual learning in the 2020-2021 school year. Student responses have been consistently positive and indicate that students feel safe in their school and like part of the community. On average across the four surveys administered over the course of the 2020-21 school year, 85% of students expressed feeling connected to another student or staff member at Ednovate. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|2021-06-17|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment.||2021 19647330136986|STEM Preparatory Elementary|6|At STEM Prep Elementary we take school safety and connectedness very seriously, as such we administer a survey to all students every year. When asked the degree to which they agree with the statement, “There is an adult at school that I can go to if I need help,” 90% of students answered agree or strongly agree. Regarding connectedness, When asked the degree to which they agree with the statement, “I feel like I am part of this school,” 92% of students answered strongly agree or agree. Students feel like STEM Prep Elementary is a place where they can go to adults for help and where they feel connected with each other and staff.|2021-06-23|||2021 19647330136994|Rise Kohyang Elementary|6|Rise Kohyang Elementary School did not administer the student surveys to grades TK - 1 in the 2020-21 school year based upon recommendations from xSEL Labs and in partnership with the district. In the 2019-20 school year the school did administer SEL students and saw growth in the following areas between the fall and spring administration. Emotional recognition (74% students at or above average - growth of +12%), Self control (61% students at or above average - growth of +22%). Social perspective taking remained the same between both administrations and social problem solving saw a decrease of 5%. In planning and preparation for the 2021-22 school year, all Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent communication), Intro to Restorative Practices, and Restorative Circles. Additionally, the school has partnered with the Yale Center for Emotional Intelligence to implement the RULER Curriculum. To promote a sense of safety and belonging, 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY. For the 21-22 SY, the school has set goals aligned to their SEL Reopening Plans for Fall 2021 and created a student culture goal in the Annual School Action Plans. The school leadership meets monthly with school district representatives to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan. There is Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year and the district hired a Director of Restorative Practices to oversee the development and implementation of restorative practices.|2021-06-21|||2021 19647330137521|Vox Collegiate of Los Angeles|6|90% of students believe their classrooms are safe. 95% of students believe their teachers care about them. 85% of students believe that they belong at Vox. Results indicate a strong school culture. We take pride in the connection that our parents feel with our school and the fact that they feel welcomed at our school.|2021-06-22|||2021 19647330137604|Stella Elementary Charter Academy|6|To assess students’ perceptions of school safety and connectedness, the school partnered with xSel Labs to administer the SELweb Climate Survey to grades K-3 during the Spring of 2020. This survey included sections for School Safety and Sense of Belonging. Results for School Safety 1. I feel safe at this school (89% favorable responses) 2. Rules are fair at this school (81% favorable responses) Results for Sense of Belonging 1. Teachers care about me (100% favorable responses) 2. Kids care about me (99% favorable responses) Meaning Areas of Strength 1. Teacher Student Relationships 1a. All Bright Star Teachers were trained in Restorative Practices that included Affective Language Training for Conflict Resolution (Non Violent Communication), Intro to Restorative Practices, and Restorative Circles. 1b. School has partnered with the Yale Center for Emotional Intelligence to implement the RULER Curriculum Areas of Growth 1. Rules are fair 1a. 100% of teachers will be creating a classroom charter with their students at the beginning of the 21-22 SY to promote a sense of safety and belonging Use 1. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy 2. District provided a space for school leadership to analyze their data during the annual Admin Retreat to reflect and set goals aligned to their SEL Reopening Plans for Fall 2021 and to create a student culture goal in the Annual School Action Plans 3. School leadership meets monthly with school district representative to set and monitor progress aligned to the student culture goal set forth in the Annual School Action Plan 4. Administration alignment of Fall and Spring Student Surveys for 2021-2022 school year 5. District hired a Director of Restorative Practices to oversee the development and implementation of restorative practices|2021-06-21|||2021 19647330137612|Valley International Preparatory High|6|Every year, VIP sends a school experience survey to its parents/guardians and students. Generally, these surveys are more comprehensive and cover all aspects of the school experience. However, in the spring of 2021, we decided that due to remote learning we would retool the surveys to better address how families and students were experiencing and perceiving our distance learning program. Some highlights of parent responses included: - Over 90% of our families agreed that the school was working hard to provide a quality experience, and no respondents disagreed. - Strong majority (app. 70%) agree that VIP maintained rigor and preparing students for college. - 80% of our families believed their students were learning the same or more content and skills as in-person learning. - Over 75% agreed that the length and frequency of Zoom classes was appropriate and manageable. - 76% of our families believed our approaches to assessment and grading during distance learning was appropriate and manageable. - 83% of our families reported it was easy to access the remote learning tools that VIP provided. - A strong majority agrees that both the school as a whole and individual teachers take parent concerns seriously. This reflects that VIP took a thoughtful and research driven approach to distance learning and school climate which took into account stakeholder feedback to improve and refine their approaches. Given that families were happy with VIP's academic approaches both during distance learning and now during in-person learning, a major focus for the school has been re-engaging students in the process of in-person learning. In both advisory and academic classes, we implemented more community-building and ice breaking activities to get comfortable being back in school. Academically, teachers are incorporating more 1:1 conferencing in their approach to feedback. Conferencing is also ongoing in advisory, so that students maintain 1:1 contact with adults in the building.|2021-06-09|||2021 19647330139071|KIPP Pueblo Unido|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: Students not yet surveyed - TK, K only in 19-20 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19647330139832|Citizens of the World Charter School 5|6|Citizens of the World – West Valley is a newly established, tuition-free public charter school situated in the San Fernando Valley and authorized by LAUSD. CWC-West Valley serves approximately 135 students in grades TK-1 with the following student demographics: 43% White, 24% Hispanic, 9% African American, 18% 2+ Races, 3% Asian, 3% Filipino, including 9% Students with Disabilities (SWD), 3% English Learners (EL), 0.7% Foster Youth (FY), and 21% Socioeconomically Disadvantaged (SED). Currently, our school does not have any students identified as Homeless. With a portion of its students participating in hybrid instruction (2 days/week) and the rest in distance learning, implementing a local climate survey would have resulted in mixed results, and therefore not a valid measure of perceptions of school safety and connectedness which is at the core of State Priority 6 – School Climate Self-Reflection Tool. With the return to full in-person instruction for the 2021-22 school year, Citizens of the World – West Valley will administer an age-appropriate evidence-based student survey to measure school safety and connectedness. Student survey results will be used to measure the effectiveness of our school’s SEL Responsive Classroom Approach, a student-centered, social, and emotional learning approach to teaching and discipline. It is comprised of a set of research and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities for both students and teachers. Results will be shared with stakeholders, reported on our school’s LCAP and annual Local Indicators Report on the CA Schools Dashboard.|2021-06-21|||2021 19647330140004|El Rio Community|6|El Rio Community School is a newly established, tuition-free Waldorf-inspired public charter school, serving Northeast Los Angeles and authorized by LAUSD. El Rio Community School is an inclusive, community-based school inspired by the principles of Waldorf education. We strive to educate students who will grow into free-thinking individuals with respect for themselves, their community, and the planet. In the 2020-21 school year, its first year of operation El Rio Community School served approximately 125 students in grades TK-3 in 2020-2021 with the following demographics: 40% White, 34% Hispanic, 12% Asian, 3% African American, 7% Students with Disabilities (SWD), 1% English Learners (EL), 2% Homeless Youth (HY), and 17% Socioeconomically Disadvantaged (SED). With a portion of its students participating in in-person instruction and the rest in distance learning, implementing a local climate survey would have resulted in mixed results, and therefore not a valid measure of perceptions of school safety and connectedness which is at the core of State Priority 6 – School Climate Self-Reflection Tool. With the return to full in-person instruction for the 2021-22 school year, El Rio Community School will administer an age-appropriate evidence-based student survey to measure school safety and connectedness. Student survey results will be used to measure the effectiveness of our school’s SEL practices that includes Circle ways (Council sessions), and the Collaborative for Academic, Social and Emotional Learning (CASEL) 5 Competency cluster; and will be shared with stakeholders, reported on our school’s LCAP and annual Local Indicators Report on the CA Schools Dashboard.|2021-06-28|||2021 19647330140129|Ednovate College Prep 7|6|In the 2020-2021 school, Ednovate - College Prep 7 administered bi-weekly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on connectedness to students and staff, given the unique challenges of virtual learning in the 2020-2021 school year. Student responses have been consistently positive and indicate that students feel safe in their school and like part of the community. On average across the four surveys administered over the course of the 2020-21 school year, 85% of students expressed feeling connected to another student or staff member at Ednovate. All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|2021-06-17|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment.||2021 19647331931047|Birmingham Community Charter High|6|For the last 2 years, Birmingham Community Charter High School students in all grades have participated in the Resilience Check-In Mental Health Survey. Some key findings from the survey are: • 2.8% of our students feel unsafe on campus. • 5.8% of our students have met the criteria for PTSD with 21% of our students suffering from significant psychological stressors. • 93% of our students feel they have at least one adult on campus who really cares about them. • 93% of our students feel they have at least one teacher who notices when they are not at school. • 95% of our students feel they have at least one teacher who believes that they will be a success. Based on the survey results, most students feel safe at school and supported by teachers and other staff members, and these are areas of strength. However, as a faculty and a school community, we need to do more to ensure that all students feel “safe” on campus and can identify at least one adult on campus they feel really cares about them. With 3100 students, the size of our campus at 76 acres, the large number of entrances, and being co-located with two other charter schools with a combined 1000 students makes the prospect of supporting every student to feel safe a challenge. For this, campus safety will always be an area we will focus on for improvement. Addressing the needs of students experiencing emotional distress is another area of identifiable growth especially since this number has grown significantly over the course of the pandemic. To increase the number of students who feel safe at school, we have strengthened our student support system through our grade level Multi-Tiered System of Supports (MTSS) teams. Also, we have continued to train more staff and incorporate more of the principles of Restorative Justice in order to provide students with a greater sense of safety and community on our campus. Finally, we have added academic counselors and Psychiatric Social Workers to provide more personalized service to address the social and emotional needs of students as they return to campus and are experiencing additional stressors due to the pandemic.|2021-10-30|||2021 19647331933746|Granada Hills Charter|6|In March and April of 2021, students, staff, and parents of Granada Hills Charter completed a satisfaction survey from Columbia University’s Teachers College that asked them to evaluate and provide feedback on the following: Academic Program, Relationships and Communication, Safety and Discipline, School Strengths, Opportunities for Improvement, and Social-Emotional Development. More than 90% agree that GHC holds high academic expectations and prepares their child for future schooling. Also, 90% of parents agree that the staff of GHC treats them with respect. 90% of parents agree their child in the TK-8 program is receiving a high quality education with a majority believing GHC provides a rigorous learning environment. Greater than 85% of parents agree the TK-8 program is a safe learning environment and decisions that are made are for the best interest of all stakeholders. Most students acknowledge the school’s work to establish fair rules and a community built on respect. More than 85% of students believe the teachers and staff at GHC encourage students to work hard in school in order to be successful in college and life while also receiving support from adults when they need help with their learning. TK-8 students feel confident in the academic program with more than 97% of students believing they are receiving a high-quality education. Also, 99% of TK-8 students believe teachers and adults on campus give them a chance to take part in classroom activities and discussions. School climate and a focus on the purpose of homework has been an identified area since 2017-18. Surveys given to students around homework and time spent on homework allowed the school leadership team in collaboration with school site committees to develop a homework goal which addresses how we measure academic performance and how homework impacts school climate. Based on local performance indicators GHC has identified student groups with identified areas of need of support both academically and behaviorally. Our African-American, English Learner, Students with Disabilities, Socioeconomically Disadvantaged and Hispanic student groups within the graduation rate indicator have been identified as struggling subgroups in local performance assessments as well as state indicators. Through our positive behavior intervention and Coordination of Services Team, we are addressing the suspension rate indicator where our foster youth, English Learner, African American and Students with Disabilities student groups demonstrate a targeted need. Steps to address these areas of need are aligned with our focused professional development which will continue to address academic growth, equitable access and social emotional support.|2021-10-25|Increased or Improved Services for 2021-2022 Improved services for Socioeconomically Disadvantaged, English Learners, Foster Youth, Hispanic and African-American will continue to be addressed through our tiered intervention approach which address the need for academic and social/behavior interventions. Professional Development focusing on Standards-Based Grading, Differentiation, and Google Tools for organization (student and staff) addressing homework, “Capturing Kids’ Hearts” professional development throughout the 2021-2022 school and beyond. English Learner Focus - Sheltered courses in English 11 and Algebra I, Geometry and Algebra II and an Advanced ELD course. Double block sections of Algebra I. LINK Crew - Academic Mentor Program will integrate a Freshman “onboarding” program that focuses on social/emotional support and integration into the GHC community. Departments will create and implement common benchmarks and rubrics that consistently measure growth on school identified SBAC skills. Students with Disabilities focus - Structure of resource/skills classes as well as access to alternative course selection will provide more opportunity and intervention for identified students. Performance Indicator Review is attached. D/F Report – Monitoring student performance and grades every six-weeks and identifying supports for addressing students’ needs.||2021 19647336017016|Fenton Avenue Charter|6|The Charter School consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes academic progress and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about Common Core, WASC review, and the school’s curriculum, programs and other resources. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community.|2021-06-17|||2021 19647336019079|Santa Monica Boulevard Community Charter|6|The Charter School consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes academic progress and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about Common Core, WASC review, and the school’s curriculum, programs and other resources. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community.|2021-06-17|||2021 19647336019715|Vaughn Next Century Learning Center|6|The School Climate Survey was administered in the fall 2020 semester to students, parents, and staff. Students in grades 3rd through 12th were invited to complete the 100% online survey with an 83.6% participation rate. The student survey was composed of seven domains with a maximum 180 points possible. The student survey achieved a score of 138.6 points (77.0%), which based on our scoring methodology means that students perceive the school climate as Favorable. Students gave the High Quality Schooling domain the highest rate (80.0%), while the Participation & Leadership domain received the lowest rate (73.7%). Students recognized the structures of the school and its expectations of scholars. Students have a clear understanding of school rules and how they are expected to act to display good behavior. Furthermore, students reward the school for its supportive culture and welcoming environment for learning to take place for all students. The school’s supportive and welcoming environment is not only applicable to instructional time, but also to extra-curricular affairs. Students have a very positive perception of the efforts and resources the school makes available to students to remain engaged or get involved in clubs, sports, or other extra-curricular activities. Similarly important are the areas for growth identified by surveyed students. Although students recognized the efforts this school makes to provide extra-curricular affairs, they do not take advantage of the opportunities given to them. A question we ask ourselves is whether the current extra-curricular activities are relevant to students or whether students have other responsibilities that preclude them from engaging more actively. How might school sites incentivize or promote the importance of extra-curricular activities engagement for a well-rounded scholar and more competitive college applicant? Moreover, students acknowledged that they are not too kind to one another. Cultivating kindness might be easier than we think. However, the stressors students experienced at home (due to the pandemic) elevated the levels of anxiety which have a direct correlation with individuals’ sense of control or lack of control. The question we ask ourselves is what can we, as educators or other adults, do to nurture a culture of kindness? Other questions school leaders ask themselves is what campaigns can they institutionalized at sites to promote acts of kindness? What systems of recognition can they put in place to celebrate kindness among staff and students? School sites have reflected on data gathered through the school climate survey and have planned kindness campaigns as well as to celebrate bullying prevention in the month of October. A further analysis will be conducted to determine the extent to which extra-curricular activities can resume and how students can provide feedback on relevancy of clubs and activities offered to them for a more active participation.|2021-09-29|||2021 19647336112536|Accelerated|6|PARTICIPATION RATE: The Accelerated School (TAS) administered the Panorama Student Survey, a research based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 77 students in Grades 3-5, and 221 students in grades 6-8 participated. The following are the percentage of favorable results by question: Grades 3-5: • 69% - The school provides academic supports/interventions for struggling students. • 69% - The school provides adequate social-emotional and counseling support to students. • 79% - The school provides behavioral support and classroom management. • 84% - Most of the teaching staff make me excited about learning. • 90% - I can become a better student if I work hard. • 87% - There is an adult whom I trust and can go to for help with a school/academic problem. • 80% - There is an adult whom I trust and can go to for help with a personal problem. • 79% - The School is safe and I feel secure on campus. • 84% - How would you rate the school climate of our campus? • 80% - How would you rate student engagement at your school? Grade 6-8: • 76% - The school provides academic supports/interventions for struggling students. • 58% - The school provides adequate social-emotional and counseling support to students. • 73% - The school provides behavioral support and classroom management. • 73% - Most of the teaching staff make me excited about learning. • 93% - I can become a better student if I work hard. • 82% - There is an adult whom I trust and can go to for help with a school/academic problem. • 77% - There is an adult whom I trust and can go to for help with a personal problem. • 76% - The School is safe and I feel secure on campus. • 75% - How would you rate the school climate of our campus? • 70% - How would you rate student engagement at your school?|2021-06-17|||2021 19647336114912|Watts Learning Center|6|PARTICIPATION RATE: In Spring 2021: WLC – Elementary School administered the Panorama survey. A total of 188 students in grades 3-5, participated and completed the survey. SURVEY FINDINGS: The following are the student survey findings: • 71% feel a sense of belonging at the school • 73% reported the energy of the school is positive – Interpret with caution as Watts operated in distance learning (virtual instruction) the entire school year. • 85% feel respected by their teachers • School mindset: 53% believe it is possible for them to change (giving a lot of effort) • School mindset: 64% believe it is possible for them to change: behaving well in class The school’s Administrative Team and staff will use student survey findings to improve staff and student relationships, continue to teach students problem-solving techniques, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment as all students and staff transition to full in-person instruction for the 2021-22 school year. In addition, the Principal and school staff will collaborate to strengthen and inform students of schoolwide policies and procedures, including the school’s core values in order to improve school climate.|2021-06-29|||2021 19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|6|PUC Community Charter Middle and Early College High School conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Safety was added in 2017-18 to align with the CA State Priorities. Each teacher and every grade level arrre surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC CCMS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 86% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 89% Care My teacher really tries to understand how students feel about things 87% Confer My teacher respects my ideas and suggestions 91% Confer In this virtual setting, my teacher wants us to share our thoughts 93% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 89% Control Student behavior in this VIRTUAL class is under control. 91% Safety I feel safe in this VIRTUAL classroom. 91% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 92% PUC CCECHS Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 83% Care My teacher in this “VIRTUAL” class makes me feel that she really cares about me 89% Care My teacher really tries to understand how students feel about things 86% Confer My teacher respects my ideas and suggestions 91% Confer In this virtual setting, my teacher wants us to share our thoughts 92% Consolidate The comments that I get on my work in this virtual class help me understand how to improve. 87% Control Student behavior in this VIRTUAL class is under control. 94% Safety I feel safe in this VIRTUAL classroom. 92% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 93%|2021-06-11|PUC CCMS received an overall score of 4.55 of 5. PUC CCECHS received an overall score of 4.48 of 5. During the 2020-2021 SY, both PUC CCMS and PUC CCECHS focused on student engagement due to distance learning. Part of engaging students in the “virtual” setting was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2020-2021 SY and moving into the 2021-2022 SY. This is especially relevant as the school plans to transition from “virtual” to “in-person” for the 2021-2022 SY. As shown above students felt safe in the “virtual” classroom. It is clear that students will need to feel “safe” returning to in-person instruction. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCMS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CCECHS will continue professional development.||2021 19647336117048|ICEF View Park Preparatory Elementary|6|ICEF View Park Preparatory Charter School administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: • 40% Anxiety • 36% Embrace the Mind: Self-Management • 67% Embrace the Mind: Sense of Belonging • 75% Embrace the Mind: Teacher-Student Relationships • 45% Emotion Regulation • 47% Mood • 58% Self-management • 69% Sense of belonging • 62% Social awareness • 88% Teacher-student relationships|2021-06-17|||2021 19647336119044|Multicultural Learning Center|6|In our 2020-2021 student survey including grades 3-8, we learned the following: • 82% of students report that their teachers seem exciting to teach their classes • 77% of students report their teacher frequently encourage them to do their best • 56% of students are quite comfortable participating in class • 92% of students report their teachers are very respectful to them • 63% of students feel they are understood by the community • 77% of students feel a strong sense of belonging at MLC • 32% prefer distance learning over-in person learning • The greatest concerns students have for a full return to campus are: 1) things will be different than it used to be and 2) safety • Upon a full return to campus, students are most looking forward to being with friends. The data demonstrates MLC’s strength in creating safe and inclusive environments for students whether in person or via distance learning (we were in distance learning when this survey was administered). Our teachers and staff work very hard to develop relationships with students and create an environment in which they feel respected, engaged, and safe. We have used the data questions related to return to campus to create structures and supports on campus as students have returned and included in our LCAP actions and services to support students with their social emotional and mental health needs we feel may be increased. We want to increase percentages of students feeling comfortable participating in class. One of the strategies we used frequently during distance learning was having student record presentations to share with the teacher and/or the class. This allowed a lot of students who typically shy away from participating feel more comfortable and we plan to build on that learning as we return to in person. We want to focus on students feeling understood and like they belong at MLC and plan to take a deeper look at the data to adjust programming in SEL and our No Place for Hate campaign to explore what might prevent students from feeling like they belong, and create strategies to engage and support those students|2021-06-24|||2021 19647336119903|Downtown Value|6|Before distance learning May of 2019, students, parents, and staff were given a survey to review the climate at Downtown Value School. Based on the School-wide Reflections Survey for Value Schools, 84.8% of students state that they believe the school provides opportunities to join clubs and sports, ~68% of the student population avoids the use of drugs and alcohol, 78.43% of students say their teacher is available when they need them, 65.36% of students believe their teacher cares about them, and 74.57% of students state they agree or strongly agree that Downtown Value School is preparing them for college or university. 72.48% of students have also stated that faculty and staff treat students with respect. When parents were surveyed, 64.85% believe that they have had sufficient opportunities to get involved in supporting the school and 78.53% state they are satisfied with the overall education being received by their child. Parents were asked open-ended questions about the school. Some responses include “small school therefore teachers can build stronger connections to students”, small classroom size [compared to similar neighboring schools] and communication from staff”, and there is constant communication between teachers and parents. During distance learning, Downtown Value administered a survey to parents and students to evaluate the distance learning model. 75% of parents said they were satisfied or very satisfied with distance learning, but parents expressed they wanted students to interact more as well as practice their reading and math. In the student survey, over 90% of students expressed that they were somewhat to very informed about school closure plans, policies, and continued online instruction and learning. A majority of students surveyed stated they received information related to COVID-19 via emails from the school or from family members. When returning to school students indicated for them to feel safe and be successful that they would like to see continued social distancing, cleaner facilities, group support, and spaced out desks. The school responded with placing additional cleaning and sanitizing measures in place, following the guidelines from Appendix T1, as well as ensuring that social distancing and mask wearing is continued. Classrooms are cleaned daily and disinfected as well as common areas to help students feel safe. The LEA plans to use a local climate survey this year in at least one grade within the grade span (e.g., K–5, 6–8) and report our results to our governing boards and entities to help with decision-making processes.|2021-06-04|||2021 19647336121081|ICEF View Park Preparatory Middle|6|ICEF View Park Preparatory Charter Middle School administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: • 58% Anxiety • 66% Embrace the Mind: Self-Management • 50% Embrace the Mind: Sense of Belonging • 57% Embrace the Mind: Teacher-Student Relationships • 46% Emotion Regulation • 43% Mood • 66% Self-management • 47% Sense of belonging • 54% Social awareness • 66% Teacher-student relationships|2021-06-17|||2021 19647580000000|Los Nietos|6|LCAP Goal 3 is for each school to develop and maintain a positive parent, student, and community involvement and engagement to promote and support student success. It was developed as a board goal to capture elements that contribute to student engagement including school climate. Our school climate data will involve primarily one metric for the past year, Los Nietos School District “Distance Learning” survey. Moving forward we will collect social emotional student data using the Panorama Social Emotional Learning survey, which will drive our MTSS work to provide holistic whole-child support. All school sites have aligned their School Plan for Student Achievement to these broad LCAP goals to ensure alignment of focus, resources, and efforts across our K-12 system. In the 2021-2024 LCAP, there have been additional metrics including the use of Panorama Surveys that will be used to collect and measure social-emotional learning. Additionally, there are specific actions that are planned for implementation including the positive behavior intervention system, Second Step curriculum, and the expansion of the district counseling program to support students’ school connectedness and perceptions of safety.|2021-10-20|||2021 19647900000000|Monrovia Unified|6|The results of the CHKS continue to show that we have work to do when it comes to developing relationships between students and adults. The results we have are for the middle schools. We did not have enough high school students take the survey due to COVID school attendance and lack of participation. The results of the survey show that we are near the state average in most places with the exception of being well under average for academic motivation and above average in feeling safe at school. Most percentages in 2021 are similar to percentages in previous years.|2021-06-10|||2021 19648080000000|Montebello Unified|6|Montebello USD administers a yearly LCAP survey to all stakeholders, including students. The following table shows the the percentage of students who agreed or strongly agreed with each statement. I feel safe at school. 2019-2020: 77.7% 2020-2021: 91.7% I feel connected to school. 2019-2020: 67.4% 2020-2021: 90.7% Additionally, parents and personnel complete a similar survey with the following results: Parents: Students feel safe at school. 2019-20: 87.8% 2020-21: 91.6% Personnel: Students feel safe at school. 2019-20: n/a 2020-21: 91% Parents: Students feel connected to school. 2019-20: 87.6% 2020-21: 86.7% Personnel: Students feel connected to school. 2019-20: 87.1% 2020-21: 91.2% In prior years, Parents and personnel reported that schools are or feel safe at a higher rate than students. This indicates that outreach efforts to educate parents and personnel on school safety resources, policies, procedures have been more effective for adults than for students. In order to increase students’ sense of safety, an action was added to the District’s Local Control and Accountability Plan (LCAP) in the 2019-2020 school year with an increase in funding for safety and supervision. Mental health services and counseling have also been given additional emphasis and increased funding in the 2019-2020 LCAP to support students’ social and emotional needs, which contributes to their sense of safety. While students’ sense of safety and connectedness continues to remain high and adult perceptions are more in line with student perceptions in 2020-2021, there exists a continued need to focus on student mental health and wellness. Focus group data indicated a need to focus on social and emotional supports for students, especially when returning from distance learning to in-person instruction. Supporting Social Emotional Learning will be an area of District focus in 2021-2022 and beyond.|2021-06-16|||2021 19648160000000|Mountain View Elementary|6|The LCAP Student survey was administered to 1,665 students in grades 4-8. Four key indicators were measured to determine students' overall wellness and school climate. 66% of students indicated they feel safe at school when they are on campus. Due to COVID-19, students had limited opportunities to attend campus. 96% of students indicated they were proud to be a member of their school community. 95% of students indicated that adults on campus treated them with care and respect. 91% of students indicated that on most school days they felt "Fine to Very Good", despite being in distance learning. We compared this data with our most recent administration of the California Healthy Kids Survey that was administered to 5th and 7th-grade students in the 2018-19 school year. The survey was administered to 387 students in 5th grade. 255 students (66%) indicated they feel connected with their school site. We continue to implement PBIS strategies across all of the schools. The schools that have demonstrated high connectedness according to their 5th-grade population are Payne Elementary (77%) Monte Vista Elementary (74%) and Maxson Elementary (71%). These sites have diligently worked at addressing Social Emotional Learning and PBIS. 270 students (70%) indicated they feel safe at school. All schools are closed campuses and many have been outfitted with entrance cameras. All sites have campus monitors who are vigilant in addressing issues and preventing situations. Our community partners and School Resource Officer are pro-actively involved with each of our schools through parent meetings, advisement community outreach programs, positive student interactions and participation in school and district events. School site counselors provide group and individual sessions on emotional control, peer-to-peer relationship building, communication, and other social-emotional competencies. The California Healthy Kids Survey was administered to 545 students in 7th grade. 327 students (60%) indicated they feel connected with their school site. Our middle school programs offer a variety of learning opportunities and ways for students to connect to school. These include Music, Art, robotic classes, student clubs, ASB, AVID, Speak up contest, Elks Drug Awareness competition, after-school intervention classes, ThinkTogether, and Saturday academies. 295 students (54%) indicated they felt safe at school. All schools are closed campuses and staffed with personnel who oversee and maintain order on campus. School counselors and mental health interns support students and families. Our school Resource Officer is highly visible, involved, and supportive of a positive school climate. Student anonymity is critical in giving students the opportunity to report incidents such as bullying or harassment. Based on these results, we will develop student surveys for all grade levels to measure students' connectedness to school and their sense of safety, four times annually.|2021-06-24|||2021 19648320000000|Newhall|6|The California Department of Education (CDE) has funded the California Healthy Kids Survey since 1997 to provide data that would assist schools in: • Fostering positive school climates and engagement in learning • Preventing youth health-risk behaviors and other barriers to academic achievement • Promoting positive youth development, resilience, and well-being. In the spring of 2020, all 5th grade students were given the opportunity to participate in the California Healthy Kids Survey. Students were still in distance learning and the percentage of fifth grade students who took this survey was significantly lower than past years. The following are key data points extracted from the survey: * 88% of the students state that teachers and grown-ups care about them at their school * 93% of the students state that teachers and grown-ups believe they can do a good job * 86% of the students report they are happy to be at their school * 86% of the students feel safe at school * 94% of the students feel students are treated with respect * 71% of the students report that teachers and grown-ups make it clear that bullying is not allowed * 93% of the students report that a parent or grown-up cares about their schoolwork The year- to- year data is very consistent across all indicators with the exception of bullying which shows a lower percentage than past years. Sites have examined their own data and put action steps into place for the 2021-22 school year to continue to improve the number of responses as well as address any indicator under 80%. In general, students feel connected, like their teachers, and have a lot of support at home.|2021-06-22|||2021 19648400000000|Norwalk-La Mirada Unified|6|District data was collected in 2020-21 using a set of school climate and culture surveys through Panorama. The survey was given to students, parents, and staff in the winter of 2021. Data was organized and displayed in our Panorama data dashboard and framed through similar demographic populations through our membership in the CORE Data Collaborative. Family Survey + NLMUSD LCAP Panorama Topic Descriptions include the following with the percentage of favorable responses: Climate of Support for Academic Learning 93% (a 1% increase from prior year) Knowledge and Fairness of Discipline, Rules and Norms 96% (a 3% increase from prior year) Sense of Belonging (School Connectedness) 94% (a 1% increase from prior year) Safety 96% (same percentage from prior year) Student Culture & Climate Survey Topic Descriptions include the following with the percentage of favorable responses: ELEMENTARY STUDENT SURVEY Climate of Support for Academic Learning 72% (1% increase from prior year) Knowledge and Fairness of Discipline, Rules an Norms 89% (same percentage from prior year) Sense of Belonging (School Connectedness) 81% (a 3% decrease from prior year) SECONDARY STUDENT SURVEY Climate of Support for Academic Learning 66% (a 1% increase from prior year's survey) Knowledge and Fairness of Discipline, Rules and Norms 82% (a 3% increase from prior year's survey) Sense of Belonging (School Connectedness) 60% (a 5% decrease from prior year's survey) Student SEL Survey ELEMENTARY STUDENT SURVEY Growth Mindset 75% (a 6% decrease from prior year) Self-Management 72% (a 6% decrease from prior year) Social Awareness 71% (a 5% decrease from prior year) Self-Efficacy 61% (an 8% decrease from prior year) SECONDARY STUDENT SURVEY Growth Mindset 70% (a 1% decrease from prior year) Self-Management 72% (a 1% decrease from prior year) Social Awareness 67% (a 2% decrease from prior year) Self-Efficacy 51% (a 1% decrease from prior year) The Family Survey reflected an increase in percentages in the following areas of Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms as well as the area of Sense of Belonging (School Connectedness). All areas were in the 90% of favorable responses. The Elementary Student Culture & Climate Survey had an increase in the percentage of favorable responses in the following areas of Climate of Support for Academic Learning and decrease in the area of Sense of Belonging. For Secondary, the Student Culture & Climate Survey had an increase in favorable responses in the areas of Climate of Support for Academic Learning as well as Knowledge and Fairness of Discipline, Rules and Norms. The Elementary student SEL Survey and Secondary Student Survey reflected a decrease in the areas of Growth Mindset, Self-Management, Social Awareness, and Self Efficacy. NLMUSD is addressing this need with the implementation of a 3-year SEL plan. LCAP funding has supported Professional Development for staff.|2021-10-25|The NLMUSD SEL plan focused first on the adults in the organization with everything through an equity lens and connected to the CASEL Core Competencies. Year 1 included a Transformative SEL process whereby young people and adults build strong, respectful, and lasting relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community and societal well-being. The SEL plan focuses on Self-Awareness, Self-Management, and Social Awareness. In 2020-21 teachers, classified and administrators received professional development on Self-Awareness with a focus on Growth Mindset and Self-Efficacy. Self-Awareness is the competence in the self-awareness domain involves understanding one’s emotions, personal and social identities, goals, and values. This includes accurately assessing one’s strengths and limitations, having positive mind-sets, and possessing a well-grounded sense of self-efficacy and optimism. Growth Mindset: In a growth mindset, students believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point Self-efficacy: Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments. Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment.||2021 19648570000000|Palmdale Elementary|6|School Safety -85% felt safe at school most or all of the time -Safe & Civil Schools Programs Engagement & Connectedness -85% felt adults at the school care about them -93% knew where to go for help with a problem -PROMISE Ambassadors -Student Board Members -Interschool Communication Council (ICC) Social Emotional Learning -89% felt respect by students and teachers occurred at school often -87% felt welcome at school -Capturing Kids Hearts Survey Results from 20-21 LCAP Student Survey 4th -8th grade|2021-06-15|||2021 19648570112714|Antelope Valley Learning Academy|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 84% of the students reported that they felt safe at school * 39% reported that they felt connected to the school A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We know our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. To respond to this need, we have invested to hire additional Counselors and Social Workers. Just as important to us is our staff well-being and morale. We recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 95% reported that they felt connected to a buddy at school. To achieve this, we implemented virtual staff bonding events, guest speaker series, professional development geared towards grief, change management, and wellness.|2021-06-01|||2021 19648650000000|Palos Verdes Peninsula Unified|6|Data: PVPUSD administers the California Healthy Kids Survey(CHKS) in grades 5 every other year and grades 7, 9, and 11 every year, and utilizes the data to school-wide decisions regarding vision and direction as well as programs The CHKS is the only survey that every school participates in across the district regarding school climate. In the most recent CHKS (2019-2020) our results indicated the following: 5th Grade School Connectedness: 78% Caring Adult at School: 74% Feeling Safe at School: 85% 7th Grade School Connectedness: 70% Caring Adult Relationship: 65% School Perceived as Safe or Very Safe: 71% 11th Grade School Connectedness: 69% Caring Adult Relationship: 66% School Perceived as Safe or Very Safe: 73% Meaning: Our multi-tiered system of support for school connectedness and school safety has been an area of growth in our district. We continue to refine our program based on the needs of our students. We have continued to provide universal programming, targeted responses services, and crisis intervention. An area that we would like to focus on is ensuring that 100% of our students feel they have a caring adult relationship and also 100% feel safe at school. Use: New: We have made decisions to implement a new mental health screener in the 2021-22 school year for students in grades 6-12. By having this additional data, we will be able to learn more about our needs and make plans to address areas of concern. New: PVPUSD has included 6th graders in the California Healthy Kids Survey beginning in the Fall of 2021 as we recognize that the transition to 6th grade from 5th grade can be challenging and we want to be sure to gather survey data early on regarding school safety and connectedness. Actions that we already implemented that produced positive results consisted of guidance lessons at 6-12 followed by a wellness screener along with TK--5 age-appropriate social-emotional learning. As well, the district has increased the number of psychologists and therapists to meet the needs of our students. We have renewed our partnership with SAGE therapists at all secondary sites to provide ongoing support for our students. We have also implemented a student roundtable committee with the superintendent to increase student voice in relation to school safety and school connectedness.|2021-06-23|||2021 19648730000000|Paramount Unified|6|School climate is measured by students' responses on a survey that includes questions about students' perceptions of school safety and connectedness. The survey was administered online to all students in 7th and 12th grade during distance learning. Students in 5th grade were not administered the survey due to limitations while distance learning and prior year results are included. The statement on the survey that students respond to is: “I feel safe from harm while in my classes.” Students responded with one of four responses: Strongly Agree, Agree, Disagree, Strongly Disagree. The outcomes below reflect the percent of responses stating “Agree” and “Strongly Agree”. PUSD’s target for perception of school safety was based on the baseline from the PUSD Student Survey and set by grade level. 5th grade 90.2% Strongly Agree/Agree (SY 19-20) met the target of 93% 7th grade 87.6% Strongly Agree/Agree met the target of 90% 12th grade 82% Strongly Agree/Agree met the target of 85% Students were also asked to respond with one of four responses to the following statement "At this school, there is a teacher or other adult who really cares about me." 7th grade 89.9% Strongly Agree/Agree 12th grade 90.1% Strongly Agree/Agree Survey results on students’ perception of school safety were shared with school principals. Principals analyzed site data to plan action steps specific to their school. Support and Next Steps For the past seven years, schools have implemented Safe and Civil Schools, a nationally recognized PBIS approach for creating positive relationships between students and adults. Middle and high schools use restorative practices and selected schools have provided training in Capturing Kids’ Hearts. Middle schools implement Where Everyone Belongs and high schools have active Link Crew teams; all of these approaches foster a positive, caring school climate and increase students’ connectedness with school. To further strengthen the social emotional support system for students, two elementary schools and every middle and high school first received a full time Social Worker who works with counselors to provide mental health support and community resources for students and families. This resource has been increased in the 2021-2022 LCAP to one social worker at every site. In addition, Social emotional lessons have been embedded in curriculum guides to support students as they transition from Distance Learning to in-person learning environments.|2021-10-11|||2021 19648810000000|Pasadena Unified|6|Safety results generally indicate that students at the elementary and secondary grades experience school safety in consistent manners; however, specific question-level responses indicate that the lowest rate of favorable response different from Elementary to Secondary student survey responses. Elementary students showed the lowest favorability rating towards the question, “Do other kids hit or push you at school when they are not just playing around?” at a rate of 72% favorable responses while Secondary students showed the lowest favorability rating towards the question, “Number of times you have been made fun of because of your looks or the way you talk” at a rate of 77% favorable responses. Sense of Belonging results show more variance when comparing Elementary and Secondary survey results. While Elementary and Secondary students respond most favorably to the question “Do teachers treat students fairly at school?” at a rate of 91% and 79% respectively, both groups also responded to the statement “I feel close to people at this school” at the lowest favorable rate (63% of Elementary responses and 52% of Secondary responses). Students in both groups generally respond more favorably when questions focus on their individual happiness or satisfaction with the school (I am happy at this school) while questions focusing students’ relationship to others tend to be rated favorably less often.|2021-06-30|||2021 19648810118075|Learning Works|6|Our school targets students who have struggled to graduate from high school and emphasizes the goal of re-engagement in learning toward accomplishing a high school diploma while increasing mathematics knowledge and skills, becoming proficient writers and gaining life skills to be more successful after graduation. In the prior reporting for local indicators on this measure (2018), LW reported results of a Graduation Exit survey completed by 52 graduating students from the 2017-18 school year to measure and reflect on school climate. In 2019-20, LW administered the Healthy Kids survey to middle school students, a small number of students, required as part of the TUPE grant it had received. However, the number of respondents was too small to provide an overall picture of the school climate, especially as the pandemic began in the spring of 2020, the year in which a school climate survey would have been administered for reporting in the Dashboard. In 2021, a student wellness survey was developed and administered in the spring prior to the return to in-person learning that began last spring and into the 2021-22 school year. These results were shared as part of the development and adoption of the LCAP. Student and family feedback indicated a great deal of comfort with the school staff and educational program that they participated in during the 2020-21 school year. However, throughout the pandemic, our staff had seen our students and families having had to adapt to this new mode of learning. With increased home visits and delivery of needed supplies, technology and emergency support, students expressed how supported they feel by Learning Works staff. However, when asked about virtual learning in our wellness survey, a large percentage felt distracted at home (59%); felt depressed, stressed or anxious (35%); an increase in family responsibilities (28%); or had obstacles in personal relationships (25%). While 80% indicated there is at least one adult at the school willing to help with a personal problem, small percentages were not sure (17%) or said no (3%). All (100%) agreed that the school’s adults respect people from different backgrounds (different races, ethnicities and genders). When asked in an open-ended question about challenges with learning at home, some students indicated they were able to stay focused and enjoyed or managed learning from home, many indicated difficulties in staying focused and understanding the curriculum content without in-person supports.|2021-06-14|||2021 19648810136945|OCS - South|6|Due to the COVID-19 pandemic, we did believe it would be in our best interest to tax our parents, students, and staff to participate in the 2020/2021 administration of the California School Climate, Health, and Learning Surveys. However, the 2020-2021 school year did require us to envision new methods of communication to involve stakeholders in our decision making process. The communication strategies below allowed us to create multiple pathways to increase stakeholder engagement and feedback which in turn allowed us to gather critical data from our stakeholders: - Weekly email communication from administration on updates to all families and staff - Classroom teachers held Parent Meetings via Zoom to inform of classroom happenings and solicit feedback - Zoom Town Halls with parent groups to take in feedback, questions and concerns - Monthly Zoom Teleconference Governing Board Meetings links and materials emailed to families and posted to our website - Monthly Zoom meetings of the OCS- South Parent Participation Group meetings to engage and connect with other school families - Weekly Zoom Leadership team meetings, staff meetings and teacher-led office hours - Digital satisfaction and feedback surveys for Parents, and Staff - Virtual “2nd Cup of Coffee” held with Principals and Executive Director Additionally, we reviewed the data from the 2018/2019 California School Staff Survey and the California School Parent Surveys and identified the areas of strength and improvement below. Strengths: - Implementation of evidence-based practices such as Restorative practices school wide in order to foster student ownership and establish positive school norms. - Encouraged staff to use the school garden and outside areas to support student learning and social-emotional health. - Promoted positive student-staff connections through morning meetings - Promoted student-centered learning by giving students various opportunities to reflect on their learning and set goals. Improvements: - Increase family and student participation in the California School Climate, Health, and Learning Surveys by administering it sooner in the school year to yield a greater participation rate. - Provide translated school documents to bridge stronger communication with families who speak other languages. - Strengthen our ability to assess and identify social-emotional and mental health needs that may not be seen at a surface level to better support students’ individual and group needs through school-based and outside services.|2021-06-15|||2021 19649070000000|Pomona Unified|6|Questions on the 2020-21 CA Healthy Kids Survey regarding school connectedness and perceived school safety were asked to students learning In-School and Hybrid models only. During the duration of the CHKS administration and the PBIS SCS Survey (Fall 2020 semester), all students were learning remotely. Thus, the specific scales for school connectedness and school safety were not measured in the traditional way. Although those two areas were not specifically measured in the CHKS survey, there were survey questions related to connectedness. Cal-SCHLS was able to measure the perceptions of high expectations from adults at school as well as high caring relationships with adults from school. The same questions were also asked to parents and staff. In 2020, 85% of fifth graders, 78% of 7th graders, 68% of 9th graders, 65% of 11th graders and 69% of NT (non-traditional students) felt that adults at school had high expectations of them. Parents and staff perceptions were much lower where only 38% of parents strongly agreed that the adults at the school has high expectations for all students while 51% of teachers strongly agreed. Cal-SCHLS was also able to measure the perceptions of caring adults in school. While 77% of 5th graders felt that there were caring adults in schools, the percentages decreased as the grade levels increased (7th grade = 66%; 9th grade = 55%; 11th grade = 52%). However, 63% of NT students felt like they had high levels of caring adults in schools. Only 39% of parents strongly agreed that there were caring adults in schools, while 47% of staff felt the same. In addition, 31 schools adapted their PBIS framework to virtual learning to effectively teach, model, practice and reinforce behavioral expectations and social skills. Implementation fidelity is measured with the data collected from the PBIS School Climate Survey. In examining school safety, 82% of elementary school students reported, “I feel safe at school” while only 75% of middle school students and 72% of high school students felt safe at school. In examining school connectedness, 85% of elementary school students reported, “There is an adult at my school that will help me if I need it”, while only 77% middle school students and 77% high school students felt that they had a caring and supportive adult at their school. Moving forward, PBIS surveys will be used to monitor school climate as the SCS will be administered to all 3-12 graders, as well as parents and caregivers. While teachers and staff will participate in the Self Assessment Survey. All results will be reviewed and compared appropriately resulting in the creation of action plans with the goal of improving student perception of school safety. Perception of school safety and connectedness will be a focus area for the work of PBIS coaches and teams as they implement the action plans. Additional professional learning opportunities at the district and site level will be provided to address these topics.|2021-06-23|||2021 19649070115170|School of Extended Educational Options|6|The 2020-21 CA Healthy Kids Survey regarding school connectedness and perceived school safety were asked to students learning in-school and hybrid models only. During the duration of the CHKS administration and the PBIS SCS Survey (Fall 2020 semester), all students were learning remotely. Thus, the specific scales for school connectedness and school safety were not measured in the traditional way. Although those two areas were not specifically measured in the CHKS survey, there were survey questions related to connectedness. Cal-SCHLS was able to measure the perceptions of high expectations from adults at school as well as high caring relationships with adults from school. The same questions were also asked to parents and staff. In 2020, 85% of fifth graders, 78% of 7th graders, 68% of 9th graders, 65% of 11th graders and 69% of NT (non-traditional students) felt that adults at school had high expectations of them. Parents and staff perceptions were much lower where only 38% of parents strongly agreed that the adults at the school has high expectations for all students while 51% of teachers strongly agreed. Cal-SCHLS was also able to measure the perceptions of caring adults in school. While 77% of 5th graders felt that there were caring adults in schools, the percentages decreased as the grade levels increased (7th grade = 66%; 9th grade = 55%; 11th grade = 52%). However, 63% of NT students felt like they had high levels of caring adults in schools. Only 39% of parents strongly agreed that there were caring adults in schools, while 47% of staff felt the same. In addition, SEEO adapted their PBIS framework to virtual learning to effectively teach, model, practice and reinforce behavioral expectations and social skills. Implementation fidelity is measured with the data collected from the PBIS School Climate Survey. In examining school safety, 82% of elementary students reported, “I feel safe at school” while only 75% of middle school students and 72% of high school students felt safe at school. In examining school connectedness, 85% of elementary students reported, “There is an adult at my school that will help me if I need it”, while only 77% middle school students and 77% high school students felt that they had a caring and supportive adult at school. Moving forward, PBIS surveys will be used to monitor school climate as the SCS will be administered to all 3-12 graders, as well as parents and caregivers. While teachers and staff will participate in the Self Assessment Survey. All results will be reviewed and compared appropriately resulting in the creation of action plans with the goal of improving student perception of school safety. Perception of school safety and connectedness will be a focus area for the work of PBIS coaches and teams as they implement the action plans. Additional professional learning opportunities will be provided to address these topics.|2021-06-23|||2021 19649076021984|La Verne Science and Technology Charter|6|Questions on the 2020-21 CA Healthy Kids Survey regarding school connectedness and perceived school safety were asked to students learning In-School and Hybrid models only. During the duration of the CHKS administration and the PBIS SCS Survey, all students were learning remotely. Thus, the specific scales for school connectedness and school safety were not measured in the traditional way. Although those two areas were not specifically measured in the CHKS survey, there were survey questions related to connectedness. Cal-SCHLS was able to measure the perceptions of high expectations from adults at school as well as high caring relationships with adults from school. The same questions were also asked to parents and staff. In 2020, 85% of fifth graders felt that adults at school had high expectations of them. Cal-SCHLS was also able to measure the perceptions of caring adults in school. While 77% of 5th graders felt that there were caring adults in schools, 63% of non traditional students felt like they had high levels of caring adults in schools. Only 39% of parents strongly agreed that there were caring adults in schools, while 47% of staff felt the same. In addition, La Verne adapted their PBIS framework to virtual learning to effectively teach, model, practice and reinforce behavioral expectations and social skills. Implementation fidelity is measured with the data collected from the PBIS School Climate Survey. In examining school safety, 82% students reported, “I feel safe at school”. In examining school connectedness, 85% of elementary school students reported, “There is an adult at my school that will help me if I need it”. Moving forward, PBIS surveys will be used to monitor school climate. All results will be reviewed and compared appropriately resulting in the creation of action plans with the goal of improving student perception of school safety. Perception of school safety and connectedness will be a focus area for the work of PBIS coaches and teams as they implement the action plans. Additional professional learning opportunities will be provided to address these topics|2021-06-23|||2021 19649310000000|Rosemead Elementary|6|The Rosemead School District administered the California School Climate, Health, and Learning Survey/California Healthy Kids Survey (CalSCHS) in spring 2021. Results serve to measure the district’s progress on state Priority 6, School Climate. It helps us to collect data to indicate how safe students feel at school and how connected they feel to their school. It also helps us with valuable information to develop programs to support student needs in the area of school safety and connectedness. Overall, the results indicate that there is a strong sense of connectedness, although slight differences in student perceptions exist between the grade levels. Spring, 2021 CalSCHLS Data: Positive response to items about caring relationships at school. Students: Agree that an adult cares about me, listens to me, and notices me. -Students Elementary: 77% -Students Middle: 60% Parents: Strongly agree that "this school has adults who really care about students." -Parents: Elementary: 51% -Parents: Middle: 21% Teachers: Strongly agree that "adults really care about every student; adults acknowledge and pay attention to students; and adults listen to what students have to say." -Teachers: Elementary: 65% -Teachers: Middle: 47% We believe that our work with the Leader in Me/7 Habits and PBIS has shaped a culture within our schools that is conducive to positive relationships and strong support systems. On the other hand, we recognize there is still work to be done. When asked about experiences with harassment or bullying and experiences with chronic sadness, approximately 30% of students responded that they have experienced these. This indicates to us that we need to continue to focus on and pay close attention to the social emotional experiences of our students.|2021-06-17|In response to the CalSCHLS data, the Rosemead School District has made changes in LCAP Actions/Services to address school safety. The district also has hired a full time counselor to be assigned to the middle school and adding two temporary school psychologists so there will be one per school. To continue the positive work with regards to our students feeling they are treated with respect, the district fully supports, encourages, lives and breathes Leader In Me and PBIS. Over the course of several years of implementation of Leader in Me/7 Habits and PBIS, the Rosemead School District has experienced an overall decrease in suspensions and discipline issues. In addition, administrators, teachers, and all staff have increased knowledge of best practices in teaching positive behaviors and building strong, supportive, positive behaviors.||2021 19649640000000|San Marino Unified|6|Each year, SMUSD administers a local climate survey, California Healthy Kids Survey, (CHKS) that provides a valid measure of student perceptions of school safety and connectedness. Results from these surveys are analyzed in effort to develop actionable next steps to help promote school safety and connectedness. Survey results are reported annually to the Board of Education, provided to all SMUSD community stakeholders through the California School Dashboard and contribute to the development of the SMUSD’s Local Control Accountability Plan. A summary of the 2021-22 CalSCHLs data provided for this indicator is provided below: In the 2020-21 school year, the San Marino Unified School District (SMUSD) administered the CalSCHLS survey to all students in grades 5, 7, 9 and 11. This year, the CHKS was administered remotely to accommodate students’ distance and hybrid learning programs. In total, 738 (81%) students responded to the core model survey. The following shows student participation by grade level: Grade 5 = 155/203 (76%), Grade 7 = 197/218 (90%), Grade 9 = 179/207 (86%) , and grade 11 207/269% (77%). A slight decline of student participation was noted from the 2020 to 2021 CHKS. As such, low student participation in the 2021 CHKS resulted in an NA score on key indicators for School Connectedness, Meaningful Participation and Safe at School. Of the students who participated in the 2021 CHKS, 69% indicated that schools promote academic motivation and 65% indicated that schools promote caring adult relationships. Although unclear as to the reason, this noted decline may be attributed to remote survey administration due to distance and hybrid in person learning. However, of the students who participated in the 2020 CHKS, 65% indicated strong school connectedness, 30% indicated meaningful participation and 77% indicated feeling safe at school. Based on student responses from both the 2020 and 2021 CHKS responses, SMUSD has identified the need to further focus on increasing student perceptions of the aforementioned CHKS key indicators in effort to enhance and strengthen students' sense of school connectedness and engagement and ultimately, academic and social emotional success. The status of this indicator is marked as being “Met”.|2021-06-22|||2021 19649800000000|Santa Monica-Malibu Unified|6|1. Data: According to the survey, most stakeholders have a positive impression of the overall quality of education provided at their school. 2. Meaning: While most students report that they feel included (79%) and welcome (79%) at their school, fewer feel comfortable issuing complaints about racism and discrimination (60%) and are satisfied with how SMMUSD has handled complaints (45%) 3. Use: Based upon this data, we will take the following actions: a) Continue to integrate social emotional and trauma informed practice within the instructional day to build relationships and support student well-being b) Maintain current focus on integration of the Social Justice standards in our curriculum guides, expansion of Project Based Learning and implementation of Restorative Justice c) Continue Diversity, Equity and Inclusion work at our middle schools with a focused lens on addressing the needs of our BIPOC students.|2021-11-04|||2021 19649980000000|Saugus Union|6|In April of 2021, SUSD administered the District’s Connectedness Survey to students in grades 4-6, parents, and staff. The survey focused on key areas including: Health and Safety, Learning Loss, Bullying Behaviors, Diversity, and Connectedness/Inclusivity. The results indicated that both parents and students desire "seeing their family culture" to be more represented within the school and curriculum (62% parents agree & 56% students agree). The data from this survey also indicated that parents and students feel that bullying needs to be addressed more thoroughly (60% parents agree & 72% students agree). Students, parents and staff indicated that our schools are places that are safe and healthy for students, staff, and community by over 85% each. After analysis of the survey data, it is evident that our students and families feel welcome within our schools and that our schools are providing safe and healthy spaces for students, staff, and the community. In areas that saw room for growth, new goals were developed within our Local Control Accountability Plan (LCAP) to ensure our district was placing an emphasis to improve in the following areas: (1) Addressing students' social emotional needs as a means to increase their academic achievement. Prior to the pandemic, the initiative Maslow's Before Bloom's began in SUSD and the events during the pandemic caused that emphasis to continue; (2) Ensuring that various student groups, family groups, and other stakeholders are seen within the school district and its curriculum. It is further critical that each of those groups' contributions to the organization be seen and valued by each member of the organization. Emphasizing diversity as an LCAP goal ensures that this concept not be missed in our work. The survey data collected over the past two years and the parent meeting data show that this goal is needed in our community. Actions and services were adjusted to meet the refined LCAP goals. Staffing needs for TOSA coaches in academic areas continued to be a desired action to ensure that all teachers can implement appropriate instructional strategies for working with EL students, SED students, Foster Youth, and all students. In addition, staffing was included to ensure that wellness and mental health services were addressed through additional psychologists, Behavior Support team members, and school-based counselors.|2021-10-12|||2021 19650290000000|South Pasadena Unified|6|Local Climate Survey Summary California Healthy Kids Survey: (CHKS) was administered in the Winter and Spring of 2020 to students in grades 5, 7, 9 and 11. As part of SPUSD's mission for continuous improvement, areas of growth are listed; however, it is important to note the SPUSD CHKS results are better than or equal to LA County averages. Grade 5 School Climate and Student Well-Being indicates that the majority of 5th graders: are proud to belong to their school, feel students are well behaved and are treated fairly and respectfully, feel safe at school and know bullying is not allowed. 5th grade areas of growth include: school connectedness, caring adult relationships, social emotional learning supports, and high teacher expectations. Grade 7 School Climate and Student Well-Being indicates the majority of 7th graders: feel safe at school, have never had mean rumors or lies spread about them, feel connected to school, have never experienced chronic sadness, and are always trying to do better at school. 7th Grade areas of growth include: high teacher expectations, caring adult relationships and meaningful participation. Grades 9 and 11 School Climate and Student Well-Being indicates the majority of 9th and 11th graders: feel close to people at school, are happy to be at school, have a high level of academic motivation, have never had mean rumors or lies spread about them, and have not had current alcohol or drug use. 9th and 11th Grades areas of improvement include: school connectedness, teacher expectations, caring adult relationships, and chronic sadness/hopelessness. SPUSD's focus is to ensure students feel safe and connected at school. Based on specific areas of growth and improvement, school sites are revisiting and revising existing programs and practices to make site-specific improvements, including a focus on Positive Behavior Intervention and Support (PBIS), crisis intervention services, alternatives to suspension, digital citizenship, restorative practices, and character education.|2021-06-22|||2021 19650370000000|South Whittier Elementary|6|SWSD administered the California Healthy Kids survey that captures a valid measure of student perceptions of school safety and connectedness to all students at the elementary level in grade 6 and at the middle school level in grade 7. Here is the link to the survey results: https://wested.ent.box.com/s/rzt6q33mwxk1rp6c06csss9i58a1piz7 2021 6th and 7th Grade Data: Key Findings DATA: 75% of 6th graders and 60% of 7th graders believe that there are caring adults in the school. MEANGING: SWSD needs to continue the implementation of Capturing Kids Hearts at a deeper level at the elementary level and especially at the middle school level. Our students who require more attention and care need resources to support their needs beyond the classroom teacher. USE: Offer a Capturing Kids Hearts reboot to all staff Hire an additional LCSW and interns to support the social emotional needs of our students. Increase the hours of community liaisons to connect with students and their families and offer increased resources. DATA: 21% of 6th graders and 37% of 7th graders believe that there is not a teacher or an adult who notices when they are not there. MEANING: SWSD needs to evaluate our practices and policies of communication when students are absent from school. USE: Continue to partner with Boys and Girls Club to fund a Wellness Check Case Manager. Increase the use of video messages to students who are absent. DATA: 28% of 6th grade girls and 40% of 7th grade students have felt that they were the victim of cyberbullying in the last 12 months. MEANING: Based on research, the LGBTQ community is most at risk for cyberbullying. There is a need to educate our students on proper netiquette as part of the curriculum. USE: Utilize Common Sense media lessons with our 4-6 grade students. Start an LGBTQ Club at GMS Research assemblies and guest speakers related to cyberbullying for all levels.|2021-09-14|||2021 19650520000000|Temple City Unified|6|The Temple City Unified School District utilizes the California Healthy Kids Survey (CHKS), as it is widely used across the state for data collection. Key takeaways from the survey include that 69.5 percent of 9th graders and 68.75 percent of 11th graders reported that teachers held high expectations for students at Temple City High School. In contrast, only 23.75 percent of 9th graders and 11.25 percent of 11th graders responded that school had meaningful implications for them. Although 58 percent of 9th and 62 percent of 11th graders surveyed believe that the adults on campus at TCHS are caring, the disaggregated CHKS data suggests that the students' experience lacks authenticity and agency for our students. Of key importance for revision and action is sharing the CHKS data with TCHS stakeholders, including students, parents, teachers, administration, and community stakeholders. Formulation of a plan to survey and implement student and community agency will bridge the gap between student feedback regarding caring adults on campus and a meaningful experience for TCHS students. Additionally, providing professional development and PLC time to build tiered assignments and create choice for students will improve student agency and reflect in future data regarding meaningful participation. With attention on student academic motivation, CHKS reveals that 72.5 percent of 9th and 66 percent of 11th graders are motivated to succeed academically. Correspondingly, 66 percent of 9th and 84 percent of 11th graders report sleep deprivation noted as less than 8 hours of sleep per night. A key takeaway from this inverse data is that when sleep depravation increases, student motivation decreases significantly. Promotion of self care through sleep and adequate rest to the community of stakeholders is key to inform, educate, and promote rest as an important part of overall academic motivation and achievement, as well as student wellness. Lastly, CHKS data notes that substance abuse among 9th and 11th graders is low. 98 percent of 9th graders and 96 percent of 11th graders report themselves as alcohol free. 97 percent of 9th graders and 95 percent of 11th graders report themselves as marijuana free. One suggestion made by this data is that school programs, caring adults, and counseling services are effective in communicating the dangers of substance abuse. 1.Pages 51 and 52 for data 2.Based on the California Healthy Kids Survery, 68% of teachers have high expectations but only 22% of students feel school has meaningful implications. 70% of students have strong academic motivation. 66% 9th and 84% 11th have sleep depervation. Low # of students use drug or alchol on campus 3. How can we make the experince more authentic for our students. Make the experince meaningful and with agency for all students.|2021-06-23|||2021 19650600000000|Torrance Unified|6|TUSD first began surveying students on the topics of school safety and connectedness during the 2017-18 school year. The PBIS: School Climate Survey Suite (SCSS) is utilized to survey students. All 5th, 7th, and 10th grade students complete the survey each school year, normally during the month of October. Due to the pandemic and students learning virtually from home during October of 2020-21, the SCSS administration was postponed until April when all students in our hybrid model returned on-campus. Also for the 2020-21 administration, new questions were added to the SCSS. These new questions reflected TUSD’s more recent focus upon diversity, equity and inclusion. The questions were created by a team of TUSD Educational Services members, in order to inform current needs from the student perspective in relation to school and district anti-bias supports. The results from the April 2021 administration, considering the same previous questions only, demonstrated increases in the positive response rate percentage at each grade level, as well as, an overall increase throughout the district (up to 81% from 77%). All students who participated in the 2017-20 surveys had previously indicated an overall 76%-77% positive response rate on questions. When broken down into grade levels, each increased 3-6% in 2021 from the previous year. With the inclusion of the new diversity, equity and inclusion type questions, the results of the positive response rate for 2021 were nearly the same. This was consistent with each grade level, with two grades varying by one percent only, as well as, the overall district-wide percentage was 81% whether for all questions combined, for previous questions only, or for the new DEI questions only. Since the survey was very recently completed, District administrators are still analyzing the results. School teams are being provided their individual data in order for them to analyze their site results. This will, as in the past, include disaggregation by question, gender, and significant subgroups, if applicable. Based upon this analysis, site administrators and site teams will plan further strategies to increase school safety, engagement/connectedness, and diversity/equity/ inclusion. In the past, areas of specific interest and needs included, but were not limited to social-emotional growth, dealing with stress, good health and habits, threats to school/students, and suicidal/self-injurious behavior. Resulting actions at schools included increasing awareness to students and staff, an information campaign, notices to parents, PBIS activities, positive rewards systems for behavior and academics, increasing clubs and organizations, community support, etc.|2021-06-21|Specific district-wide programs that began during the past three years, after both district level and school site analysis, have included Second Step (social-emotional lessons) curriculum for elementary, Start with Hello (friendly school climate) for secondary and upper elementary, See Something, Say Something (reporting threatening student behavior) for secondary, Anonymous Reporting System (suicidal/self-injurious behavior) for secondary, and the documentary “Like” (hazards of social media) for some secondary students and parents.||2021 19650940000000|West Covina Unified|6|The West Covina Unified School District administered its local climate survey in the spring of 2021 to its elementary and secondary students, parents, and teachers. Students in grades 2-12, parents, and teachers were surveyed on a range of items that assessed their feelings and opinions about their school experience, including items that specifically assessed their feelings of safety and connectedness at school. Respondents were asked if they agreed, strongly agreed, disagreed or strongly disagreed with key statements such as feeling safe at school, ease of making friends, morale, and their sense of belonging at school. As of the spring of 2021, 91% of 2nd-12th grade students surveyed reported feeling safe at school and 96% of students surveyed reported feelings of connectedness to their schools as measured by the climate survey. Parents of students, including unduplicated pupils and targeted student groups, in the West Covina Unified School District were also surveyed with the local climate survey. 96% of parents surveyed agreed or strongly agreed that district schools are safe and 95% reported feeling welcomed at the school. Teachers were also surveyed with the local climate survey, and 93% reported feeling safe at school and 79% reported feelings of connectedness to their schools. While there was an improvement over last year and the majority of students, parents, and teachers surveyed continue to report feeling safe and connected to school as measured by the climate survey, there is still improvement to be made. The West Covina Unified School District will continue to implement services and programs to improve upon these measures, such as our district-wide safety protocols and drills; comprehensive counseling program; anti-bullying efforts; mental health awareness and support clubs; and implementation of programs to strengthen students’ connectedness to others by enhancing healthy bonds with teachers and staff and establishing collaborative agreements of acceptable and positive behavior.|2021-06-22|||2021 19650940112706|California Virtual Academy @ Los Angeles|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 193 Students feel safe: 99.5% Teachers care about student success at school: 98.9% School promotes academic success: 99.5% School fosters an appreciation of differences and diversity: 98.4% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-11|||2021 19651020000000|Westside Union Elementary|6|Results from the (February 2021) CA Healthy Kids Survey are summarized here. School Engagement and Supports -High levels were reported in Connectedness; Academic Motivation; Caring adult relationships; and High expectations. Lower levels were reported in Meaningful Participation. Findings: Elementary students report higher school engagement. Students reporting a caring adult relationship is lower for middle school than elementary. Nearly ? of the students in 5th/7th/8th grade reported meaningful participation “all” or “most” of the time. Social and Emotional Health – Elementary: A small percentage reported Frequent sadness. Larger percentages reported high rates of Problem solving and Wellness. Findings: A small percentage of 5th and 6th graders reported feeling sad “all” or “most” of the time. A majority of 5th/6th grades reported knowing where to go for help with a problem or talking to someone when there is a problem. Social and Emotional Health - Middle School: 15% or lower considered suicide. Some Chronic sadness was reported. Higher levels of Gratitude; Optimism; Problem Solving; Self-awareness; and Self efficacy were reported. Social emotional distress was 25-30%. Findings: Feelings of chronic sadness is rated above 35% for both 7th/8th graders. Feelings of sadness and anxiousness for 7th/8th graders may indicate the need for social emotional supports and coping skills. Peer Relationships: Some students reported Cyberbullying. Peer Supports were reported. Findings: Cyberbullying is reported at a higher rate in middle school than elementary. Substance Use (within the last 30 days): Low rates of Cigarette use; Current alcohol or drug use; Marijuana use; and Vaping reported. Findings: While current rates of substance abuse are low, targeting supports for students participating in substance use is needed in middle school. MEANING and USE: Providing a positive school climate is a priority for WUSD. Sites have programs to build student voice/self-efficacy. Programs like Capturing Kids Hearts, LDTPE and Boys Town support a positive school climate and build relationships between students and staff. All staff will be trained in the programs. CHKS data shows that school closures resulted in a need for tiered student supports in the area of mental health. Data-based supports include academic/behavioral/attendance interventions. Counselors will create Tier I lessons for coping skills/resiliency. Tier II supports include 6-8 week groups. Counselors/psychologists also refer qualifying students to the School-Based Mental Health program. Staff provides annual suicide prevention training for sites. Parent workshops will focus on self-harm/suicide prevention. Based on CHKS data, the anonymous STOPit app will be reviewed with students for use. WUSD will launch an Attendance Team to support student connectedness. A social worker/attendance workers will address root causes of chronic absenteeism. SEL programs will continue. An additional counselor was hired.|2021-06-29|Specific CHKS survey data referenced in the narrative above is included here: School Engagement and Supports- Connectedness (5th-67%, 6th-no report, 7th-62%, 8th-58%); Academic Motivation (5th-83%, 6th-84%, 7th-67%, 8th-62% ); Caring adult relationships (5th-76%, 6th-80%, 7th-58%, 8th-58%); High expectations (5th-88%, 6th- 88%, 7th-75%, 8th-69%); and Meaningful Participation (5th-38%, 6th-no report,7th-37%, 8th-38%) Social and Emotional Health - Elementary: Frequent sadness (5th-12%, 6th-12%) Problem solving (5th-61%, 6th-60%) Self-efficacy (5th-80%, 6th-83%) Wellness (5th-77%, 6th-74%) Social and Emotional Health - Middle School Considered suicide (7th-12%, 8th-15%) Chronic Sadness (7th-35%, 8th-43%) Gratitude (7th-75%, 8th-76%) Optimism (7th-59%, 8th-56%) Problem Solving (7th-50%, 8th-52%) Self-Awareness (7th-71%, 8th-68%) Self-Efficacy (7th-75%, 8th-76%) Social Emotional distress (7th-25%, 8th-30%) Peer Relationships: Cyberbullying (5th-13%, 6th-9%, 7th-23%, 8th-25%) Peer Supports (5th-66%, 6th-70%, 7th-71%, 8th-72%) Substance Abuse: Cigarette use (7th-1%, 8th-0%) Current alcohol or drug use (7th-3%, 8th-5%) Marijuana (7th-1%, 8th-2%) Vaping (7th-1%), 8th-2%)||2021 19651100000000|Whittier City Elementary|6|The Whittier City School District administers the LCAP Student Survey every Spring. In 2020, the Student LCAP Survey was administered to all students in 2nd-8th grades. A total of 2,672 students responded to the survey during Distance Learning. The Student LCAP survey collects data to indicate how safe students feel at school and how connected they feel to their school. Survey information provides us with valuable information to develop programs to support student needs in the area of school safety and connectedness. Our LCAP Survey Data showed positive results in both elementary and middle school. As a result of our data analysis, one key learning emerged; a lower percentage of middle schools look forward to coming to our schools than our elementary schools. As a result, Administrators, counseling staff, and attendance clerks will analyze attendance data collected on a monthly basis to monitor progress in this area. Our LCAP Survey Data showed positive results in both elementary and middle school. One positive trend that emerged was an increased percentage of students feeling safe when coming to school and feeling they are valued members of the school community. This is a direct result of our District efforts with the implementation of PBIS. Administrators and counseling staff will continue to analyze PBIS data collected on a monthly basis to monitor progress in this area. Middle School Counselors, site PBIS Leads and Social Workers will be provided with professional development and collaboration time to support one another in the development of best practices to meet the growing social-emotional and mental health demands middle school students are facing. In addition, the Second Step curriculum was purchased across all grade levels and implemented to develop social-emotional competence, increase confidence and self-esteem, and problem-solving skills. The Second Step curriculum has been shown to decrease negative behaviors, promote school success, self-regulation, and a sense of safety and support. PBIS is a well-established initiative in all schools in WCSD. Over the course of several years of implementation, WCSD has experienced an overall decrease in suspensions in particular at the middle school level. In addition, administrators, teachers, and all staff have increased knowledge of best practices in teaching positive behaviors and building strong, supportive, positive behaviors. Middle school PBIS data and counseling logs will be used to determine appropriate interventions and programs to support the well-being and feelings of safety in school. All schools will continue to focus on PBIS and the implementation of practices and building positive, connected school cultures.|2021-06-15|||2021 19651360000000|William S. Hart Union High|6|From April 20 through May 7, 2021, 13,945 Hart District students, 65% of the student body, grades 7 through 12 completed a voluntary survey in their English classes. The 35 question, online anonymous survey included questions attempting to assess the students’ perception of their safety on campus and their connectedness to school. The following questions from the survey, with the percentage of affirmative responses, were selected as they address the student perceptions that we were asked to measure. STUDENT PERCEPTION OF SCHOOL SAFETY * If I did not feel safe at my school I would tell an adult * At my school, there is a teacher or other who I believe cares about my well being and success * If a student tells an adult on campus that someone is bullying, the adult will do something to help The percentage of affirmative responses to theses questions was significantly large at all 5 grade levels. Percentages ranged from 68% to 98% with only three being below 70%. STUDENT PECEPTION OF THEIR CONNECTEDNESS TO SCHOOL * I feel close to other students at this school * This school year I participated in school sponsored events The percentage of affirmative responses to these questions at all 5 grade level was significantly less than the percentage of affirmative responses to the student's Perception of School Safety. Percentages ranged from 29% to 64%, with all but two being below 46%. The results show that the majority of students who completed the survey feel safe at school. However, a much lower percentage of these same students indicate through their survey responses that they do not feel connected to their school. The lack of feeling connected to their school is most likely the outcome of more than 18 months of distance learning where the majority of students did not attend school on campus. The results of this survey were broken out by school sites and shared with principals. Principals were asked to review the information with their leadership teams and incorporate what is learned into their school plans for this school year. District wide conversations on these topics will be ongoing.|2021-06-09|||2021 19651360114439|Mission View Public|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 64% of the students reported that they felt safe (this was a significant drop during the pandemic. * 100% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID-19 pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma-informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we are concerned for our faculty during the pandemic. During the school year, 86% reported that they felt connected to school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-02|||2021 19651361996263|Opportunities for Learning - Santa Clarita|6|OFL-Santa Clarita conducted local climate surveys to gather feedback from students, parents, and school personnel for the 2020-21 school year. In compliance with state requirements, OFL-Santa Clarita administered the Comprehensive School Climate Inventory (CSCI) in spring 2021 and will administer this survey again in Spring of 2023. Surveys measured school climate perceptions in: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Social Media. The results indicate that 67.79% of students from the targeted grade levels (8th and 10th) participated in the survey. 90% of school personnel and 21.83% of parents participated in the survey. Analysis and evaluation of the data findings were conducted to help guide the LEA’s decision making and impact future actions. The findings showed consistent positive perceptions across stakeholders and subgroups. Scores across all stakeholder groups, showed a median rating of 3.5 or above in most categories reflecting a positive attitude. School personnel had the highest rate of positive responses followed by parents, and then students. While overall median scores were high, several sub-categories had lower median scores across all subgroups of participants. Social Media, Social and Civic Learning, and Social Inclusion tended to show lower positive perception median rankings. OFL-Santa Clarita exhibited areas of strength in Social Support from Adults, Safety Rules and Norms, Safety, and Support for Learning based on the survey results. Challenges include ensuring safe social media experiences, establishing the importance of social and civic learning, and providing a sense of social inclusion. OFL - Santa Clarita is committed to creating a safe and positive learning environment for all students. The school has begun offering a small group instruction class, Intro to Social Media A & B where students can learn how to be good digital citizens. Student Council groups have been established at each school site and are focused on student engagement and inclusion. Sports program awareness and participation continues to grow and has contributed to school pride, student engagement, and an increased sense of school community. Wellness groups led by the School Psychologist have been implemented at each school site to provide students with a safe space to share feelings and connect with other students. Pathways trips, including Service Learning, offer experiential learning opportunities with a focus on social and civic learning. Each school location also participates in Mock Elections and voter registration drives. OFL-WSH continues to require 10 hrs of community service as a graduation requirement and community service opportunities have been expanded.|2021-06-16|||2021 19651510000000|Wilsona Elementary|6|The Wilsona School District utilized the Youth Truth Survey to collect data from students, parents, teachers and staff during the 2020-2021 school year. Key findings included students rating culture high across the district and engagement low. Families across the district rated culture low and communication and feedback were rated high. Staff, across the district, rated professional development/support and school safety as high, and rated culture as low. Families and staff both rated culture as low, with students rating culture as high. Students reported feeling that discipline was fair and that they and their classmates were treated with respect. Results of the California Healthy Kids Survey (grades 5-8) indicate that 48% of students feel safe, 20% of students feel bullied and 30% of students had a sense of hopelessness. Based on this information, there may be a disconnect between how staff, parents and students perceive school culture. Internal school data also reflects that certain student groups are disciplined at a higher rate than all students and certain student groups have a higher rate of chronic absenteeism than others. Based on this information, the district will continue to partner with community agencies such as Save the Children and PESA for continued social and emotional support. Capturing Kids Hearts will be expanded from elementary to include middle school, thus becoming a district wide initiative. The District will add positions such as site level Parent Liaisons to further connection with parents. The District will explore options for providing parent workshops in relationship to areas of greatest need.|2020-09-17|||2021 19734370000000|Compton Unified|6|One of our successes during the last LCAP cycle was the area of School Climate. CUSD has shown steady progress over the years, achieving GREEN Level on the 2019 CA Dashboard. The progress in this area is the result of our work around behavior management, trauma-informed practices, and social-emotional wellbeing. In general, parents have a positive perception regarding the school climate that we offer for their children. The California Healthy Kids Survey shows, for example, that 90% of our parents believe their school is a safe place for their children. 89% of the parents agree or strongly agree that the school treats students with respect, and almost 70% indicated that their school provides students with the necessary counseling to help the students with social emotional needs. 81% of them indicated that the school communicates the importance of respecting different cultural beliefs and practices, and 79% of them agreed or strongly agreed that their school encourages students to care about how others feel. Less than 20% of the parents indicated that tobacco, vaping, or alcohol and drug use is a problem. In response to these survey results, our district will continue to focus on student safety, and increasing the sense of school connectedness for students, parents, and teachers. Actions 3, 4, 5, 6, 7 and 9 of our LCAP provide for the implementation of a multi-tiered system of support (MTSS). These actions include the maintenance and expansion of Wellness Centers, district wide implementation of social-emotional learning strategies (SEL), the provision of counseling and mentoring services for those students in need, and most importantly, the implementation of trauma-informed instructional practices. Positive Behavior Interventions and Support (PBIS), restorative practices, the Peer-to-Peer (P2P) Program, and targeted mentoring and counseling will continue to be implemented with a focus on our high-need, unduplicated student populations. Action 8 complements this approach by bringing back Team Joy and Fun, which provides an outlet for student engagement (inside and outside of the classroom), builds social fluency, provides student leadership opportunities, athletic participation, and racial equity activities. Action 12 specifically provides for a newly adjudicated Wellness Initiative Support Team (WIST), which constitutes an attempt to address some of the conditions that impact the performance of our African-American students. Actions 13 and 14 reflect the needs of our learners with exceptional needs. This population will benefit from the implementation of The Success Through Educational Participation Program (STEPP) which will provide IEP teams with an alternative placement with targeted interventions for students with unique needs and challenging behaviors. Additionally, the Department of Pupil Services will provide mental health services, 1:1, and small group counseling for students and their families as specified in their IEP.|2021-06-22|||2021 19734370137893|KIPP Compton Community|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: Students not yet surveyed -- TK, K, and 1st only in 19-20 These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 19734370137984|Animo Compton Charter|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th, 9th, and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate, and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The school mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. If the school does not yet meet the standard, the school will improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school tracks the CHKS domain “School Safety & Climate.” This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data is used in conjunction with other data to assess causes of chronic absenteeism and suspension. The results of the survey data guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored 1.8 in the Domain for school safety & climate, and has a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices. These results tell us that this remains an area of continued focus for the school. The school also tracks students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It also provides data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, indicating that further student-by-student analysis is required, along with targeted supports from the extensive mental health team on campus, including counselors, a full time psychologist, a clinical supervisor, and a case manager. Other metrics of school climate are tracked as well, as described in the school’s LCAP. Additionally, the school had a strong overall attendance rate in the 2019-20 school year, of 95% prior to the closure of in-person learning in March 2020. The school had an out of school suspension rate of 1.7% in 2019-20, and the school maintained a chronic absenteeism rate under 10%. The school continues to maintain a low expulsion rate, which is another measure of positive school climate.|2021-06-25|||2021 19734450000000|Hacienda la Puente Unified|6|The results of the 2020-21 California Healthy Kids Survey indicate a higher sense of safety and connectedness at school from the previous survey in 2018-19. 68.9% of students report a general sense of safety at school from 61.4% in 2018-19. 60.7% of students have an overall connectedness to school a slight increase from 59.5% in 2018-19. The perception of school safety is highest at grade 7 and 11 (74%), and lowest at Grade 9 (57%). For overall school connectedness, grade 5 is the most connected (69%) and grade 11 is the least connected (48%). The key data elements comprising school connectedness were also examined. 63.3% of students report feeling academically motivated. These numbers drop off from a high of 79% in grade 5, to a low of 57% in grade 9. 58.4% of students report having are working relationship with one or more caring adults. 70.2% of students report having high expectations placed on them, but when asked if they felt their participation in school was meaningful, only 34.4% agreed. 60% of student reported that their school facilities are well maintained. The percent of students report that parents are involved with schooling is 55%. These data suggest the need for the district to take the following actions: Strengthen MTSS implementation for consistency within and between all schools districtwide through Professional Development and supports based on sites’ specific areas of need. Positive behavior supports (PBIS) and the development of monitoring systems to be included in PD. Strengthen the clear articulation of existing comprehensive school safety plans to the student level to increase the perception of safety at school. Continue Equity & Access department support staff, including Student Support TOSAs/COSAs, and Foster-Homeless Liaison to increase effective coordination of services to at-risk students. Strengthen and enhance implementation of the Teen Workshops and Teen Summit for students in grades 7-12. Strengthen and expand the New Pedagogies for Deep Learning through regular and ongoing PD to make learning experiences more meaningful to students.|2021-06-24|||2021 19734520000000|Rowland Unified|6|During fall 2020, we surveyed students in grades 5-12 and asked how they felt about learning online (n=2,725, or 35%). Their answers helped us understand how students were experiencing “school culture” during the unusual circumstances of distance learning during a pandemic. This survey also helped site and district staff understand how to meet both academic and social emotional needs in a timely manner. On a scale of 1-7, with 1 being "terrible" and 7 being "great," 21% of students felt positive about learning online (selected "Great" - 6 or 7 on the scale), and 16% of students struggled with distance learning (selected "Terrible" - 1 or 2 on the scale). The remaining students fell in between. To find out more information from students about why they felt this way, we followed up with a question, "Why do you feel this way?" The students who felt learning online was "Great" explained their preference in three broad ways: (1) reduces social anxiety and distractions, (2) flexibility in balancing school work with home life, and (3) ability to self-direct their own learning. Online learning seems to match the learning style of these students. The students who felt online learning as "Terrible" explained as follows: (1) struggle with the isolation of distance learning and impact on their mental health, (2) challenge of self-managing their workload across all classes online, and (3) lack of informal communication and connection with teacher which is readily available during in-person instruction. These students clearly struggled with the structure of online learning and looked forward to returning to in-person instruction. This data was provided to all site leadership teams, which was analyzed together and used to inform the ongoing support provided to students during the 2020-2021 school year during distance learning. Highlights from 2019 Healthy Kids Survey (administered during in-person instruction): Average Percentage of Students Reporting “Agree” or “Strongly Agree.”* School connectedness: Grade 5 - 71; Grade 7 - 66; Grade 9 - 59; Grade 11 - 51 Academic motivation: Grade 5 - 85; Grade 7 - 74; Grade 9 - 71; Grade 11 - 66 Caring adult relationships: Grade 5 - 71; Grade 7 - 64; Grade 9 - 60; Grade 11 - 51 Culture of High expectations: Grade 5 - 84; Grade 7 - 77; Grade 9 - 68; Grade 11 - 69 Meaningful participation**: Grade 5 - 44; Grade 7 - 30; Grade 9 - 28; Grade 11 - 28 Perceive school as safe or very safe: Grade 5 - 74; Grade 7 - 66; Grade 9 - 59; Grade 11 - 51 Experienced harassment or bullying***: Grade 5 - ***; Grade 7 - 40; Grade 9 - 28; Grade 11 - 22 *Results taken from the district’s “California Healthy Kids Survey” as reported in the Core Module Results “2. Summary of Key Indicators” on Table A2.1, page 3. **For example, do things that make a difference, do interesting activities, or decide class activities or rules. ***In the past 30 days for grades 7, 9 and 11; Grade 5 reports bullying in three categories: (1) Mean rumors spread about yo|2021-06-10|||2021 19734520120600|iQ Academy California-Los Angeles|6|IQ Academy continuously surveys students and families as well as provide opportunities for parents to provide feedback and speak directly to school staff about programmatic developments. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Prior to COVID IQ Academy included in-person onboarding sessions as well as in-person outings to allow staff and parents to meet in a face to face sessions and socialize. During the 2019-2020 and 2020-2021 school years the school implemented monthly virtual outings that aligned with COVID restrictions. The outings include presentations on educational topics, virtual tours, college/vocational school tours and community service projects that the students are able to participate in as a high school group. IQ Academy is seeking to develop further our students ability to socialize remotely by creating an E-Sports organization within the school that allows for afterhours gaming with peers under supervision|2021-06-08|||2021 19734600000000|Walnut Valley Unified|6|DATA: WVUSD conducted district-wide student, parent, and staff surveys in the spring of 2021. Key learnings from the surveys demonstrate that over 90% of students feel that student feedback and participation are highly encouraged by the school and are provided multiple opportunities to actively participate in their learning and school activities. Over 90% of parents agree that schools support the social-emotional well-being of all students, schools are safe, and that schools value and use parent feedback to provide safe, respectful, equitable, and inclusive learning environments for all students. 89% of parents agree or strongly agree that their student is finding a balance between academics and social and emotional wellness. Key learnings from the data demonstrate the high percentage of positive feedback from students, teachers, and parents. This validates the ongoing, intentional work on safety and wellness. The commitment to promoting safety and wellness is evident in our Board of Trustee’s support and our ongoing professional learning with the District and site leadership team and parent education. The 2020 suspension rate of 1.2% and zero expulsion validate our goal of ensuring a safe, respectful, and inclusive learning environment. 2. MEANING: The 2019 California Dashboard reports the District's chronic absenteeism among foster youth and low-income students at the Yellow performance indicator while all students are at the Green performance indicator. The Chronic Absenteeism data also indicates that African American and Pacific Islander students are chronically absent at the Orange performance level. Research indicates that attendance is an important factor in student achievement. John Hattie's work on the effect size indicates teacher effectiveness as a strong school-related determinant of student success. The 2020-2021 attendance rate shows 99% daily attendance for all students. English Learners show a 99% daily attendance rate and low-income students show a 98.5% daily attendance rate. The District continues to use the work from CASEL to advance social-emotional learning (SEL) as a lever for equity and excellence. The local data based on the spring 2021 student survey suggests that 65% of students surveyed do not feel high levels of connections with peers and 62% of students surveyed do not feel high levels of connections with adults at school. By providing consistent opportunities for student voice and connectedness to the school and community, WVUSD strives to promote educational equity where students persist and thrive. 3. USE: Walnut Valley Unified has used the survey data to help refine two goals in our LCAP: Goal 1 and Goal 4. We foster a culture that promotes the emotional health, emotional and physical safety, and well-being of students, staff, and parents. These results will help guide our decision-making and decision-making process to ensure we honor our motto of "Kids First, Every Student Every Day."|2021-06-16|||2021 19752910000000|San Gabriel Unified|6|In Winter of 2021, San Gabriel Unified School District administered California Healthy Kids Survey at the High School, Middle School, and Elementary levels. Results serve to measure the District's progress in State Priority #6: School Climate. At the high school level 243 students took the District's Climate Survey. Some key findings were: 61% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on Cal HealthyKids Survey questions in the Academic Motivation category of the School Engagement and Supports domain. 50% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 61% percent of respondents reporting 'Very Much True' or 'Pretty Much True'’ to questions in the High Expectations Scale of the School Engagement and Supports domain. 45% of respondents reporting 'Very Much True' or 'Pretty Much True' to questions in the High Expectations Scale of the School Engagement and Supports domain. At the middle school level 346 students responded to the survey. Some key findings were: 63% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on Cal HealthyKids Survey questions in the Academic Motivation category of the School Engagement and Supports domain. 56% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 73% percent of respondents reporting 'Very Much True' or 'Pretty Much True'' to questions in the High Expectations Scale of the School Engagement and Supports domain. 47% of respondents reporting 'Very Much True' or 'Pretty Much True' to questions in the area of Problem-Solving Social and Emotional Health Domain. At the elementary school level 131 students responded to the survey. Some key findings were: 86% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on Cal HealthyKids Survey questions in the Academic Motivation category of the School Engagement and Supports domain. 71% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 63% of student respondents reporting “Most of the time,” or “All of the time” to “Do you feel good or happy?” on Cal Healthy Kids Survey questions in the Wellness Category. 9% of respondents reporting being cyberbullied at least some of the time in the Peer Relationships Domain. Survey data on school climate during the pandemic/ school closures will be compared to 2021-2022 data to determine the impact of return to learn strategies and interventions articulated in the SGUSD LCAP and in other supporting instructional plans.|2021-10-12|The California Healthy Kids Survey was modified to match the learning environment of the 2020-2021 school year. These unique questions are mostly captured in the Learning from Home Domain, and include questions like “I am interested in the schoolwork I do when participating in school from home.” Not surprisingly, at the middle and high school level, less than 30% said they were interested in the work they did from home. While these questions certainly affirmed what was suspected about students’ experiences during the pandemic, they do not reflect an area that schools will track over time.||2021 19752911996016|Options for Youth San Gabriel|6|OFY San Gabriel used The Comprehensive School Climate Inventory Survey in March of 2021 - April 2021, developed by the National School Climate Center, which encompassed thirteen different dimensions that measured a variety of topics: safety, teaching/learning, interpersonal relationships, institutional environment and social media. The results indicate 96.91% of students from the targeted grade level participated in the survey. 86.9% of school personnel participated in the survey and 38.13% of parents participated in the survey; which demonstrates that these two areas had met the required percentage The strengths of our program were reported utilizing the CSCI scale of 1 (lowest) to 5 (highest). Within this scale, CSCI has determined that median scores of 3.5 or higher fall into the positive range. For OFY-SG, we scored 3.6 and above within each stakeholder group for all categories except Social Support where both parents and students scored us 3.5 and 3.0 respectively. OFY-SG has always prioritized ensuring that students feel welcomed within the organization, and feel supported by all staff. The results of the survey substantiates that statement; with a score of 4.0 from Students and 3.9 from Parents on Social Emotional Security. Our dedication to strong Social-Emotional components throughout our program are yielding the impact that we want on overall school culture. This commitment to Social-Emotional learning and development will continue in our program.The programs culture and vision that OFY San Gabriel implements drives a high level of support in learning and safety throughout its daily efforts for students. Areas of growth include the following categories: social media and social support students. The leadership team of OFY - SG is committed to follow up on the feedback from parents/guardians who asked for greater social support for students and effective social media. Through our Wellness Committee we will involve parent and student feedback to assess needed activities and resources Relevant LCAP Language - Goal 4 Metric 2 - The charter aims to maintain or increase the percentage of students reporting a sense of belonging and safety, disaggregated by student group, as reported on all stakeholder surveys. Goal 4 Action 3 School Safety - The charter will provide all stakeholders the necessary PPE, ensure facilities are in good repair, provide cleaning services, safety equipment/personnel, resources and training to meet all federal, state, and local health requirements to ensure the health and safety of all stakeholders.|2021-06-25|||2021 19753090000000|Acton-Agua Dulce Unified|6|Based on Local Surveys that were sent out to staff, families, community members, teachers, students the feedback indicated that need to improve our school climate. Students' and families' perceptions of facilities compared to our results of Williams Facility Inspection were skewed while we score 100% on Facilities Inspection we receive survey results stating that our facilities need repair. We need to improve our communication with stakeholders so that they remain involved and know what facility upgrades are taking place. We will be utilizing social media, website, and blackboard messaging and board meetings to advise of upcoming projects. Students felt safe at our campus while parents felt somewhat insecure due to the COVID-19 pandemic. The results of the survey admired the staff and just wanted clear communication flowing from the District outwards.|2021-06-10|||2021 19753090127100|Assurance Learning Academy|6|In the spring of 2021, the local school survey questions were given to students and their families online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 78% of the students reported that they felt safe (this was a significant drop during the pandemic. * 39% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID-19 pandemic had a negative impact on student’s feeling connected to the school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma-informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 85% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma-informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-01|||2021 19753090132654|California Pacific Charter- Los Angeles|6|LCAP Goal 3 addresses LCFF Priority 6) School Climate: Sense of Safety and School Connectedness. 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. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Action Items 3.3, and 3.5 were developed to support a safe and positive school climate. DATA Stakeholders actively participate in annual surveys that address the sense of safety and school connectedness. 95 students in CPCS-LA participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 11 students in grades K-5, 13 students in grades 6-8, and 71 students in grades 9-12. 100% of students agreed that their teacher cares about their education and helps them to succeed. 96.9% of students indicated that they feel safe a welcome to meet with their teacher to discuss their school work. 94.9% of students indicated that if they have a problem, they know someone at school they can talk to for support. 96.9% of students stated that overall, they feel satisfied with their school. MEANING Areas of strength are that the survey results indicate that, CPCS-LA has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing the number of K-8 students who participate in the survey. USE CPCS will continue to maintain and grow school initiatives that support student safety and school connectedness. In the 21-22 school year, CPCS will roll out a newly adopted social emotional curriculum through Edgenuity that teachers, counselors, administrators, and parents can use to support student engagement and feelings of safety and connectedness.|2021-08-10|||2021 19753090135145|Compass Charter Schools of Los Angeles|6|This survey assesses in more depth issues of academic quality, respectful relationships, the relevance of virtual classroom lessons, scholar learning motivation, and virtual classroom involvement. In comparison to previous years, 89% of families agree that Compass Charter Schools is committed to the success of each scholar. Families were also asked if they agree that teachers are responsive to scholar needs, and 91% agreed. There was also an overall positive program satisfaction rating from 89% of our families. As a response to the survey results, the LEA continues to solicit stakeholder feedback throughout the year and makes improvements to programs and school-wide initiatives for continuous improvement purposes.|2021-06-27|||2021 19753090136648|Options for Youth-Acton|6|The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center in April 2021 encompasses thirteen different dimensions that measure a variety of topics: safety, teaching and learning, interpersonal relationships, institutional environment, and social media. The results indicate that 75.82% of students from the targeted grade levels (7th, 8th and 10th) participated in the survey. 98.17% of school personnel participated in the survey and 31.80% of parents participated in the survey. Overall, students, families, and school personnel scores are indicative of positive perceptions of the school. Parent median scores for Safety Rules and Norms and School Connectedness averaged at a 4. Student median scores for Safety Rules and School Norms, School Connectedness and Virtual Learning Environment were a 4 on a 5 point scale. School Personnel average score for Safety Rules and Norms was a 4.75 and the average School Connectedness was a 4.5. Findings show consistent positive perceptions across stakeholders and subgroups. According to student responses, leadership and professional relationships are areas of strength for our school. The student median score for respect for diversity was a 4. This is indicative of the quality of social relationships among adults and students and school leaders communicating a clear vision, being readily available, and involving stakeholders in key decision-making. Moreover, school staff identified professional development, respect for diversity, social support among adults, and leadership as areas of strength. School personnel scored leadership, professional relationships, and School Connectedness as approximately 4.5 on average. Students identified social and civic learning as an area of focus. This supports a need to incorporate more opportunities for students to engage in self-monitoring and reflection and teaching and learning should incorporate more social-emotional and ethical practices. Student responses to the school climate survey also pointed to social media as an area of focus. Students and teachers both identified social support among students as an area of need. Student median scores for social support among students ranged from 3.0 to 4.0 on a 5 point scale and teacher median scores for social support among students averaged around 4. School Personnel also rated Social Support among students as a 4 on average. Social support among students pertains to the quality of social support among students or their peers. The distance learning platform that the school was in for the last year due to the COVID-19 pandemic could have impacted students being able to develop a network of support among their peers. The LEA will continue to offer opportunities for students to engage with one another in order to develop student to student relationships that will sustain students academically and socially.|2021-06-17|||2021 19753090137703|Method Schools, LA|6|In Method Schools 2020-21 spring survey, 92% of parents state that Method Schools meets their expectations with 74% of parents stating the school exceeds or far exceeds their expectations. 95% of parents feel they receive clear communication from the school. Overwhelmingly, parents feel Method schools is a supportive community, 81% know of the different community events that are offered and 71% regularly look at the Method events for opportunities to engage within the community. Students also rate the overall support and guidance high with 97% of students stating that the school meets their expectation and 72% saying Method exceeds or far exceeds their expectations. 94% of students state communication from Method is clear. Finally, students feel Method provides a supportive online community. 77% of students know of the different community events that Method offers. 71% of Method parents and 65% of Method students are satisfied with the school's efforts to address social and emotional wellness. Focus groups held in Spring 2021 noted that families appreciate the flexibility that Method's educational program provides and are looking forward to more in-person opportunities including field trips and instructional events hosted by teachers called "Teach Squad". Further, families felt community service and making group homeroom classes more meaningful and focused on social and study skills. From the above data, Method recognizes the need to expand student wraparound services available to its families. In response, Method has developed several new initiatives to address identified needs including: a structured year-long homeroom curriculum that includes Social Emotional Learning, wellness check-ins, community building, and student goal setting; the creation of HOPE Squad, a student-led suicide prevention program, the return to in-person events and activities as well as school-wide virtual assemblies that feature guest speakers, presentation of awards and student recognitions. Method has added focus to the development of wrap around services to enrich the student experience at Method Schools.|2021-06-08|||2021 19753090137786|Mission Academy|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 93% of the students reported that they felt safe at school * 77% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The school survey results showed that 98% of them felt safe, and 95% felt connected to the school. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be align with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-14|||2021 19753410000000|Redondo Beach Unified|6|On an annual basis, the RBUSD administers the California Healthy Kids Survey (CHKS) to all students in grades 5, 6, 7, 9, and 11 each spring. The District either maintained or recorded an increase in students reporting a sense of safety and connectedness as measured by the CHKS. Our data shows that transition programs such Where Everybody Belongs (WEB) and Link Crew supports student success when they transition to middle and high school. In partnership with Beach Cities Health District (BCHD), South Bay Families Connected (SBFC), South Bay Children’s Health Center, and Clear Recovery, RBUSD has a wealth of services and resources to meet the social-emotional needs of our students. In collaboration with the Redondo Beach Police Department (RBPD) and the Redondo Beach Fire Department (RBFD), schools conduct fire, earthquake, lock down, and shelter in place drills to prepare students, staff, and parents for an actual emergency. In addition, RBUSD’s middle and high schools have an on-site RBPD School Resource Officer, and additional RBPD officers visit campuses on a regular basis. Further, the results of the CKHS, CSPS, and Panorama Education surveys are used by various school site and district committees to evaluate student connectedness, program effectiveness, and to share best practices across RBUSD schools. The District continues to find the following successes further defining the District's school climate: the District maintains a high level of student average daily attendance (ADA) at 96%; increasing high school graduation rate as seen in the CA School Dashboard; increase in student safety and student connectedness to school as measured by the CHKS and Panorama Education; improved student attendance tracking practices to increase ability of school sites to provide student attendance interventions; further development of Multi-Tiered Systems of Support (MTSS) within District schools; and continued administration of the Cal-SCHLS surveys (CHKS, California School Parent Survey, California School Staff Survey) to receive actionable data to support student, parent, and staff services.|2021-10-12|||2021 19756636120158|New West Charter (SBE)|6|Our New West student survey results indicate that 95% of students feel safe at school and 95% of students feel included. Students’ main concerns are around returning to campus and ensuring we provide a safe environment for them to return. They also want to ensure adequate support to recover from any learning loss or credits lost during the pandemic. Some students feel that the lack of social interaction they have had during the pandemic has negatively impacted their social skills and connection with peers. New West has invested in personal protective equipment, cleaning and sanitizing materials, and the creation of strong health and safety protocols to ensure our students can safely return for in-person instruction. To address our students’ social emotional learning needs, we adopted a new Social Emotional Learning curriculum this year—One Love. This has been implemented through middle and high school Advisory classes. Advisory class also features relational activities for students to connect with their peers, as well as team building activities and mental health check ins. We have held school events and activities such as welcome back themed days, new student events, senior events, games, and spirit days/weeks. NWC+ has recently started its own Culture Club, where a small group of students meet weekly to discuss ways to bring the NWC+ community together through fun activities. The Culture Club regularly hosts "Fun Fridays" at lunch on Fridays. Students can expect a new game each week to play over Zoom and win prizes mailed to their homes. Sometimes led by teachers or students, Fun Fridays are a way for us to have fun with one another and build better connections with one another. The Culture Club has also started its own student-produced Instagram accounts that features daily polls, Senior Spotlights, school, local, and national news, and other engaging content meant to increase student connectedness. We have added three new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a new lunch time program, The Nest, where counselors host groups three times each week. These group sessions have been extremely popular. We are also utilizing resources from the National Alliance on Mental Illness (NAMI), which provides educational and support resources. The NAMI presentations for families and students have been very well-received. Diversity Equity and Inclusion -Students now have a permanent safe place to bring any occurrences of or concerns about any forms of racism or biases; - Surveys will be conducted to gain a further qualitative and quantitative understanding of how race is experienced on our campus and how experiences have shaped the school's current social climate and impacted student experiences; -hosts “Tap In” so that students have an opportunity to express their thoughts and ideas on race in other controversial topics in a safe environment.|2021-06-15|||2021 19757130000000|Alhambra Unified|6|California School Climate, Health and Learning Surveys (CalSCHLS) survey administration closed on May 31, 2021 after which time West Ed processed our survey results and disaggregated the data. CalSCHLS data will be used by the District to develop and update the LCAP, and for county-level reporting for the TUPE program, Schools will also review the school climate data to update and develop school site plans, PBIS matrices, and WASC. In addition, CalSCHLS data was presented to the Board of Education in July, 2021. Approximately 3,642 students, a 55% participation rate, completed the 2020-21 CHKS survey. Approximately 1,125 parents, a participation rate of 12%, completed the 2020-21 CSPS survey. And, approximately 962 staff, a participation rate of 62%, completed the 2020-21 CSSS survey. Of students surveyed in grades 5, 6, 7, 9, and 11, students reported: strong academic motivation (58% - 79%); strong school connectedness (57% - 68%); and, reports of cyberbullying ranging from 13% - 19%. Students who considered having suicidal thoughts in the past 12 months ranged from 7%-12%. Students reported electronic cigarette/vaping usage 1 or more days in the last month, ranged from 0%-2%. Students reported alcohol or drug use in the past month: ranged from 0.5% - 6%. The percentage of students who reported “very much true” in regards to experiencing social emotional distress ranged from 20% of students in grade 6 reporting feeling emotional distress and this percentage incrementally rose by grade level to a high of 32% for 11th grade students. The District’s LGBTQ+ students reported social emotional distress at twice the rate of their heterosexual peers. This is an area of concern for the District and it will address this area by increasing staff awareness / training and rolling out new procedures to support students at school sites. Staff survey findings indicate concerns about bullying, fairness/rule clarity, student safety as it pertains to harassment, depression, and vape use. 22% of staff were concerned about bullying, 13% of staff indicated concern about harassment, and 25% were concerned about student depression. The survey reflected positive ratings toward COVID safety, collegiality, and caring relationships at the work site. 41% believe that there is adequate counseling support for students. Parent survey results indicate concerns about the safety of their children’s socialization, motivation, inadequate exercise, and children falling behind academically. Parents rated the District high in the area of the school encouraging them to be an active partner, communication from school to home during the pandemic, virtual peer interactions, and overall satisfaction with the distance learning.|2021-06-29|The overall California Healthy Kids Survey (CHKS) participation rate of students was low for the 2020-2021 school year. The Districts goal was to have 80% of the target grade levels participate, however only 55% completed the survey. The overall California School Parent Survey (CSPS) participation rate was low at 12%. The overall California Staff School Survey (CSSS) participation rate was our highest at 62%. In the 2021-22 school year the Districts LCAP goal is to obtain 80% survey participation with the three identified stakeholder groups. In the 2021-22 school year the District sent out the consent forms to parents at the start of the school year and messaged to parents and staff the importance of completing the climate surveys. The survey will be administered in early 2022, rather than late spring 2022. To address social emotional needs identified by staff, students, and parents, the district has increased its school based mental health staff.||2021 19768690000000|Wiseburn Unified|6|The Wiseburn Unified School District administers an annual survey to grade 5 and 7 students and reports the results to its local governing board. Survey outcomes appear to show strength in students' feelings of connectivity to their school and show that ongoing efforts related to positive school culture are having a great effect districtwide. Areas for growth continue to be students' sense of purpose or voice at their schools and students' limited knowledge of available social-emotional supports. These are challenges to be addressed in the 2021-2022 school year. Results below highlight key outcomes from the California Healthy Kids Survey (CHKS) administered to grade 5 and 7 students in 2019-2020. Connectedness 74% of grade 7 students marked high or moderate on the question “I do things that make a difference." 86% of grade 5 and 65% of grade 7 students marked high or moderate on the question “I have a say in how things work." 78% of grade 5 students marked Yes, most of the time or Yes, all of the time on the area of the school providing Social-Emotional learning supports. 93% of grade 5 and 81% of grade 7 students marked high or moderate in the area of Academic Motivation. School Safety 87% of grade 5 and 82% of grade 7 students marked high or moderate on the question about feeling safe at school.|2021-09-22|WUSD students TK-8 will participate in weekly social-emotional learning lessons utilizing the evidence-based curriculum: Second Step. Areas of emphasis are focused on CASEL’s six social-emotional competencies: self-management, self-awareness, responsible decision-making, relationship skills, and social awareness. Teachers and administrators, K-8, will also participate in the Second Step emotional support for adult-focused curriculum, where they will engage in self-exploration and collaboration to build trust among staff and between students, stress management for themselves and students, the advancing of equity, and developing efficacy. Monthly initiatives and activities will be promoted in all grade levels to support diversity, inclusion, and equitable practices.||2021 19768690119016|Da Vinci Science|6|The number of students reporting that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent) was lower than expected at 73% in Spring 2019. Good, very good, and excellent ratings on how well Da Vinci Science created an environment of high integrity, respect, and trust also declined to 71% in Spring 2019. A newly developed Fall 2020 student survey asked a new series of questions on diversity & inclusion. DV Science students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Nearly all Da Vinci Science students consistently report feeling physically safe on campus, with over 98% of students reporting feeling safe at school in Spring 2019 as well as in the two years prior. A new question about feeling emotionally safe on campus was also added in Spring 2019, with 89% of students reporting feeling emotionally safe as well.|2021-06-23|||2021 19768690119636|Da Vinci Design|6|School culture survey indicators at Da Vinci Design remain strong with positive survey responses in all areas in Spring 2021. Approximately 90% of Da Vinci Design students have consistently reported for the last five years that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent). Good, very good, and excellent ratings on how well Da Vinci Design created an environment of high integrity, respect, and trust were also very high at 88% in Spring 2021. A newly developed Fall 2020 student survey asked a new series of questions on diversity & inclusion. DV Design students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Nearly all Da Vinci Design students consistently report feeling safe on campus, with 97% of students reporting feeling safe at school in Spring 2021, a rate consistent with previous years.|2021-06-23|||2021 19768690128728|Da Vinci Connect|6|School culture survey indicators at Da Vinci Connect remain strong with positive survey responses in all areas above 90%. Da Vinci Connect students consistently report that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent) with a 98% rating in Spring 2019 and at ratings slightly higher than in the three previous years. Good, very good, and excellent ratings on how well DV Connect created an environment of high integrity, respect, and trust has also remained consistently high at above 90% for the last three years, with a 92% rating in Spring 2019. A newly developed Fall 2020 student survey asked a new series of questions on diversity & inclusion. DV Connect students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Da Vinci Connect students also consistently report feeling safe on campus, with 97% of students reporting feeling safe at school in Fall 2020.|2021-06-23|||2021 19768690131128|Da Vinci Communications|6|School culture survey indicators at Da Vinci Communications remain strong with positive survey responses in all areas in Spring 2021. 97% of Da Vinci Communications students consistently report that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent), a rate consistent with previous years responses. Good, very good, and excellent ratings on how well Da Vinci Communications created an environment of high integrity, respect, and trust were also outstanding at 95%. A newly developed Fall 2020 student survey asked a new series of questions on diversity & inclusion. DV Communications students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Nearly all Da Vinci Communications students consistently report feeling safe on campus, with 95% of students reporting feeling safe at school in Spring 2021.|2021-06-23|||2021 20102070000000|Madera County Superintendent of Schools|6|The current school population is 84% male, 16% female, 68% Hispanic and 32% White. From the students surveyed, 91% reported feeling safe at school or they do not feel unsafe. In addition, 76% of students agreed or definitely agreed to being treated fairly by teachers or adults, and 86% felt they had clear behavioral expectations. Overall, 81% of students surveyed reported received needed support from teachers. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies, since 52% of students surveyed stated they were not planning to attend college or a vocational/trade school after high school, but 71% of students expressed wanting to participate in a welding course and 57% an interest in a construction course. Areas of student need include substance and alcohol abuse counseling; gang intervention training; stopping acts of violence and criminal activity; decreasing truancy from school; and social emotional wellness education. Academic counselors have worked diligently to screen students to determine if they meet California state high school requirements, since many students have not made adequate progress toward graduation, as incarceration has affected the credits earned at their home schools. The LEA will continue to collaborate with outside agencies and utilize appropriate staff to address areas of need. In addition, the lack of parent involvement and participation is comparable to the perception students have of their parents’ lack of concern for their schooling. The LEA will continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement.|2021-06-08|||2021 20102070117184|Madera County Independent Academy|6|The LEA administered a school climate survey. The survey captured a valid measure of student perception of school safety and connectedness. The current school population is 56% males and 44% female, 31% in K – 3, 31% in 4 – 6, and 38% of students are in grades 7 and 8. Of the student’s surveyed, 74% percent reported feeling safe at MCIA, while 85% of surveyed parents shared that their child was safe on campus. In addition, 94% of students reported that staff create a trusting and respectful relationships. 93% of students reported being happy at MCIA, yet only 70% feel like they are part of the school. Survey data indicated that only 77% of students felt that their parents participate in school events. Specific items of particular relevance to school safety and connectedness include factors outside of the school setting which include emotional needs, substance and alcohol abuse, gang involvement, transportation and challenging family environments. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse; gang involvement; participation in acts of violence and criminal activity; truancy from school; socialization; and emotional wellness concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need. This year, MCIA collaborated more with Madera County Department of Public Heath to provide information and resources to all staff to be able to support the social-emotional and behavioral needs of all students. The LEA plans to continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement.|2021-06-08|||2021 20102072030229|Pioneer Technical Center|6|The LEA administered a school climate survey in the Spring of 2021. The survey captured a valid measure of parent and student perception of school safety and connectedness. 80% of parents strongly agree/agree PTC has created a welcoming environment for all families 80% of parents strongly agree/agree the staff at PTC builds trusting and respectful relationships 86% of parents strongly agree/agree the school promotes academic success for all students 80% of parents strongly agree/agree their child feels safe at school. 86.7% of parents strongly agree/agree the school is clean and well-maintained. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse; gang involvement; participation in acts of violence and criminal activity; truancy from school; socialization; and emotional wellness concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need. This year, PTC collaborated more with Madera County Department of Public Heath to provide information and resources to all staff to be able to support the social-emotional and behavioral needs of all students. The LEA plans to continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement.|2021-06-08|||2021 20651770000000|Alview-Dairyland Union Elementary|6|The district gleaned input from teachers on students' perceptions of how the school is meeting their academic needs, connectedness, safety, cleanliness, caring staff, and motivation to learn. In addition, the district administered a school climate survey for parents in May of 2020. The results of the survey and teacher input indicate that students feel strongly that their academic needs are being met in all subject areas. Reading, Language Arts, and Spelling had an 98% favorable rating. Math had a 99% favorable rating. Science and STEM had a 96% favorable rating. 99% of parents indicated they are well-informed of academic progress, school rules and policies. 98% of students feel welcome and 96% feel safe at school. 96% of parents provided a positive response to questions about school cleanliness and maintenance. Based on the favorable responses from parents on the school survey and teacher input from students, the district will continue with its current practices.|2021-06-08|||2021 20651850000000|Bass Lake Joint Union Elementary|6|The data the LEA collected for school climate was taken from the California Healthy Kids Survey. The LEA surveyed 5th graders and 7th graders. Of the 5th graders who were given the survey, 50% responded. The strengths revealed from the 5th-grade survey: 1. 82% of students felt that teachers and other grown-ups at their school care about them. 2. 89% of students stated that all of the time or most of the time, teachers treat all students fairly. 3. 91% of students had a strong belief in themselves. 4. When asked if students felt safe at school, 90% of females replied with yes, most/all of the time, and 83% of males responded with most/all of the time. 5. 100% of students surveyed think smoking cigarettes is bad for their health. 6. When asked if their parents were involved in their schooling, 82% responded yes, all of the time. 7. 90% of students responded that their school has high expectations of them. The growth area revealed from the 5th-grade survey that the LEA wants to focus on: 72% of 5th grade students reported that they feel connected to their school "Yes, most of the time" or "Yes, all of the time. After the COVID-19 pandemic and distance learning the LEA is making tremendous efforts to improve this percentage by implementing programs that will help students to reconnect to their school, peers, teachers, and administrators. Of the 7th graders who were given the survey, 79% responded. The strengths revealed from the 7th-grade survey: 1.87% of students reported that they have been threatened with harm or injury 0% of the time. 2.82% reported that at their school there is a teacher or some other adult who tells them they did a good job. 3.83% of students reported that the adults at their school have high expectations for them and their peers. The growth area revealed from the 7th-grade survey that the LEA wants to focus on: 69% of 7th grade students reported that they feel connected to their school "Yes, most of the time" or "Yes, all of the time. The focus in this area is for the same reasons stated above when referencing the survey of the LEA’s 5th graders.|2021-10-13|||2021 20651930000000|Chowchilla Elementary|6|Students were surveyed and answered 56 questions on topics ranging from school cleanliness and safety to feeling connected with other students and adults on campus. 110 K-5th Grade Responses (55%) 90 6th – 8th Responses (45%) Key Learnings: 88% of the students feel the length of the school day is about right 88% feel the school is kept clean 95% of students said they feel safe at school 94% like their school 94% feel their school has clear rules and consequences for behavior 90% said there are opportunities for students to talk with an adult one-on-one if they want to 94% of students say their teachers encourage them to share their ideas in class 90% of students said that the work they are assigned helped them learn 94% of students said teachers make time to help them improve if they do poorly on an assignment 94% of students said adults on their campus treat all students with respect 92% said they feel like they belong at their school 55% said harassment, intimidation, and bullying other students are a problem at their school 12% said they have stayed home at least once because they felt unsafe at school 98% said their family wants them to do well in school 88% eat breakfast at school at least some of the time 85% eat school lunch at least some of the time Meaning and Use of Data: Nearly all students report feeling cared for by teachers and other school staff. Continuing to build relationships with our students and their families will continue to be an area of focus. While nearly all students said they feel safe at school (95%), 55% of students indicated that they feel harassment, intimidation, and bullying are problems on their campus. CESD has implemented multiple programs, including peer mediation and social skills groups to help equip students with the skills to solve problems, communicate effectively with one another, and treat each other with kindness. CESD has also implemented character building programs and has begun providing students incentives, including field trips and activity days, to encourage good behavior. CESD has employed additional staff to support counseling efforts aimed at self-care and building positive relationships. Each site in CESD has its own counselor/psychologist on-site. Mindfulness training has taken place for all staff and staff are embedding Mindfulness strategies throughout the day in an effort to help students counteract stress and build in strategies for re-centering. Staff, students, and parents have expressed appreciation for the support of the Mindfulness strategies. Growth in student ELA and Math proficiency is evident through work samples. Students feel the work they are assigned is meaningful and helps them improve. They also report that teachers make time outside of class to help them improve their skills. There is a focus of improving each student’s ability to problem solve and communicate effectively as these are seen as essential life skills.|2021-10-11|||2021 20652010000000|Chowchilla Union High|6|The LEA utilized a locally created student survey in 2020-2021. The survey collected responses from 213 students, 199 from Chowchilla Union High School and 14 from Gateway High School. The responses were equally spread across the 9th through 12th grade levels. A majority of students (46%) plan to attend a four-year university, followed by 33.5% of respondents indicating that they plan to enroll at a community college. Moreover, 6.5% of students plan to attend a trade school, 5.6% plan to join the workforce, 7.9% plan to join the military, while 14.4% have other plans in mind. A combined 54% of student agree or strongly agree that the schools are effective in providing quality, standards-aligned instruction. A majority of students (60.1%) believe that teachers provide high quality instruction. Most students indicated that they know how to access academic support opportunities (67%). Students also believed that the LEA is effective in creating a safe, professional learning environment (64.5%). Most students (77.6%) also believe the school emphasizes the importance of attendance and that their school campuses are in good repair and well-maintained (55.8%). 54.5% of students indicated they felt safe at school and an overwhelming majority of students believe they are treated respectfully by school staff (73%). The data shows that a majority of respondents have positive perceptions of the LEA and the services they are receiving. However, the small sample size of 213 students only reflects the opinions of less than a quarter of the student population in the LEA. The survey also doesn't provide the ability to disaggregate data outside of school of attendance and grade level. Although the majority of respondents had positive opinions about the LEA, a larger sample size would provide more data that is more reflective of the overall student population. Moreover, many of the questions reflected about 10% of students who believed or strongly believed the services the LEA provided were not meeting their needs or expectations. It would be interesting to see what their suggestions are for specific instructional, social, or environmental programmatic components. The Likert scale survey used does not allow for this depth of data analysis. As the LEA plans for 21-22 and future school years, revisions will be made to surveys used with all stakeholder groups. Moreover, the LEA has established a variety of programs and supports to meet the social, emotional, and academic needs of students based on local and state data. For example, a school psychologist intern is now available to support students. A learning director was hired to oversee the PLC process at CUHS and guide data analysis that will guide instructional practices campus-wide. Students continue to receive technological support through the district's IT department and continue to have access to Chromebooks and Wifi hotspots (as needed).|2021-10-04|||2021 20652430000000|Madera Unified|6|Since 2016, Madera Unified School District has partnered with Panorama Education to gather feedback from students and families regarding their perceptions of school climate. The Panorama survey was not given in the 2019-20 school year due school closure as a result of the COVID-19 pandemic. Panorama survey results from the 2018/19 school year were compared to 2020/21 for measuring improved school climate. The survey was administered to 3,118 students in grades 3 through 5, 7,495 students in grades 6 through 12, and 1,760 family members in Spring 2021. Spring 2021 Panorama survey results indicated that 25 of 27 schools (93%) showed an improvement in school climate between Spring 2019 and Spring 2021. The overall district percentage of positive student responses on items related to school climate improved 14% from 57% to 71% in grades 3-5 and 17% from 38% to 55% in grades 6-12 between Spring 2019 and Spring 2021. Madera Unified is a recipient of the US Department of Education School Climate Transformation Grant (SCTG-2019), which began grant activities to expand district level support for Positive Behavior Interventions and Supports. With intentional focus and technical assistance, our district saw intentional focus and practice of PBIS rise to 88%, with 26 of 27 schools (96% of schools) achieving 70% tier 1 implementation or higher. Our sites began the 2020/21 shifting their behavior instruction and expectations to a virtual setting, and we believe these effort schoolwide efforts lead to our increase of positive school climate perceptions. An additional survey we administered in 2020/21 was focused on the well-being of our district employees 1,475 of our 2,200 staff completed the survey with 60% reporting positive perceptions of their own professional well-being. Of particular note, we learned that 98% of our faculty reported their job matters quite a bit or a tremendous amount to them. Conversely, 69% reported a high frequency of feeling overwhelmed and 42% felt constant stress. As a result, our district secured grant funding from the Cowell Foundation to develop adult self care courses. The Madera Unified executive cabinet and board of education approved in the LCAP incentives for employees to complete self care courses. We have implemented 3 adult self-pace classes: Self-Care Planning, Nutrition and Mindfulness Practices. Each course is 8-10 modules, requiring about 6-8 hours of completion. Staff who participate in these wellbeing courses will receive a monthly incentive upon successful completion of courses.|2021-10-12|||2021 20652430100016|Sherman Thomas Charter|6|Results from our Stakeholder Survey state that the parents-overall parent satisfaction rate is 86.8%, up from 83.2% Parents stated we have good communication between the parents and teachers. Parents feel they are acknowledged and respected and feel like they have a voice in their child's education. Parents stated their students are encouraged to engage in challenging courses, are respected, and promote academic success. Parents feel their child is safe at school and the teachers/adults care and go out of their way for their students. Some concerns were not enough co-curricular activities for students in all grades and different talents, gifts, or special needs. Parents also encouraged us to open the school as soon as possible for their students. Teachers/School Staff/Administrators-School staff has provided feedback this year to help with the reopening of the school, planning of the yearly calendar, curriculum, and various decisions. Students were also surveyed, and the Students have let us know what has worked best for them this year in the digital world of learning. They let us know they wanted/needed to return to school.|2021-04-27|||2021 20652430107938|Ezequiel Tafoya Alvarado Academy|6|Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include providing Social Emotional Learning opportunities and mental health support to support the well-being of our students and remove additional barriers to learning and engagement. We have added extensive training in Positive Behavior Intervention Supports (PBIS). We also provide student activities such as sports and enrichment opportunities which foster belonging, develop the whole child, and promote attendance and investment. We provide specific supports for our Foster Youth and Homeless students through our Liaison and our SST process. Mental Health/Social emotional learning action adds staffing and resources to create and implement a comprehensive program in Social Emotional Learning and mental health supports to ensure that our low-income students, English learners, and foster youth are supported not just academically but holistically, and that mental health support is available to them as needed. The Positive Behavioral Intervention and Support action provides additional support to our low-income students, English learners, and foster youth by ensuring a positive school climate with clear expectations and rewards for meeting the expectations. The student activities action brings additional opportunities to our low-income students, English learners, and foster youth by adding opportunities for learning beyond the core curriculum and in the community. The attendance initiatives action provides additional support to our low-income students, English learners, and foster youth by monitoring attendance and intervening quickly to provide support before a child becomes chronically absent. The student supports provide additional supports to our Homeless and Foster Youth by providing a Liaison to support their specific needs and our low-income students, English learners, and foster youth all benefit from the additional supports provided through our SST process.|2021-06-17|||2021 20652430118950|Sherman Thomas Charter High|6|This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. In our current Local Control and Accountability Plan (LCAP), Goal #2 of our plan states, "STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment." There are numerous actions in place to meet this goal. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span.|2021-04-27|||2021 20652430134510|Sherman Thomas STEM Academy|6|Student Survey Data Collected in March 2021: I feel safe in my Zoom classes. I feel like my teacher has control of our Zoom meetings - 84% agree/strongly agree I feel like I am part of my school - 69% agree/strongly agree and 11% disagree (the rest were neutral) Teachers at this school want students to succeed in their classes - 97% agree/strongly agree Teachers at this school care about their students - 99% agree/strongly agree The principal at this school cares about the students - 98% agree/strongly agree I am happy to be at this school - 86% agree/strongly agree Our teachers and administration care very much about the students and work hard to create a school where kids feel safe and are encouraged and challenged. Based on these results, we are pleased that it was conveyed effectively to the students, with so many feeling that those teaching and leading them care about them and believe in them. The part of this data that we found the saddest is the sense of belonging at the school. For our first three years this number was always very high (always over 95%) and this year only 69% agreed or strongly agreed with that statement. We attribute this to the fact that as of the time of this survey (March 2021) over 1/3 of our students had never actually had a day on campus. As a secondary school, we were not allowed to open for in person instruction while our county was in the purple and our county was the only one in all of California that spent the entire school year, until the rules for reopening changed, in the purple. Therefore, we did not start in person instruction until April. I'm actually happy that we did have close to 70% who felt they belonged, again, considering that so many had never even stepped foot on campus for instruction. When we did return to campus we were sure to have several activities lined up to help students get to know each other and create a culture of team building. We did see a visible change in several students when we returned and they felt like they finally were truly a part of the Academy. As we made plans for our fall opening (August 2021) we were mindful of the fact that only 17 of our 75 students had actually been on our campus for a "typical" August and so our first few weeks we focused on even more school culture and team building than we typically do and have seen positive results.|2021-04-27|At the beginning of each school year we do something that we call "Raven Boot Camp." We spend that time keeping the entire school together and discussing "what it means to be a Raven." Through that, we work on some remedial skills, rules, and have several activities where students are grouped (which we do before school starts) in a way that allows them to meet everyone - quickly assimilating students. Right out of the gate, we are intentional on creating our "Raven Culture" - the pillars of which are hard work, unity, and support for one another. We celebrate successes. We talk to the students about how they are co-workers and you have to be able to respect and work with your co-workers. I believe this intentional work on culture, that we dedicate so much time to at the beginning of the year, and develop through conversations throughout the year, is the biggest key to a successful school climate.||2021 20652760000000|Raymond-Knowles Union Elementary|6|56.3% of students felt safe and connected at school. ( Raymond administration and teachers would like to see a higher number of students feeling safe and connected to school. It is highly probably that these numbers are effected by our Covid 19 pandemic, but we still feel an obligation to take measures to increase the feelings of safety and connectedness. To increase the connectedness and safety of students we have taken many measures, including increasing parent and Community Engagement. In the LCAP dedicated $5,300.00 to outdoor events that engage the community and make them more comfortable at school. Also, we increased home contact using multiple forms of communication such as Connect Ed, use of Peach Jar digital flyers, the school Facebook page and frequent updating of the school website. The district has also made a pledge to focus on the social and emotional needs of students more than ever before. The LCAP's dedicates $17,000 to counseling service on campus 2 days a week, and student/family access to the Public Works program that allows for anonymous bully reporting. Also, Parent workshops will be offered to show parents how to help their student academically at home, giving students a greater chance of success and the parent a closer connection to the school. In Action item 7 of the LCAP school safety and an increased welcoming climate will be addressed by dedicating 114,414.00 to hiring a part-time custodian to keep the environment clean and presentable and to hire outside companies to take care of deferred building and classroom maintenance. We also plan to use this money to resurface the blacktop in the student play area and purchase a shade cover for the outdoor lunch tables and a new play structure for K-3. Each of these plans will serve to help students feel more connected to their school, to improve the school climate of the school and to improve community and parent involvement with the school.|2021-10-14|||2021 20755800000000|Golden Valley Unified|6|Golden Valley Unified School District surveys all students in grades 4 through 12 every year. The survey is a local survey created several years ago to provide feedback when the funding for the CA Healthy Kids Survey was no longer available. Key findings: Only 68% of students like coming to school. 80% of students felt safe. These statistics have declined slightly this year. Another statistic that continues to be of concern - only 60% of students feel that students treat each other with respect. GVUSD will ramp up its focus on character development, and building a positive culture at all school sites. The climate data is included in goal 3 of our LCAP.|2021-06-08|||2021 20764140000000|Yosemite Unified|6|The LEA administered a school climate survey In February of 2021 to all students in 5th, 7th, and 9th grade. The survey was voluntary, and 111 students participated overall. The District believes that the survey captured a valid measure of student perception of school safety and connectedness. Forty-four percent of respondents reported being female and 50% reported being male. Twenty-three percent of respondents reported as attending Yosemite High School, 56% reported as attending Rivergold Elementary School, 20% reported attending Coarsegold Elementary School, and approximately one percent reported attending Educational Options programs. Twenty-eight percent reported being in the 5th grade, 47% reported being in the 7th grade, and 25% reported being in the 9th grade. The following questions were rated on a Likert scale ranging from one (Strongly Disagree) to five (Strongly Agree), and the percentage of students who rated a question as either a four or a five is presented. 1. When I am at school or engaged in distance learning I feel safe: 65% 2. I feel like I fit in at school and/or during distance learning: 44% 3. When I am at school or engaged in distance learning, I feel there are expectations for student behavior: 76% 4. When I am at school or engaged in distance learning, I feel like my teachers care about me: 69% 5. I feel that my teachers listen to my ideas: 56% 6. I feel that the principal cares about me: 69% 7. My teachers believe I can learn: 85% 8. When I am at school or engaged in distance learning the work I do in class makes me think: 69% 9. When I am at school or engaged in distance learning, I feel like students are treated fairly by teachers: 69% 10. When I am at school or engaged in distance learning, I feel like students are treated fairly by the principal: 75% 11. I feel like students, at my school or during distance learning, treat me with respect: 63% 12. When I am at school or engaged in distance learning, I feel like I have friends: 59% Analysis of the data indicate that students may continue to benefit from YUSD’s Multi-Tiered Systems of Support, which include Intervention Specialists at each site to support students with academic and social, emotional, and behavioral needs and professional development related to social-emotional learning. Data also indicate the district may want to investigate research-based school-wide bullying or harassment prevention programs. Data will be disaggregated by site and shared with site teams to drive educational planning; data will be reviewed annually to check for progress.|2021-06-21|||2021 20764142030237|Glacier High School Charter|6|The following info contains results of our Student Survey from March 2021. The feedback contributed to our LCAP goals & actions for the 2021-22 SY. 48 GHSC 9-12 students responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 54% Excellent; 31% Above Average; 15% Satisfactory. The school works with my parent/guardian to help me do my best in school. 54% Excellent; 38% Above Average; 8% Satisfactory. My school is clean and in good condition. 75% Excellent; 23% Above Average; 2% Satisfactory. I feel safe when on campus with the COVID safety measures that have been implemented. 88% YES; 13% NO. How emotionally safe do you feel with staff and students at our school? 44% Excellent; 27% Above Average; 27% Satisfactory; 2% Poor. My school provides textbooks and other learning materials to meet my educational needs. 71% Excellent; 17% Above Average; 13% Satisfactory. I feel my Advising Teacher/s take the time to discuss my grades, academic progress & success, or areas for improvement with me and my parents. 56% Excellent; 23% Above Average; 21% Satisfactory. I feel welcomed, valued, and connected to others in my school community. 43% Excellent; 23% Above Average; 28% Satisfactory; 6% Poor. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 27% Almost all the time; 33% Often; 35% Sometimes; 4% Never. Did you participate in any of our distance learning/Zoom classes? 90% YES; 10% NO. My teacher(s) provided me with enough guidance and support to successfully complete my distance learning courses? 50% Excellent; 26% Above Average; 24% Satisfactory. How well did the school support your education-related technology needs? 48% Excellent; 37% Above Average; 15% Satisfactory. It is Glacier’s purpose that all students graduate completing the full A-G (college prep) course requirements. Are you on track to complete the full A-G course requirements for graduation? 74% YES; 2% NO. 24% “I don’t know” Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning? 24% Excellent; 46% Above Average; 28% Satisfactory; 2% Poor. Overall how would you rate your mental health? 31% Always good; 31% Usually good; 24% Sometimes poor; 13% Usually poor. Have you had any problems this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, or anxious? 44% YES; 56% NO What support/s have you used to help you this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, sad, or anxious? (mark all that apply): 68% marked Reached out to a friend; 42% Reached out to parent; 32% Didn’t ask for help; 21% stated Other; 16% Attended counseling; & 11% Reached out to their Advising Teacher or other staff .|2021-06-15|||2021 20764146110076|Mountain Home Charter (Alternative)|6|Mountain Home School’s 2021-22 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2021-22 LCAP address improving student guidance and instruction and improving student engagement within a positive school climate. The following information contains the results of our Student Survey from March 2021 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2021-22 school year. 32 MHSC students from the grade spans K-5 and 6-8 responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 59% Excellent; 25% Above Average; 13% Satisfactory; 3% Poor. The school works with my parent to help me do my best in school. 63% Excellent; 19% Above Average; 19% Satisfactory. My school is clean and in good condition. 59% Excellent; 34% Above Average; 6% Satisfactory. I feel safe when on campus with the COVID safety measures that have been implemented. 88% YES; 13% NO. How emotionally safe do you feel with staff and students at our school? 50% Excellent; 31% Above Average; 16% Satisfactory; 3% Poor. My school provides textbooks and other learning materials to meet my educational needs. 53% Excellent; 31% Above Average; 16% Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 44% Excellent; 38% Above Average;19% Satisfactory. I feel welcomed, valued, and connected to others in my school community. 50% Excellent; 31% Above Average; 13% Satisfactory; 6% Poor. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 28% Almost all the time; 22% Often; 47% Sometimes; 3% Never. Did you participate in any of our distance learning/Zoom classes? 88% YES; 13% NO. My teacher(s) provided me with enough guidance and support to successfully complete my distance learning/Zoom courses? 73% Excellent; 19% Above Average; 4% Satisfactory; 4% Poor. How well did the school support your education-related tech needs? 60% Excellent; 27% Above Average;10% Satisfactory; 3% Poor. Overall how would you rate your mental health? 44% Always good; 38% Usually good; 19% Sometimes poor. Have you had any problems this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, or anxious? 19% YES; 81% NO.|2021-06-15|||2021 21102150000000|Marin County Office of Education|6|Due to the pandemic, we did not administer the California Healthy Kids Survey last year. We did administer our own quantitative survey for students and dove deeper into a qualitative interview with some of the questions. Notable data from the survey results: The highest average answer on the survey was 4.3/5 on two questions “Do you feel included, seen, and heard as a person at MCS?” and “Do you feel like you have the support you need to meet your goals?” Students also gave high marks to feeling like they have an adult on campus they can talk to and they have access to materials and instruction they need for learning. In the qualitative interviews, students highlighted that they appreciate the relationships they have with staff, they feel like they get help when they need, and they REALLY like the teachers and classroom support staff. A growth goal identified in the data is better supporting students who are ready for more academic challenges. We are working with Kelvin to administer school climate surveys this fall and spring, and will also be administering the CHKS this year, so we will have more data with which to make decisions moving forward. As a result of the student surveys and interviews, as well as student participation in our WASC process and other, teacher-led collection of student input, we incorporated the following into our plans: More opportunities for extracurricular and after school activities. We have implemented a wider variety of electives that take place near the end of school, and we dedicated resources to hire an additional learning coach this year. More student-centered learning. Teachers have worked with students to guide the context for their projects based on what they want to learn. The whole process for student input into our plans is outlined in our LCAP and WASC reports, located on our website: www.marinschools.org/mcs|2021-10-12|Because we are such a small school, we can monitor students’ enrollment individually. Each student has an individual Road Map that outlines their progress toward graduation, the courses in which they are enrolled, and the next steps they need to take to get them to their goals. Students meet quarterly with an administrator (and parent if necessary), and select the courses they want and or need to get to graduation on time. We are a school that largely has to focus on credit recovery in the core subjects so that students can graduate on time with their classes. As such, most of our students are enrolled in core classes and “elective” courses organized around standards from core classes. For example, we have electives called Financial Literacy during which students learn math content, and Short Story, during which students learn English/Language arts content. Because we are small, we sometimes organize these extra classes to accommodate several content areas. For example, students in the Leadership class can focus on the history/social studies skills of research and argumentation which also cross over to English/Language Arts standards. We also have on-campus PE and art which students can take to fulfill graduation requirements, or if it is in their interest. Through our Learning Through Interest program, students are also connected with mentors and job shadowing opportunities that allow them to explore fields of interest and begin to make post-secondary plans.||2021 21102152130102|Phoenix Academy|6|Due to the pandemic, we did not administer the California Healthy Kids Survey last year. We did administer our own quantitative survey for students and dove deeper into a qualitative interview with some of the questions. Notable data from the survey results: The highest average answer on the survey was 4.3/5 on two questions “Do you feel included, seen, and heard as a person at MCS?” and “Do you feel like you have the support you need to meet your goals?” Students also gave high marks to feeling like they have an adult on campus they can talk to and they have access to materials and instruction they need for learning. In the qualitative interviews, students highlighted that they appreciate the relationships they have with staff, they feel like they get help when they need, and they REALLY like the teachers and classroom support staff. A growth goal identified in the data is better supporting students who are ready for more academic challenges. We are working with Kelvin to administer school climate surveys this fall and spring, and will also be administering the CHKS this year, so we will have more data with which to make decisions moving forward. As a result of the student surveys and interviews, as well as student participation in our WASC process and other, teacher-led collection of student input, we incorporated the following into our plans: More opportunities for extracurricular and after school activities. We have implemented a wider variety of electives that take place near the end of school, and we dedicated resources to hire an additional learning coach this year. More student-centered learning. Teachers have worked with students to guide the context for their projects based on what they want to learn. The whole process for student input into our plans is outlined in our LCAP and WASC reports, located on our website: www.marinschools.org/mcs|2021-10-12|Because we are such a small school, we can monitor students’ enrollment individually. Each student has an individual Road Map that outlines their progress toward graduation, the courses in which they are enrolled, and the next steps they need to take to get them to their goals. Students meet quarterly with an administrator (and parent if necessary), and select the courses they want and or need to get to graduation on time. We are a school that largely has to focus on credit recovery in the core subjects so that students can graduate on time with their classes. As such, most of our students are enrolled in core classes and “elective” courses organized around standards from core classes. For example, we have electives called Financial Literacy during which students learn math content, and Short Story, during which students learn English/Language arts content. Because we are small, we sometimes organize these extra classes to accommodate several content areas. For example, students in the Leadership class can focus on the history/social studies skills of research and argumentation which also cross over to English/Language Arts standards. We also have on-campus PE and art which students can take to fulfill graduation requirements, or if it is in their interest. Through our Learning Through Interest program, students are also connected with mentors and job shadowing opportunities that allow them to explore fields of interest and begin to make post-secondary plans.||2021 21653000000000|Bolinas-Stinson Union|6|Our survey consisted of a school climate survey. Results of the survey informed our LCAP specific to school climate and social emotional well being for our students. We will be working on our connectivity and inclusiveness with our families of students that are English learners. Expanding curricular offerings to include Spanish language instruction was also an area identified.|2021-10-12|||2021 21653180000000|Miller Creek Elementary|6|The state recommends that the LEA administer a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. The LEA administered the California Healthy Kids Survey during the 2020-21 year to grades 5 and 7. 2020-2021 was a difficult year given the COVID-19 pandemic. Students and staff experienced a number of significant transitions. Despite several efforts to remain connected, remote learning created conditions of isolation for students. Summary of Key Indicators from the CHKS: 80% of 5th grade students experience high school connectedness 87% of 5th grade students feel academically motivated 91% of 5th grade students feel safe at school 82% of 5th grade students experience a climate of anti-bullying 68% of 7th grade students experience high school connectedness 68% of 7th grade students feel academically motivated 74% of 7th grade students feel safe at school 34% of 7th grade students have experienced harassment or bullying Annually students in grades 6-8 take a wellness and safety survey. The school Wellness Team designs programs and services in response to the student survey. The state uses suspensions as a measure of school climate. The LEA encourages the use of restorative practices whenever possible. At the middle school, students are trained to be part of a suspension diversion program called Justice League. Justice Leagues helps students repair harm done to the community by designing an individualized program. The Justice League process includes the parent. The use of restorative or talking circles and No Bully solution teams are additional strategies used to repair relationships as part of a restorative practices program.|2021-10-12|||2021 21653340000000|Kentfield Elementary|6|KSD administered the YouthTruth survey and a Parent/Community survey that examined school climate. Below is a summary of data of information collected with a focus on responses related to belonging. Percent Positive Responses - Percent students answering with Agree or Strongly Agree on questions related to the following topics YouthTruth 3rd - 4th Grade June 2021 Engagement 91% Academic Challenge 51% Relationships 89% Culture 32% Instructional Methods 59% Belonging 76% YouthTruth 5th - 8th Grades June 2021 Engagement 55% Academic Challenge 60% Culture 45% Belonging and Peer Collaboration 65% Relationships 52% Question by Question Analysis - Percent Positive Responses - Percentage of Students Answering with Agree or Strongly Agree on Questions Related to the Following Topics Belonging Questions Bacich, 2021 Can you be yourself with other students? 70% Do you feel like a real part of your school community? 77% Are students friendly to you? 74% Belonging Questions Kent, 2021 I really feel like a part of my school community 57% I can usually be myself around other students 63% Most students are friendly to me 74% How often do you work with other students in your classes, even when your teacher doesn’t tell you to? 52% Bacich YouthTruth data demonstrates an Increase in academic challenge, relationships, culture and instructional methods and a slight decrease in engagement Kent YouthTruth data reflects similar levels of engagement and academic challenge, with a slight decrease in culture, and increase in belonging/peer collaboration and relationships. Student group data at Kent demonstrates gaps between how Latinx and Caucasian students feel related to belonging. This is an intentional focus for our school setting. Our community data reflects the following percent positive for factors of culture, engagement, relationship, communication and feedback, school safety and resources. CULTURE - School fosters shared goals of respect , fairness and diversity 67% ENGAGEMENT - Families are engaged and part of the decision making process 52% RELATIONSHIP - Degree in which families experience positive relationships with their school 77% COMMUNICATION & FEEDBACK - Open and effective lines of communication between families and schools 40% SCHOOL SAFETY - Families believe that their school is a safe place for students 69% RESOURCES - Families believe the school deploys necessary resources to support students 61% This data demonstrates strength in our relationship building with families, a sense of safety on our school campuses and a culture in our school settings that fosters shared goals of respect, fairness and diversity. Areas of communication and feedback as well as engaging parents in the decision making process have room for growth and adjustment.|2021-10-12|||2021 21653420000000|Laguna Joint Elementary|6|The size our our district and culture that we have established make a survey approach less effective means of determining school climate. We maintain a very close pulse on the social emotional wellbeing of our students. School climate is a an area that we have stressed in importance for our students to learn and for our families to understand the role that they play in this with us.|2021-10-12|||2021 21653590000000|Lagunitas Elementary|6|The LEA did not offer a survey during 2020-2021 because adding one more task to a community that spent countless hours in public meetings discussing school opening, remote learning and program goals for the future seemed impractical at best and tantamount to a cruel joke at worst. Clear plans have been made to solicit input on climate as part of the robust long-range planning process that was resurrected late in the spring of 2021.|2021-10-28|The LEA's Long Range Plan which began in earnest in 2018 was largely put on hold during the first year of the COVID-19 pandemic. The school board and administration has added a space for another round of input (including climate) to the plan that will be completed in the winter of 2021-22.||2021 21653670000000|Larkspur-Corte Madera|6|LCMSD administers the California Healthy Kids Survey to 5th and 7th graders every other year. The results of this survey are shared with the Board. Fall 2019 elementary results indicate overall scores in the following areas for students reporting “All of the time” or “Most of the time” - School Connectedness: 90%; Support for Social Emotional Learning: 86%; Positive Behavior: 98%; Feeling Safe at School: 90% Middle school students report “All of the time” or “Most of the time” - 67% for School Connectedness: 67%; School Safety: 71% in the Survey data is used to inform instruction and programs at all schools to foster school safety and student connectedness.|2021-10-20|||2021 21653910000000|Mill Valley Elementary|6|The CA Healthy Kids Survey was administered in spring 2018 school year to 295 7th grade students at Mill Valley Middle School. Administered to students across the state, this norm-referenced survey offers information about key indicators related to school climate and student well-being, which provides a valid measure about students’ perceptions of school safety and connectedness. These are the results from several sections CA Heathy Kids Survey (with 7th grade students in Spring 2018): School Connectedness • 80% feel close to people at school • 58% are happy to be at school • 60% feel like they are part of the school • 69% indicate teachers treat students fairly • 72% feel safe in their school Caring Relationships • 73% indicate there’s an adult who really cares about them • 73% indicate there’s an adult who notices when they’re not there • 79% indicate there’s an adult who listens to them Academic Motivation • 91% try hard to make sure they are good at their schoolwork • 54% try hard because they are interested in their work • 76% work hard to try to understand new things at school • 83% are always trying to do better in their schoolwork Verbal Harassment • 60% never had rumors or lies spread about them • 69% never had sexual jokes, comments or gestures made about them • 70% were never made fun of because of their looks or the way they talk • 63% have never been made fun of, insulted, or called names Other Physical or Mental Health Risks • 78% never experienced cyberbullying in past year • 78% didn’t have chronic sadness or hopeless feelings in past year From these responses, we can conclude that the vast majority of the 7th grade students at Mill Valley Middle School feel safe at and connected to school. We recognize that there are areas of concern that we need to continue to work on, and these will continue to be areas of focus for the administration team, counselors, teachers and other staff members at the Middle School. Considering the survey results, these are actions the Middle School has taken and plans to implement as next steps: • Build relationships to increase staff engagement • Increase student engagement and connectedness to school • Continue to grow implementation of restorative practices and social-emotional learning programs, including counseling services to students • Continue to provide grade level community building activities, such as clubs, athletics, music, homework support, Where Everyone Belongs program, Panther Time, and All School Read • Work with Freedom Chemical Dependency and Mill Valley Aware (Healthy Living Coalition) programs • Continue to offer relevant parent education related to student wellness and other related topics • Evaluate systems of support for students, and provide prevention/intervention programs as needed • Expand survey participants to include students, staff, and parents/guardians • Consider administering the CA Healthy Kids survey to 5th grade students|2021-10-07|In Spring 2021 we administered the CA Healthy Kids Survey to 5th and 7th graders. The results are not yet available, but will provide additional insight as to our school climate and student connectedness during the Covid 19 Pandemic. We have also implemented social emotional curriculum in our schools, with an additional survey component for middle school.||2021 21654090000000|Nicasio|6|Due to our small student population, the California Healthy Kids Survey would not provide significant results. However, each spring a student survey is administered in grades 5-8 to provide a measure of perceptions of school safety and connectedness. Results from the annual school survey (February 2021) indicate that students in grades 5-8 have a positive perception of both classroom and school climate. The school climate is rated positively by students. When asked "I feel happy to be at this school", 80% of students responded "most/all of the time" and 7% responded "sometimes". The school was rated as safe by students. When asked "I feel safe in my school", 93% of students responded "most/all of the time" and 7% responded "sometimes". When asked, "At my school, there is a teacher or some other adult who really cares about me", 93% of students responded either "a little true" or "very true".|2021-10-07|||2021 21654170000000|Novato Unified|6|NUSD administers the research-based student and stakeholders Youth Truth Survey annually. 2021 survey results indicated that students in elementary and high school experienced increased levels of engagement, academic challenge, relationships, school culture, and college and career readiness. Middle school students, however, only reported increased relationships and school culture. These positive results can be credited to the district’s priority goal of building a Culture of Caring. Through the pandemic, teachers, administrators, and community partners including mental health counselors, community liaisons who help communicate with newly immigrated Spanish speaking students, and restorative practice specialists worked tirelessly to shift practices to ensure students remained connected to school. The common area for growth presented in the Youth Truth Survey Data was belonging and peer collaboration. While most students reported steady or improved connectedness to staff and academic programming, they didn’t indicate the same with their peers. The isolation of remote learning weighed heavily on the social emotional wellness of many students. This data led NUSD to increase access to mental health counselors, adopt a Social Emotional Wellness universal screener, and maintain the priority goal of building a Culture of Caring for the 2021-22 school year.|2021-10-05|NUSD does administer the California Healthy Kids Survey to students in 5th, 7th, 9th and 11th grader every other year. Results are studied to identify areas of strength and concern.||2021 21654176113229|Novato Charter|6|Novato Charter School annually administers the California Healthy Kids Survey to grades 5-8. We also administer one or more parent surveys per year. In 2021, 60% of our middle school students responded positively on School Connectedness questions, which is slightly below the state average from previous years. However, the state average in this case is misleading because this survey was given at a time when schools were impacted by Covid prevention measures, such as remote and hybrid learning along with a shortened school day while the state average is from a previous year when schools were not impacted in this way. 77% of our middle school students responded positively on Academic Motivation questions, which is slightly above the state average. 81% of our middle school students responded positively on Caring Adult Relationships questions, which is significantly above the state average. 62% of our middle school students responded positively on Perceived School Safety questions, which is slightly above the state average. Considering that this survey was given during a time when schools were impacted by Covid prevention measures, we conclude that Novato Charter is doing well in all school climate measures. The area with most room for improvement is student perception of school connectedness. In our annual parent survey given in 2021, 79% of parents agreed strongly and 17% agreed somewhat that Novato Charter School provides a safe learning environment for students. 64% of parents agreed strongly and 27% agreed somewhat that Novato Charter encourages and supports students to develop healthy relationships with adults at the school. 86% of parents reported overall satisfaction with the school. To improve our school climate, Novato Charter School aims to continue implementation and analysis of anti-bias education, engage services of a school counselor, continue social and emotional learning (SEL) work internally as well as with community partners, and implement Positive Behavior Interventions and Supports (PBIS) and social and emotional learning (SEL) supports schoolwide to maintain a positive school climate.|2021-10-13|||2021 21654250000000|Reed Union Elementary|6|For the last two school years, the district has implemented the Youth Truth survey with students, staff, and parents. It is designed to provide perspectives from those parties on research-based stakeholder surveys, where questions are scored with national percentile rankings, and disaggregated results by demographic groups can be accessed. In 2020-2021 students scored above average in the categories of relationships, culture, belonging and peer collaboration. Many schools in the nation dropped in belonging and peer collaboration, but this was a large area of improvement, especially during periods of distance learning. Survey results were in the following percentile ranges: -Elementary: Relationships-70th; Culture-85th; Belonging-93rd -Middle School: Relationships-61st; Culture-82nd; Belonging & peer collaboration-91st Although student ratings are very high overall compared to national norms, upon deeper investigation it was identified that not all student groups were scoring at consistent levels. Patterns emerged with identified groups (students of color, students who identify their gender outside of female or male, and students who do not identify as heterosexual) reporting feeling less safe, lacking a connectedness to the school community, and feeling that they can’t be themselves at school. The survey results directly informed the goals and actions in our LCAP for the next three school years and are guiding the work that is taking place on our campuses. Specific work this year is focused on equity and removing barriers to learning for all student groups.|2021-11-16|The pandemic limited the type of school community events due to public health guidelines. Schools are bringing back school-wide activities in the 2021-2022 school year to improve school connectedness. We will continue to survey students to understand the impacts of the pandemic and explore student needs when making decisions on how to allocate programs.||2021 21654580000000|San Rafael City Elementary|6|San Rafael Elementary City District uses the YouthTruth “Student Survey” to measure student perceptions of school safety and connectedness. In 2020 San Rafael City Schools implemented the YouthTruth surveys district-wide in March. Due to the pandemic, the response rate was impacted. In Middle School 975 students (a 69% response rate) responded to the survey questions. The theme of academic rigor had the highest average rating at 54%, and culture had the lowest average rating at 34%. The other reported measures or themes demonstrate the highest rating details. Engagement: 39% agree or strongly agree that they enjoy coming to school. Relationships: 62% of students agree or strongly agree that teachers try to be fair, 79% of students agree or strongly agree that teachers believe that students can get good grades if they try, and 25% agree or strongly agree that teachers try to understand what a student’s life is like outside of school. Culture: 63% of students agree or strongly agree that most adults in this school treat students with respect, 68% report that adults in their school respect people from different backgrounds. Belonging and peer collaboration: 48% of students agree or strongly agree with feeling like a part of the school’s community, 61% agree or strongly agree that they can be themselves around other students at school. In Middle School, students feel support from their teachers and feel safe. However, building a sense of community and connection is an area of focus. San Rafael City Elementary will continue with Peer Courts, and analyze the presence of Restorative Practices to determine next steps. SLAM will be implemented in the middle schools to increase student voice. In Elementary 751 students responded to the survey questions (a response rate of 60%). Engagement and Relationships had the highest percentages with engagement at 89% and relationships at 80%. Culture had the lowest percentage at 16%. The other reported measures or themes demonstrate the highest rating details. Engagement: 89% feel that their teacher wants them to work their hardest, and 93% feel their teacher wants them to do their best. Relationships: 79% like the way their teacher treats them when help is needed and 82% feel their teacher cares about them. Culture: 81% report that adults in their school respect people from different backgrounds. Instructional Methods: 69% report that their teacher helps them correct mistakes, 70% report that their teacher lets them explain their ideas, and 73% report that their teacher tells them that they can do well if they work hard. Overall, students feel a high level of engagement which connects students to their school community. MTSS Instructional Coaches support teachers with Tier II Intervention and Tier I instructional practices. Wellness Coordinators and consultants will work together to ensure systems for Tier I academic and behavioral support are in place and school counseling support will be expanded.|2021-10-11|The administration of California Healthy Kids Survey to elementary and middle school students provided an additional data collection tool, as it was administered in spring 2021. The survey results were from 125 seventh grade middle school students, due to the pandemic not every student completed the survey. Results are as follows: 66% of the students feel there are caring adults in school, 37% feel school connectedness, and 21% of the students feel they have meaningful participation at school. The survey results were from 213 fifth grade students, due to the pandemic not every elementary school administered the survey. Survey results are as follows: 73% of the students feel there are caring adults in school, 79% feel school connectedness, and 44% of the students feel they have meaningful participation at school. These results reiterate the results from YouthTruth with exception of meaningful participation. San Rafael City Elementary will continue to consult with Youth Transforming Justice to expand the use of restorative practices and training to all staff and students, including support for Peer Court in middle school. Students will continue to have ample opportunities for student leadership through student council and student groups.||2021 21654660000000|San Rafael City High|6|San Rafael City High District uses the YouthTruth “Student Survey” to measure student perceptions of school safety and connectedness. YouthTruth surveys were district-wide in March 2020, however, the response rate was impacted by the pandemic. In high school 2040 students provided survey data (a response rate of 75%). The survey results are composed of 6 measures: engagement, academic rigor, relationships, belonging and peer collaboration, culture, and college and career readiness. Ratings are on a 1-5 scale: 1(strongly disagree), 2(disagree), 3(neither agree or disagree), 4(agree), and 5(strongly agree). The theme of academic rigor had the highest average rating at 55%, and college and career readiness had the lowest average rating at 28%. The other reported measures focus on the most positive responses: agree or strongly agree. Engagement: 39% agree or strongly agree that they enjoy coming to school. Relationships: 46% of students agree or strongly agree that teachers try to be fair, 75% of students agree or strongly agree that teachers believe that students can get good grades if they try, and 11% agree or strongly agree that teachers try to understand what a student’s life is like outside of school. Culture: 56% of students agree or strongly agree that most adults in this school treat students with respect, 73% report that adults in their school respect people from different backgrounds. Belonging and peer collaboration: 44% of students agree or strongly agree with feeling like a part of the school’s community, 58% agree or strongly agree that they can be themselves around other students at school. College and Career Readiness: 51% of students agree or strongly agree that their school has helped them develop the skills and knowledge needed for college level classes. The administration of California Healthy Kids Survey to high school students provided an additional data collection tool, as it was administered in spring 2021. The survey results were from 393 high school students, due to the pandemic, not every student completed the survey: 66% of 9th graders and 60% of 11 graders feel they have caring adult relationships, 68% of 9th graders and 61% of 11 graders feel school connectedness, and 29% of 9th graders and 29% of 11 graders feel they have meaningful participation at school. San Rafael City High will develop and empower high school students to learn effective skills and strategies to effectively advocate on their behalf through retreats, workshops and training, promoting student voice groups and partners such as SLAM, Youth Leadership Institute, and other community based organizations. In addition, SRCS convenes the Superintendent’s Student Advisory Council led by the Student Board Members to meet monthly to identify three top priorities for action and improve collaboration between the high schools. San Rafael City High will pilot Wellness Centers and a Wellness Coordinator will be hired to develop a comprehensive Tier I system.|2021-10-11|Data from YouthTruth Surveys will be used to get anonymous input and feedback from students yearly and act on the results.||2021 21654740000000|Sausalito Marin City|6|The LEA conducted a School Climate Survey during the 20-21 school year. The results showed that 68% of respondents felt a strong sense of belonging and 9% of students not feeling a sense of belonging. 85% of respondents felt the school was good fit for their children given their cultural and linguistic background, 5% of families felt the school was not a good fit. 77% of respondents thought their children enjoyed going to school, 5% of respondents felt their children did not enjoy going to school. 90% of respondents felt welcome at schools, 2% did not feel welcome. The data is not disaggregated. The data points to a generally positive schoolculture and climate, with a strong cultural and linguistic fit for our families and a strong sense of being welcome. A next step we will take will be to disaggregate the data to see if there are patterns based on race, class, gender, immigration, language or other factors. Our data collection methods show that school climate is an area of strength overall and that we need to continue working to improve students sense of belonging. The desegregation settlement agreement point to historic and systemic factors that provide barriers in this area. We will begin to regularly report engagement data, three times per year, as well making monthly reports on school climate data. The LEA provided all staff members with 3.5 days of professional development pertaining to creating healthy, restorative, culturally and linguistically responsive and trauma-informed climates on campus while the teaching staff has continued to participate in professional development regarding the same. PBIS-Restorative Justice based programming is in development with regular review of data pertaining to school climate strengths and areas for improvement. We will do this to continue to keep this as an area of focus, as well as to continue to identify, times, dates, locations, and behaviors that we need to target for explicitly reteaching.|2021-10-14|||2021 21654820000000|Tamalpais Union High|6|The District administers the California Healthy Kids Survey (CHKS) every other year to all 9th and 11th grade students. Unfortunately, we were unable to administer the CHKS in the spring of 2020 due the school closure as a result of the COVID-19 pandemic. However, the District is administering the Youth Truth Survey in October 2021 to all students as well as the CHKS to all 9th and 11th grade students in the spring of 2022. Our most recent data show a discrepancy among our student groups as it relates to feeling safe on campus and feeling a sense of belonging. As a result of these data, we have focused our professional learning in the areas of racial consciousness development, culturally responsive teaching, relationship building and high impact instructional strategies.|2021-06-08|||2021 21733610000000|Shoreline Unified|6|In the past we have used the both the California Healthy Kids Survey and the Youth Truth survey to offer us input and date regarding the school and district climate. With distance learning last year, we did not administer either survey. Currently, we are scheduled to administer the CHKS to grades 5,7,9, and 11 in November 2021. Results will be presented at a board meeting in the early spring and used for site and district planning, including the high school WASC Self Study and the district LCAP review and update for 22-23.|2021-10-21|||2021 21750020000000|Ross Valley Elementary|6|The Ross Valley School District regularly seeks input from parents and community members. Parents participate on school site councils, parent club organizations, and on our district-wide Superintendent’s Council. We receive detailed student feedback through the Healthy Kids Survey which is administered every other year. In Spring ‘21 we administered the HKS to our 5th and 7th grade students. Some of the results are highlighted below: 5th Grade (137 students): 79% indicate that staff care about them, listen to them and make an effort to get to know them 77% report that the schools take positive action to counteract bullying behaviors 82% of students indicate having a high degree of academic motivation 90% of students report that staff have high expectations and communicate positively about their successes 82% of students indicate having a high degree of school connectedness 91% of students indicate feeling safe at school 7th Grade Results: 71% indicate that staff care about them, listen to them and make an effort to get to know them 67% of students report having a high degree of academic motivation 82% of students report that staff have high expectations and communicate positively about their successes 61% of students have difficulty maintaining focus on schoolwork 87% of students state they feel safe in school 79% of students believe that school staff would help them if they experienced bullying 79% of students state that they have strong peer connections at school 68% of students report optimistic feelings about the future 25% of students report chronic levels of hopelessness and/or sadness 60% of students report healthy coping mechanisms and problem solving skills Results from the survey point to the need to continue the emphasis on trusted adult relationships and to work towards engaging our BIPOC/Latinx students and families in their school experience. Based on the results we are offering weekly check-ins at WH to assess student mental wellness as well as community circles and lessons around suicide prevention and anxiety and coping skills. Our 2021-22 LCAP emphasizes the importance of wellness and a tiered response to interventions.|2021-10-12|||2021 22102230000000|Mariposa County Office of Education|6|The data utilized was from the 19/20 CA Healthy Kids survey that was distributed to staff, students, and parents. The evidence points towards students feeling connected to their school community and stakeholder groups feeling our students are safe. Where we have some room to grow is in parent connectedness to our school communities. While responses given were largely positive the limited number of responses indicates that we have room to grow in our communication and connection with parents. There were no large discrepancies from site to site in the data. We are working to implement a parent participation program to engage with our parents in meaningful ways that allow for leadership and input within our school community.|2021-10-14|||2021 22655320000000|Mariposa County Unified|6|The data utilized was from the 19/20 CA Healthy Kids survey that was distributed to staff, students, and parents. The evidence points towards students feeling connected to their school community and stakeholder groups feeling our students are safe. Where we have some room to grow is in parent connectedness to our school communities. While responses given were largely positive the limited number of responses indicates that we have room to grow in our communication and connection with parents. There were no large discrepancies from site to site in the data. We are working to implement a parent participation program to engage with our parents in meaningful ways that allow for leadership and input within our school community.|2021-10-14|||2021 23102310000000|Mendocino County Office of Education|6|MCOE Educational Programs provide different opportunities for parents and students to communicate with the school sites. Some examples are: frequent and ongoing verbal communication, written communication utilizing mail, texting, email, and postcards sent home to identify student successes with family. For the Orr Creek/TSP programs, we set up Family collaborative meetings that took place bi-monthly to inform families about the program, and focused on aspects of the TIERS model. Parent Surveys were sent out electronically and were made available via the TSP Website. *All staff is available by phone, email, and virtual meetings. Parents and students are provided with this information. For the Community School program, parents are contacted specifically once per month per telephone and once per quarter via written communication updating them on current school goals/programs and asking for feedback. Parent surveys are also provided during student intake with some of this same information. *The academic counselor meets with students and parents separately 2x/month to review academic progress, discuss College/Career Readiness and any other levels of support that are requested.. * 91-93% of students who responded to the CA Healthy Kids Survey feel safe at school and with school staff.|2021-06-21|||2021 23655400000000|Anderson Valley Unified|6|(2018-2019 Data, please note distance learning happened from March 2020-March 2021). The Anderson Valley Unified School District surveyed all students in Grades K-12 regarding school climate. Of the 286 students who responded to the first survey item, 76% agreed or strongly agreed with the statement, “I feel close to people at this school.” Of the 286 respondents, 79% agreed or strongly agreed with the statement, “I am happy to be at this school.” The statement, “I feel like I am a part of this school,” drew agreement or strong agreement from 74% of the 301 respondents. The statement, “The teachers at this school treat students fairly,” drew agreement or strong agreement from 71% of 301 students. Of the 282 students who responded to the final survey item, 83% agreed or strongly agreed with the statement, “I feel safe in my school.”|2021-06-24|||2021 23655570000000|Arena Union Elementary|6|Due to the distance learning environment of the 20-21' school year, our site last administered the Learning From Home survey in April of 2020. There was a very dismal response, with only 24 of students, grades 3rd-6th responding. what our site learned was that distance learning was not successful for most of the respondents. 13 out of the 24 or 62% of students reported that they attended the daily scheduled Zoom classes for their grade level. Additionally, most students responded that they went to bed after 10 p.m., started their school work after 10 a.m. and 50% were uninterested in their school work. Based on the survey results and in order to attain our priority of providing continuous improvement, a hybrid learning model was put into place in the late spring of 2020. Currently, the 21-22' school year has seen a successful reengagement to in-person learning. Students are attending and focused on academics and social interaction with teachers and peers. We are able to once again put a focus on productive, healthy and positive learning environment. The School Climate Survey for the 21'-22' school year will be sent out to students and parents in the month of November. 3 and a half months into the school year is ample time to gather solid evidence on how successful in-person learning has been thus far.|2021-06-23|||2021 23655576116669|Pacific Community Charter|6|The Pacific School will conduct a California Healthy Kids Survey in the 21.22 school year.|2021-10-06|Family surveys were conducted throughout the 20.21 school year to assess family comfort with in-person learning, needs for effectively supporting distance learning, student emotional well-being, and interest in participating in outdoor programs. A fall survey, completed by 20 families, indicated that daily contact with teachers was going well for students (this was an improvement over the initial implementation of distance learning in the spring of 2020). 90% reported having reliable internet service (families without reliable internet were identified and help was provided to address the problem). 40% were ready to have their students return to in-person learning once it was available, 25% wanted to wait for a vaccine and 35% were uncertain. 70% of families felt they had adequate supplies and materials for distance learning at home; families who identified specific needs for materials were contacted and materials were provided as was possible. A spring survey was also completed and included an emphasis on setting school priorities for the LCAP. Information from these surveys was reflected in the LCAP. All staff completed a winter survey to assess concerns and identify solutions for providing more in-person learning opportunities.||2021 23655650000000|Fort Bragg Unified|6|Due to COVID-19, the last time FBUSD administered the California Healthy Kids Survey was in 2018. FBUSD had planned to administer CHKS in April of 2020 but the pandemic closed all our schools with students unable to return full time to in-person learning until August 2021. FBUSD is scheduled to administer CHKS this school year. The FBUSD School Counselors administered a student, parent and staff survey to determine school culture and parent engagement. The student results are identified below: Student Survey – 688 student responses (as of 10/12/2021) Q: I feel safe at school. 14.5% - Strongly Agree 49.7% - Agree 30.5% - Neutral 3.9% - Disagree 1.3% – Strongly Disagree Q: I enjoy going to school. 11.8% - Strongly Agree 33.3% - Agree 41.1% - Neutral 8.6% - Disagree 5.2% – Strongly Disagree Q: I have an adult at school I feel comfortable going to if I need help. 20.8% - Strongly Agree 39.8% - Agree 24.6% - Neutral 11.5% - Disagree 3.3% – Strongly Disagree Q: I am, or could get, involved in after school activities including clubs and sports. 21.7% - Strongly Agree 36.3% - Agree 27% - Neutral 9.4% - Disagree 5.5% – Strongly Disagree Q: My teachers encourage me to express and try out new ideas. 11.6% - Strongly Agree 45.5% - Agree 34.3% - Neutral 7.4% - Disagree 1.2% – Strongly Disagree Q: I have been insulted, teased, harassed or otherwise verbally abused more than once in my school. 9.4% - Strongly Agree 14.1% - Agree 20.3% - Neutral 33% - Disagree 23.1% – Strongly Disagree Q: I feel as though my school responds well when issues arise between students. 5.2% - Strongly Agree 25.1% - Agree 46.9% - Neutral 15.7% - Disagree 7% – Strongly Disagree Q: In school there are clear rules against hurting other people (for example: hitting, pushing, tripping, etc.) 19% - Strongly Agree 51% - Agree 24.6% - Neutral 3.9% - Disagree 1.5% – Strongly Disagree Q: I have friends at school I feel connected to 46.7% - Strongly Agree 35.8% - Agree 12.4% - Neutral 3.8% - Disagree 1.5% – Strongly Disagree Q: I have all the supplies I need to feel successful at school 23.5% - Strongly Agree 53.8% - Agree 19% - Neutral 3.2% - Disagree 0.4% – Strongly Disagree This survey indicates that FBUSD has much room for growth in improving school climate and addressing student needs. With the return of students after the pandemic, tensions are high and students are eager to socialize with their peers. Unfortunately, a year of distance learning has impeded many of our students' social maturity and the stress on the community to conform to masking, vaccines, and staffing shortages has added a layer of stress on everyone that makes educating our children even more challenging. These survey results shine a stronger light on the need for regular social-emotional learning at all grade levels and the greater need to address learning loss as we begin to recover from the pangs of the pandemic.|2021-10-21|||2021 23655650123737|Three Rivers Charter|6|TRCS administered a local climate survey to students and families in the fall of 2019 before the Covid 19 pandemic. We continued to survey our families, staff and board as decisions were made during the Covid 19 campus closure, move to distance learning and as we shifted to a hybrid model. Feedback from our stakeholders has helped to shape our response and delivery of educational programs during the pandemic. This is a summary of what we learned from surveys before the Covid 19 pandemic: -Stakeholders would like to see more activities for students after school including a sports program. -Stakeholders feel current facilities are inadequate to provide the educational services they would like to see. The current facilities are in need of overall maintenance and the space is too small for meetings, cafeteria, and music instruction. -Programs currently in place such as counseling, reading support, and tutoring support need to be continued and the food program should be continued and expanded if possible. -Supports for unduplicated students including EL support are to be continued -Parents would like assistance with accessing the work the students are doing. -80% or more of students surveyed reported that they have a good relationship with their teacher and classroom aide, have enough supervision, can talk to the staff, have a clean school environment and that they are not being bullied. 63% reported that the rules are fair. 96% of parents think their student’s teacher is effective, 83% or more agree that the student and parent have a good relationship with the teacher, the classroom environment promotes learning, they receive the information they need from TRCS, the school is kept clean, they are aware of counseling services available and feel supported by TRCS. 72-76% of parent surveyed feel their child is not bullied, are satisfied with their child’s education and that their student is supported by the classroom aide. Through these surveys we have data to inform our LCAP goals and actions to meet the needs of all stakeholders. One key learning is that TRCS should continue to grow our afterschool offerings and student support programs. Upgrading and maintaining our facilities is a priority of both families and staff. The school climate is overall viewed as positive by families and students and we should continue with our REACH Program that is the foundation of our school culture: Respect, Empathy, Achievement, Citizenship, and Hard Work. We will focus on our student programs such as an extensive after school program, sports offering, school breakfast program, reading support, tutoring and Homework Club. We will continue to work on improving our facilities. We will apply continued focus on the REACH Program.|2021-10-11|||2021 23655730000000|Manchester Union Elementary|6|Parents complete a locally constructed climate survey that is a valid measure of student and parent perceptions of school safety and connectedness. Students feel safe and secure and that teachers and staff care for them personally. All teachers know all students personally by name and teachers talk daily regarding any concerns they have regarding any students, whether their own or in another's class. Parents are called immediately if there are behavioral or academic changes to assess if there have been changes in the home environment and just to collaborate in ways to support the student(s). We have made a marked effort to improve attendance, though the factors which cause absenteeism are typically endemic to extremely rural areas (e.g., someone in family, parent or child, having a medical appointment two hours away, so all students in family are gone for the day because parent couldn't possibly return until late afternoon to get kids at school).|2021-10-12|||2021 23655810000000|Mendocino Unified|6|The California Healthy Kids Survey was given to students in 5th, 7th, 9th, and 11th grades during the 2020-2021 school year. Most of the school year and up to the time the survey was administered, MUSD was on full-time distance learning model. As such, most of the questions were geared towards at-home learning, however there were enough school climate questions to get relevant data. In terms of agreeing that they felt supported by caring adults at school, 67% of 7th graders, 60% of 9th graders, and 73% of 11th graders agreed or strongly agreed. In those same grades, an average of 53% of students had chronic sad or hopeless feelings during the past 12 months and an average of 24% of students had seriously considered attempting suicide in the past 12 months. As far as feelings of optimism, 59% of 7th graders, 36% of 9th graders, and 39% of 11th graders felt optimistic about their day More than ever, these results show that we have students who are struggling with their social emotional well-being. COVID-19 has caused students to feel more isolated and pessimistic about their days. With the return to in-person instruction, school staff have strong feelings of hope for our students and are eager to provide more mental health supports for students and families. MUSD takes social emotional learning and mental health supports very seriously. We will continue with a full-time social worker, counseling staff, and we will also be hiring a Mendocino Coast Youth Project Worker to work exclusively with high school students. In addition, all staff members were recently trained in Youth Mental Health First Aid and will be able to respond appropriately and effectively to students in need. Finally, school family engagement teams will continue to meet and refer students for help as needed.|2021-06-22|||2021 23655990000000|Point Arena Joint Union High|6|Point Arena High School is a high school district that has several feeder schools that feed into it. PAHS struggles with creating and maintaining a positive academic culture. Each feeder school has its own culture and the majority of the students that start as freshmen at PAHS are significantly below grade level. PAHS uses MAP testing to assess, evaluate, and provided tier two services for our students. Test scores had improved before COVID.|2021-11-10|PAHS hired a new principal shortly before COVID and test scores had been on the rise.||2021 23656070000000|Round Valley Unified|6|Due to Covid RVUSD was shut down last year until March 2021 and when RVUSD returned it was in a form of Hybrid learning where we had a cohort meet on Monday/Wednesday and another cohort meet on Tuesday/Thursday. Usually when we are in school we would have done a school climate survey but that never happened. We did a CHKS back in 2019 and I imagine that the results would be similar. RVUSD still has problems with marijuana on campuses but we have done a great job addressing the bullying problem on campus, yet cyberbuling remains a problem from social media sites. RVUSD attendance and enrollment is at an all time high and we feel that is due to the positive school climate.|2021-10-04|||2021 23656072330272|Eel River Charter|6|ERCS is a small, multi-grade classroom school that frequently has fewer than 10 students per grade, therefore ERCS created a 12 question ‘distance learning’ survey that was administered to 19 4-6th grade students. The class was made up of 5 4th graders, 7 5th graders, and 7 6th grade students. 58% are male and 42% are female. 58% are English Learner students. The average years attending Eel River Charter School was 5 years. ERCS was pleased to note that 100% of the students answered yes to 1)do you feel happy to be back at school, 2)are you expected to try your best doing school lessons, and 3)If you tell a teacher at school that you have been bullied or mistreated, will the teacher do something about it. 74% reported teachers treat students fairly at school all the time and teachers and other adults at school treat them with respect and 21% more said most of the time, and 5% reported some of the time for both of those questions. 68% of students reported that the school helps students resolve conflicts with other students all the time, and 11% more replied most of the time, while the remaining 21% said some of the time. 47% of students reported that they know the school rules and follow them and that teachers and other adults at school help them when the school work is hard all the time and 42% answered most of the time to the same questions with the remaining 11% at some of the time. This COVID school closure distance learning year was difficult for most students, staff, and families. 26% of students reported that teachers encouraged them to think about the community outside of school all the time, 21% most of the time, and 53% said some of the time which was understandable during almost a year of school closure and distance learning. Most troubling was the 63% of students that reported that they were not able to Zoom with their class each day and the statistics that 16% received help with distance learning at home all the time, 21% most of the time, 58% some of the time, and 5% never received help with distance learning at home. ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time. However, there is always a student or two that will have a negative answer for everything, or have had a bad day, or a pre-teen incident, and the negative answers will appear on the survey. These types of surveys should direct thoughtful, meaningful discussion and brainstorming at the staff and Board level, and that is what ERCS is committed to doing on an annual basis. ERCS is hoping that school closures are behind us and the school and staff can get back to doing our best to educate the students and help them regain learning that was lost or slowed significantly during the pandemic.|2021-05-12|||2021 23656150000000|Ukiah Unified|6|Healthy Kids Survey Results and District Student Survey Ukiah USD administers the California Healthy Kids Survey every other year and administers its own internal student survey to students in grades 6-12. UUSD was not able to administer the Healthy Kids Survey in 2019/20 or 2020/21 and did not complete the UUSD student survey in 2019-2020. The District student survey was administered in 2020-2021 but the number of students who took the survey was lower than in previous years. Below are results from the 2017-2019 and 2020-2021 Ukiah USD student survey in grades 6-12 with three questions below that are most aligned to the Healthy Kids Survey. The results from the District survey show that there is an overall increase in the percent of students who feel connected to school and who feel safe at school. Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, and MTSS. During this school year school sites also had intensive re-engagement processes to support students. Ukiah USD Student Survey Results I have at least one teacher, counselor or staff member who knows me as a person? 6-12 2020-2021 65% 2018-2019 57% 2017-2018 54% I feel physically safe at school, including hybrid and/or Distance Learning? 6-12 2020-2021* 80% 2018-2019 62% 2017-2018 54% I feel emotionally safe at school, including hybrid and/or Distance Learning? 6-12 2020-2021* 77% 2018-2019 59% 2017-2018 54% Ukiah USD Healthy Kids Survey Results School Connectedness (high) 5th 7th 11th 2018-2019 62% 58% 42% 2016-2017 67% 58% 41% 2014-2015 64% 53% 36% Feels Safe at School 5th 7th 11th 2018-2019 66% 59% 56% 2016-2017 87% 64% 66% 2014-2015 84% 66% 61%|2021-06-17|||2021 23656150115055|River Oak Charter|6|ROCS conducted a climate survey for parents, including staff observations, data analysis, and the dashboard data and the key learnings from these strategies revealed that River Oak needs to focus on school climate. Teachers and students move through the grades from 1st through 8th, and thus, rules and expectations have not been consistent between all teachers and other staff. Rules are not always understood by students or enforced consistently by staff. In the 19-20 school year, 4% of the school was suspended at least once, and12.8% were chronically absent. ROCS plans to implement a system of support for the school climate such as a PBIS framework for behaviors that will align the staff and give the same messages to all students about what is expected. Implementing this evidence based framework will improve the school climate. In addition, ROCS will continue focusing on continuous improvement strategies, and our staff is implementing a SWPBIS framework.|2021-10-18|||2021 23656152330413|Redwood Academy of Ukiah|6|A student survey is administered to students each spring. Quantitative questions parallel those on the parent survey. The survey fulfills the purpose of determining which school activities were seen by the students as needing improvement as well as determining how safe and comfortable students feel at school. Last year's results were extremely positive, indicating that our school climate is outstanding. 100% of students who opted for the hybrid program felt safe while at school. 93% felt that they can talk with staff about their needs. 99% felt that kindness and honesty are encouraged by their teachers and peers. 97% felt that the school staff supports and values their efforts. As in years past, many of the students indicated that they thought the school was beneficial to them academically but that it would benefit from more fun activities and that their mental health was a concern. To provide another avenue for students to express their needs and address their mental health concerns, we have contracted with a local agency to provide counseling services for the 2021-22 year.|2021-06-29|||2021 23656152330454|Accelerated Achievement Academy|6|The schools gives an annual survey to students. 85.8% of students are happy at Accelerated. 86.8% feel they can speak to staff about their questions and concerns. 95.2% of students feel safe. 97.2% of students feel the help need is available to be successful.|2021-06-29|||2021 23656156117386|Tree of Life Charter|6|Annually, the school conducts Student Satisfaction Survey to gauge the students' perception of their school experience. The Student Council and school staff developed its own survey based on what was most meaningful to the students' experience. (Students found that the California Healthy Kids Survey did not match information that was important or pertinent to them, so they did not want to use that tool.) According to the data, 23% of students feel that the academic work is always challenging and over 75% of students feel that it is sometimes or usually challenging, which is similar to the previous year. 85% of students reported that they usually or always feel safe at Tree of Life, which up 10%. 79% of students feel that they are usually or always treated respectfully by staff., which is up 4% from the prior year. The data also revealed that 66% of students feel that they are usually or always respected by other students (up 11%) and 25% feel that they are sometimes respected by other students. 75% of students feel that they are usually or always learning to be responsible, which is down 5%. Historically, data has fluctuated within 10 percentage points for each category, usually as a reflection of changes in staffing and student population.|2021-10-27|The pandemic and Distance Learning has affected children’s general social and emotional development. Staff was very proactive when assessing students social and emotional states during Distance Learning. Staff often called and/or made home visits to check on students. When returning to Hybrid instruction, there were very few behavioral issues probably because they were so happy to be at school and the student/teacher ratio was decreased. They also were physically distanced. All these factors decreased the likelihood of behavioral incidences. Tree of Life continued to use Move This World social-emotional learning platform. Returning students building their social-emotional learning from the previous year increased the number of students feeling safe and respected. During the previous 2 years, the staff used the DESSA behavior strengths assessment to identify students who need extra support and used the information to choose specific lessons for specific needs. During Distance Learning, the DESSA was not an option because the survey asked questions that were difficult to answer when students were at home. The school will return to using the DESSA for the next school year.||2021 23656230000000|Willits Unified|6|The school district administers the California Healthy Kids Survey to our 5th, 7th, and 10th graders. The summary of relevant school climate results is below. 40% of students agree or strongly agree that the district promotes academic success for all students 48% of students report the schools are safe or very safe 84% of teachers agree or strongly agree that their school is supportive and inviting for student learning 74% of of teachers agree or strongly agree that their school promotes academic success for all students As a result of the overall data, the district is looking at initiatives to increase opportunities for social/emotional learning and behavioral supports for students including behavior support technicians and an elementary therapist.|2021-10-13|||2021 23656230112300|La Vida Charter|6|Less data was accumulated because of the pandemic. However the attendance rate for the year was 91% and there were zero suspensions and expulsions. Chronic absenteeism rate was less than 2% in 2019. The 2020 numbers are not yet available. Parent overall rating of the school was a high 9.4 out of 10. Students were not polled because of the pandemic. The previous year students made an overall rate of 95% positive response. 95% of parents surveyed said the school's social environment was positive and supportive. The school works to maintain these ratings of positivity and satisfaction. The facility is from the late 1950's and some things are just old. 83% felt that the school was clean and in good repair, which is an area for improvement. Through the pandemic it was difficult to employ a housekeeper and that has been remedied fortunately.|2021-11-03|||2021 23656230125658|Willits Elementary Charter|6|WECS administers a student survey each year to determine how connected students feel to the school, their perceptions of learning, relationships and the general school climate. 2/3 of students are happy to be at school most of the time; 2/3 feel they are treated fairly; half feel that their friends are motivated to learn and the other half feel they are not; nearly 3/4 feel that adults at school care about them; half feel that they have a chance to solve problems at school; nearly all feel they are not asked what they want to learn; and 3/4 feel that other students care about them. What we see in this data is that most students feel connected, respected, and empowered at school but there is a significant portion (1/3 in most questions) that do not feel as connected or successful at school. We see that we are doing well connecting to most students but that we could work on connecting more to students and giving them more opportunities to solve problems, be proactive, and to create a stronger school culture of caring. In response to these survey results, we have organized and had training on Conscious Discipline to give our staff more tools to deal with difficult behaviors from students. We have implemented a SLED (Students Leading EDucation) program at our school in grades 4 and 5, with projects that will affect the school in positive ways. We purchased a Ga-ga ball pit and will have students mediate the game so that we have more active and positive experiences for students at recess.|2021-10-12|We continue to build more student autonomy and leadership into our positive school culture, hoping to create a shared responsibility for students so that they see the positive effects they have on each other.||2021 23656232330363|Willits Charter|6|Although we had quite a lot of responses from our 2018-2019 survey, we had minimal responses on our 2019-2020 survey and no responses on our 2020-2021 program. We attribute this to the challenges of the global pandemic. Because we had responses to our 2019-2020 survey, we will analyze those responses. Key learnings from the survey results included that our communication system throughout the COVID-19 crisis was successful. Parents felt that they knew how to communicate with the teachers, and they knew about the work in their child's classrooms. Most importantly, there were zero negative responses to whether or not their child liked their teachers. Parents also felt that our teachers were accessible to them. Parents felt their child's academic growth was strong. Only one person felt that the classes were not rigorous enough. Families felt we provide a safe environment with adequate facilities. Some of the challenges and/or barriers include half of the families responded that they "Neither Agree Nor Disagree" when it comes to the school preparing them for life outside of WCS. This tells us that we need to communicate to families more with regard to how we are preparing students for the future. In addition, we received some feedback that staff do not communicate effectively with regard to student progress. We made a change in that parents can now view grades and attendance online.|2021-11-09|||2021 23738660000000|Potter Valley Community Unified|6|In accordance with the standard expected for Priority Six, PVCUSD administered the California Healthy Kids Survey (CHKS) in 2018-19 to students (grades 7,9,11), staff and parents. Due to the COVID-19 pandemic, PVCUSD did not administer the CHKS in the subsequent years while in a distance learning model. The purpose of this survey was to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. As directed, this summary will indicate the differences among student groups in the results and report the overall score for all students and student groups. Strengths: -9th and 11th grades had a high degree of connectedness with the school and positive relationships with caring adults -High expectations for students in all grade levels -All grades generally perceived school as safe or very safe -Low levels of truancy from 7th and 9th grades was reported -Students self assessed as highly proficient in English Areas for growth: -High levels of Alcohol and Tobacco use was reported in 11th grade -High levels of Chronic sadness/hopelessness across grades (pre-Covid-19) -High levels of Harassment/bullying in Junior High -High levels of Truancy in High school How this data has been used and will continue to be used? This data was used to develop the LCAP goals in years following the survey. Additionally, new surveys addressing Distance Learning, returning to in person instruction, Hybrid learning, and LCAP discussions have added to the above data. During the two years after this survey was completed, staff, parents, and students have reported increased levels of social emotional struggles with Distance learning, isolation, and returning to in person learning. MTSS supports have been implemented in the last few years in response to this past survey and office referrals and suspensions were decreased pre-COVID. The LEA is now seeing an increase in behavioral referrals in the Junior High School. The LEA is now providing structured lunch time activities for Junior High School students as well as increasing professional development opportunities for staff (teaching and classified) in order to assist in targeted assistance for students. The LEA has also partnered with the Mendocino Youth Project to continue to provide counseling services which began in 2019-2020 as a result of the CHKS survey. The LEA plans on administering a new CHKS type survey in Spring 2022 to evaluate progress towards the LCAP goals, as well as address the impacts of COVID-19 learning.|2021-10-13|||2021 23739160000000|Laytonville Unified|6|Mental health and safety indicators. The following summarizes 2015-2019 responses to additional questions that are directly or indirectly related to, or that may impact, student mental health and safety. Many of the reported indicators are school based; overall an average of 50% of Laytonville students selected “Agree” or “Strongly Agree” when responding to school connectedness scale questions. Some key findings: Strengths: • Fewer students are skipping class (decreased from 39% to 31%). • More students are feeling safe at school (increased from 51% to 58%). Areas of Concern: • Fewer students believe that a teacher or other adult at school really cares about them (decreased from 74% to 61%), although more students report that a teacher tells them when they do a good job (increased from 48% to 65%). • More students are experiencing violence at school. The number reporting that they have been pushed, slapped, or hit increased from 18% to 30%, the number reporting being the target of mean lies or rumors increased from 27% to 39%, and the number reporting being made fun of for their looks or the way they talk increased from 24% to 36%. • Students are also reporting more harassment at school, with 37% reporting being bullied or harassed for at least one of the four reasons listed in the table, and more cyberbullying (from 8% to 28%). • The number of students reporting gang involvement more than doubled, increasing from 6% to 15%. • 41% of students report having sad and hopeless feelings, up from 36% in 2015. • The number of students reporting that they had seriously considered suicide more than doubled, increasing from 15% in 2015 to 34% in 2019. As a result of the data review the following areas will be addressed: • Continue implementing Multi-Tiered Systems of Support in order to address areas of concern. • Provide a variety of counseling support services including counseling enriched support services • Collect and disaggregate data in order to better identify areas where improvements can be made especially in relation to the results of the School Climate Report Cards from 2018/2019 • Restorative Practice strategies will be implemented district wide • Mental Health support will focus on more positive school connections and school safety|2021-06-24|||2021 24102490000000|Merced County Office of Education|6|DATA: The LEA administered the annual school climate student survey in the spring of 2021. The survey provides a measure of perceptions of school safety, preparedness, and connectedness. Of the 153 surveys received, the highest ratings were: students believe that being prepared for high school, college and the world of work is important (93%) students feel safe on campus and/or in their online learning classroom (91%) students trust their ability to solve difficult problems (90%) students usually expect to have a good day in school (90%) The lowest positive ratings were: having at least one school friend to talk to during a difficult day (54%) when feeling upset, frustrated, or angry, having an adult at school to talk to (71%) looking forward to participating in school (76%) MEANING/USE: Analysis of the data demonstrates that students need more challenging and interesting coursework offered. We are transitioning to the implementation of a different online curriculum which we expect to be more engaging for our students. After the conclusion of a school year held during a pandemic and most students in distance learning and then a hybrid model, the results of the student climate survey in the areas needed for improvement did not surprise us. Students are lacking the peer and staff relationship building that happens when they come to school all day everyday. This coming school year, there will be increased extracurricular opportunities after school for school engagement, which involves collaboration with community agencies. Also, the school sites will continue in their work in the Positive Behavioral Intervention and Support (PBIS) system to educate students on expected behaviors in school to increase the effectiveness of discipline practices. This system focuses and rewards positive behaviors and helps build a stronger school climate.|2021-06-21|||2021 24102490106518|Merced Scholars Charter|6|Summary: MSCS annually administers a school climate student survey twice per year, once per semester. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the winter of 2020 and the spring of 2021. DATA: The following data is from the spring 2021 surveys. Overall, 87.76% of the student responses positively rated the school in a variety of areas related to school climate. The highest positive ratings were identified by students in the areas of school safety in person or virtually (100%), believing teachers and staff truly care about them (98.55%), feeling supported by school staff (95.65%), and and the importance of being prepared for college and career (95.65%). All other areas showed significant positive results such as looking forward to participate in school (88.41%), trusting their ability to solve difficult problems (82.61%), expecting to have a good day when doing school work (81.16%), and having an available adult at school to talk to when feeling upset or frustrated (81.16%). MEANING/USE The relationships that staff have built and continue to develop with students reflects in the students positive view of the school. Although a strength of the school, it is important to make relationship building and positive interaction a continued focus of the school. An area that is a challenge, but an area of growth for the school as well, is in addressing students’ emotional health and well-being. The spring survey highlighted a major area of concern with students having at least one school friend who they can talk to when having a difficult day. Only 66.67% of students stated that they had at least one school friend they could reach out to. A part of this was the lack of in-person services due to the pandemic. However, the school has already begun to address this issue with both online and small in-person group workshops on interpersonal skills development and mental health well-being. High school and postsecondary preparation continues to be an important part of the student’s education program. The school continually provides students opportunities to set goals, plan, and develop career and life skills. MSCS has developed and implemented opportunities for students to become involved both on and off campus and to provide students more opportunities to work collaboratively. As in previous years, math continues to be an area most identified by students as requiring additional support. Professional development opportunities are being provided to teachers to better support students in math.|2021-06-21|||2021 24102490138032|Come Back Charter|6|Summary: CBCS annually administers a school climate student survey twice per year, once per semester. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the winter of 2020 and the spring of 2021. DATA: The following data is from the spring 2021 surveys. Overall, 88.89% of the student responses positively rated the school in a variety of areas related to school climate. The highest positive ratings were identified by students in the areas of school safety in person or virtually (100%), believing teachers and staff truly care about them (100%), trusting their ability to solve difficult problems (100%), feeling supported by school staff (100%), and and the importance of being prepared for college and career (100%). All other areas showed significant positive results such as looking forward to participate in school (80%), expecting to have a good day when doing school work (80%), and having an available adult at school to talk to when feeling upset or frustrated (80%). MEANING/USE: The spring survey highlighted a major area of concern with students having at least one school friend who they can talk to when having a difficult day. Only 60% of students stated that they had at least one school friend they could reach out to. Analysis of the data demonstrate that students will continue to benefit from positive interactions with the staff and the continual promotion of academic success for all students. College and career preparation is still important and providing students opportunities to set goals, plan, and develop career and life skills are essential. CBCS plans to increase opportunities for students to become involved both on and off campus and to provide students more opportunities to work collaboratively. More professional development opportunities will be provided to teachers to better support the learning of adult students.|2021-06-21|||2021 24656310000000|Atwater Elementary|6|In the spring of 2021 the Atwater Elementary School District administered a Culture and Climate Survey in conjunction with a comprehensive needs assessment for the district’s Local Control Accountability Plan (LCAP). This survey was administered to grades 5-8 at all school sites, all AESD parents, and all AESD staff. The survey was designed to elicit responses related to feelings of school engagement and supports, school safety, disciplinary environment, and school connectedness as well as feelings regarding LCAP actions and strategies. The following was found through this survey: Students: 74.4% feel proud of their school and connected to teachers and other students. 80.4% feel that their school is a safe and secure learning environment. 73.1% feel they have the ability to participate in school activities and teachers ask them about their ideas to help solve school problems. 79.5% feel that teachers and other school staff are caring and supportive. 46.6% feel that students at the school are well behaved. 58.1% feel they are treated fairly when they break the rules. 86.2% feel that teachers and other grown-ups make it clear that bullying is not allowed. 76.1% feel that the school provides ways for them to ask for help if they are sad or if they need to talk to someone. Parents: 84.6% feel that AESD provides a safe and secure learning environment. 80.75% feel that AESD encourages parent involvement and participation at the site and district level. 81% feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 81.5% feel that AESD provides opportunities for parents and the community to provide meaningful input in decisions affecting the school community. 80.2% feel that AESD emphasizes helping students with social, emotional, and behavioral problems. Staff: 93.7% feel that AESD provides a safe and secure learning environment. 86.8% feel that AESD maintains a positive climate of trust and collegiality at the site and district level. 77.7% feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 69.3% feel they have opportunities to provide meaningful input in decisions affecting the school community. 74.9% feel that AESD emphasizes helping students with social, emotional, and behavioral problems. In response to climate and culture surveys, in the area of school safety, AESD has implemented an anonymous bullying reporting system on all school websites. Results show that a majority of students feel that bullying is not condoned or tolerated, and that the message is clear, but the majority students also feel that other students sometimes have a lack of appropriate behavior. In response to this and the desire to bolster social-emotional/behavioral supports for students, AESD has implemented regular electronic check ins, Restorative Justice, and community circles.|2021-06-22|||2021 24656490000000|Ballico-Cressey Elementary|6|Data Collected 1. How safe do you feel at school? 85% feel safe or very safe 2. How well do you feel you are being prepared for the next grade level and for your future? 80% Feel prepared or Very Prepared 3. How strongly do you agree or disagree with this statement?: “I receive appropriate interventions (help) and/or enrichments to support my learning? 83% agree 4. There are lots of opportunities to get involved in different activities during and after school? 65% Feel there are additional opportunities. 5. How often do you use technology in the classroom to support learning? 98% use technology every day on a regular basis 6. How often in class do you discuss common core standards (what we are learning) and why they are important? 75% say always 7. How strongly do you agree with the following statement?: “I feel connected to my school (It is important to me and feels like family)”. 85% agree or strongly agree 8. How comfortable do you feel in sharing concerns with an adult staff member? 70% agree or strongly agree 9. I feel like the adults at school care about me and want to see me succeed. 87% agree or strongly agree 10. How positive is your school culture? (school culture refers to the way teachers, staff, and students work together and the set of beliefs and values they share) 93% positive or extremely positive 11. What types of challenges do you face that affect your learning? Specific content or content standards, digital curriculum platforms 12. What types of programs, services, or resources would best support your educational experience? Apps and websites, use of cell phones, 13. What is the best thing about being a student at Ballico Cressey? Reading, science, computers, friendships, and a sense of family. Meaning Overall the majority of students feel safe, supported, and encouraged at school by the adults that are on campus. Students, however, would like more after-school opportunities beyond sports. Most sports are regulated to only certain grade levels. Students are more comfortable talking to adults about what is happening in school and their concerns. Technology makes it easy for students to reach out and speak to the adults on campus anytime and anywhere. Use: The district is working with staff and the community to try to offer additional activities for students beyond sports and Taiko. The District recognizes that there are fewer opportunities for students in the lower elementary grades. The District is working with the County Office and creating a school-wide MTSS plan to address SEL and build relationships between students and adults on campus. Because the district houses TK and K, the survey was given orally by teachers and was asked in a shortened/easier format for the students to understand and answer.|2021-10-14|||2021 24656496025381|Ballico-Cressey Community Charter|6|Data Collected 1. How safe do you feel at school? 85% feel safe or very safe 2. How well do you feel you are being prepared for the next grade level and for your future? 80% Feel prepared or Very Prepared 3. How strongly do you agree or disagree with this statement?: “I receive appropriate interventions (help) and/or enrichments to support my learning? 83% agree 4. There are lots of opportunities to get involved in different activities during and after school? 65% Feel there are additional opportunities. 5. How often do you use technology in the classroom to support learning? 98% use technology every day on a regular basis 6. How often in class do you discuss common core standards (what we are learning) and why they are important? 75% say always 7. How strongly do you agree with the following statement?: “I feel connected to my school (It is important to me and feels like family)”. 85% agree or strongly agree 8. How comfortable do you feel in sharing concerns with an adult staff member? 70% agree or strongly agree 9. I feel like the adults at school care about me and want to see me succeed. 87% agree or strongly agree 10. How positive is your school culture? (school culture refers to the way teachers, staff, and students work together and the set of beliefs and values they share) 93% positive or extremely positive 11. What types of challenges do you face that affect your learning? Specific content or content standards, digital curriculum platforms 12. What types of programs, services, or resources would best support your educational experience? Apps and websites, use of cell phones, 13. What is the best thing about being a student at Ballico Cressey? Reading, science, computers, friendships, and a sense of family. Meaning Overall the majority of students feel safe, supported, and encouraged at school by the adults that are on campus. Students, however, would like more after-school opportunities beyond sports. Most sports are regulated to only certain grade levels. Students are more comfortable talking to adults about what is happening in school and their concerns. Technology makes it easy for students to reach out and speak to the adults on campus anytime and anywhere. Use: The district is working with staff and the community to try to offer additional activities for students beyond sports and Taiko. The District recognizes that there are fewer opportunities for students in the lower elementary grades. The District is working with the County Office and creating a school-wide MTSS plan to address SEL and build relationships between students and adults on campus. Because the district houses TK and K, the survey was given orally by teachers and was asked in a shortened/easier format for the students to understand and answer.|2021-10-14|||2021 24656800000000|El Nido Elementary|6|El Nido Elementary School District annually administers a survey so as to ascertain evidence of student perceptions of school safety and connectedness. Results are shared with stakeholders including the local governing board, parent committees (SSC & DELAC), staff, and student groups such as the student council. This data overall appears to show a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The following results denote the area of school safety and connectedness: School Safety I feel safe in my classroom - 88% Agree/Strongly Agree I feel safe outside my classroom (hallways and playground) - 79% Agree/Strongly Agree My school disciplines students fairly - 49% Agree/Strongly Agree Students treat one another with respect - 43% Agree/Strongly Agree Do students get harassed or bullied at school - 40% said NO Do students often physically fight at school - 49% said NO Is there racial/ethnic conflict among students at school - 34% said NO Is there gang related activity at school - 44% said NO Is there vandalism (including graffiti) at school - 36% said NO Connectedness: I feel that I belong (am liked) at school - 39% Agree/Strongly Agree I feel important in my classroom - 26% Agree/Strongly Agree I like my school - 47% Agree/Strongly Agree In review of results, students feel both safe and connected to the school. The survey asked students to rate their connectedness on either a 5 point scale or a 2 point scale. This difference, although allowed for a Neutral choice, does not give a true picture of a response. For future surveys, all questions will be on the same scale and require a more definite response so as to attain clearer representation of student feelings and define the questions more so as to give students a better understanding of question asked. Based on survey results, an area to continue to develop would be the area of connectedness in the classroom.|2021-06-22|||2021 24656980000000|Hilmar Unified|6|HUSD administers the CHKS every year at the 5th, 7th, 9th, and 11th grades and also to all students in Alternative Schools programs. The following are the student results: 5th grade: CHKS "school connectedness" 71%, "caring adult at school" 71%, "feel part of the school" 76% 7th grade: CHKS "school connectedness" 62%, "caring adult at school" 70%, "feel part of the school" 57% 9th grade: CHKS "school connectedness" 63%, "caring adult at school" 72%, "feel part of the school" 56% 11th grade: CHKS "school connectedness" 53%, "caring adult at school" 76%, "feel part of the school" 42% The most recent LCAP Student surveys completed by students in grades 5 through 12. The following are the results: 5th grade: Students reported high levels of feeling "welcome at school" 81%, "teachers and staff care about my well-being" 75% 6th-8th grades: Students reported high levels of feeling "welcome at school" 91%, "teachers and staff care about my well-being" 87% 9th-12th grades: Students reported high levels of feeling "welcome at school" 89%, "teachers and staff care about my well-being" 84% These results indicate that students continue to feel safe and connected to their schools. Since the the LCAP and CHKS surveys are anonymous, it was hard to differentiate by student groups. Therefore, meetings were set up at each school targeting specific student groups to gather input and feedback on student needs as they saw them.|2021-06-25|||2021 24657220000000|Le Grand Union Elementary|6|The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 67.75% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 84.25% of students say they feel safe at school.|2021-06-22|||2021 24657300000000|Le Grand Union High|6|The CHKS climate survey was administered to grades 9-12 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 84% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 71.5% of students say they feel safe at school.|2021-06-23|||2021 24657480000000|Livingston Union|6|LUSD provides a local Student Climate Survey to all students in grades 3-8. The data is evaluated at site and district levels and is used to improve school climate. Due to distance learning, the focus of the survey shifted to student connectivity as it related to student participation and connectedness as well as student input on the difficulties associated with distance learning. 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. LUSD has four (4) nationally ranked counseling programs which were routinely utilized in supporting students with social-emotional needs.|2021-06-17|||2021 24657550000000|Los Banos Unified|6|1. The 2021 LCAP survey administered in January 2021 revealed several strengths. Overall, 62% of respondents to the LCAP survey indicated feeling satisfied with school supports for academic needs. For staff members, 58% indicated feeling satisfied with the level of school support received. 93% of student respondents agree that their teachers encourage them to do to their best. Most student respondents feel supported and encouraged by their teachers and that students have positive relationships with adults at their school. 90% of student respondents feel that their teachers treat them fairly. 88% feel that their principal cares about them. Finally, most parents and student respondents believe students have access to the resources and materials that they need to be successful. Student discipline and suspension continue to be an area of concern for LBUSD. On the staff portion of the 2020-21 CHKS, staff expressed significant concern with student readiness to learn, behavior, and the fair application of school rules. Students expressed similar concerns with the fair application of school rules. The 2019 dashboard revealed that 8 schools had high or very high rates of suspensions and 7 schools had increased their rate of suspensions from the previous school year. In both the 2021 LCAP survey and the CHKS, parents and students indicated that bullying is a problem at their school. 34% of 7th graders and 48% of 11th graders indicated that they experienced chronic sadness or hopelessness during the previous 12 months. 13% of 7th graders and 17% of 9th and 11th graders indicated that they considered suicide during the previous 12 months. 2.The LCAP survey indicated a difference between parents and staff perceptions of parental involvement. Parents have a positive view of parental involvement. Most parents (90%) feel welcome at their child’s school. Most parents indicate that they participate at their child’s school. Staff did not feel the same way towards parent involvement. Staff do not consider the quantity and quality of parental involvement sufficient. Staff indicate dissatisfaction with the amount of time parents communicate with staff, with parents’ support in dealing with students’ behavioral issues and with overall parental involvement. This disconnect between parents and staff indicates a need to increase opportunities for parent involvement as well as providing education regarding the type of involvement. These results also indicate a need to improve communication. 3. LBUSD began work last year on implementing PBIS systems of support across school sites. Training and support is being provided to better equip staff to handle student misbehavior and promote positive student behavior. LBUSD hired additional wellness counselors to provide guidance and direction to students struggling with mental and social issues. LBUSD has contracted with local agencies for clinicians provide mental health support.|2021-06-17|||2021 24657630000000|McSwain Union Elementary|6|The LEA did not administer the California Healthy Kids Survey due to COVID. CHKS results from the last administration and as reported previously on the Local Performance Indicator Self-Reflection report will be used. The CHKS provides information regarding the different ways that students, staff and parents perceive the overall school climate and will be administered again for the 2021-22 school year. Survey results during the pandemic would not be an accurate reflection specifically around questions regarding safety and feeling welcome. McSwain became a statewide model through onsite administration of BinaxNow rapid antigen testing. The contributions that McSwain made in this area in direct partnership with the CDPH, Merced DPH and others resulted in the development of a statewide system through the Safely Opening Schools initiative that made onsite testing available to every California School District at no cost. One could argue that we made McSwain the safest campus in the state. The District offered small group instruction and then through the Elementary Waiver added more students eventually being able to open all grade levels (districtwide) during the 1st semester when the County went into the Red. Following the winter break the District expanded in person learning, eliminated the two day a week schedule and replaced it with a five day a week schedule and then added more students after securing approval from the Merced County Department of Public Health to relax social distance restrictions from 6 feet to 3 feet. Along the way more students were added when it was safe to do so clearly indicating that despite the nationwide concern of COVID spread the majority of our students felt safe on campus; more importantly, their parents felt safe sending them to campus for in person learning. Key learnings from the survey results, from before, showed the LEA that 60% of 7th graders and 90% of 5th graders felt welcome at school. Learnings also indicated that 85% of staff members and 90% of parents felt welcome at school. These results revealed that our efforts to improve school climate were effective at that time. There was a gap regarding "connectedness to school" between 5th and 7th grades. Programs and services to connect to our middle school population will be refined. We now have a full time counselor and a full time psychologist whose position has been restructured for the 2021-22 school year. This change will ensure that she works more closely with all students in collaboration with staff and administration to ensure that the overall social-emotional needs of all students is being met. It is anticipated that once the CHKS is administered that results will be compared with previous results and a new baseline will be established.|2021-06-08|||2021 24657890000000|Merced Union High|6|Safe school environments and climate is a top priority throughout MUHSD. Each site promotes and respects relationships, involvement, diversity, and the appreciation of cultures. In addition to providing a quality education, Merced Union High School District will continue to expand engagement opportunities for all students and offer programs and activities students can participate and exceed in. Each year, students, faculty, and parents in MUHSD take the California Healthy Kids Survey. MUHSD surveys all 9th, 11th and alternative education students annually. In addition, student voice has been collected during district and site surveys, WASC and mini-WASC focus groups and annual lunches with the superintendent. On the CHKS, 54%-59% of students reported that there is a teacher or other adults that really cares about them at school. 53%-55% of students report feeling "safe or very safe" at school in 2019 compared to ratings of 50% to 55% in 2020. This data indicates that the alternative education students express the same levels of feeling safe as the students at the comprehensive school sites, which demonstrates growth for the alternative schools. 39% to 43% of the students reported experiencing chronic sadness or hopelessness in the past 12 months compared to 34% to 41% in 2019. As a response to concerns over these numbers, full-time Student Support Managers (SSM) are at each site and are authorized to provide therapy. The SSMs and academic counselors have received training in crisis screening and are available to assist students. Also, the district employs full time School Resource Officers in partnership with local law enforcement agencies and part and full time campus liaisons to ensure safety at all campuses. In reference to school supports and engagement by race/ethnicity, Meaningful participation at school ranked the lowest with 23-24% for Hispanic or Latino, 22-26% for American Indian or Alaska Native, 23-26% for Asian, 23-35% African American, 25-45% for Native Hawaiian or Pacific Islander, 29% for White, and 22-24% for Mixed two or races. MUHSD in collaboration with the local Black Parallel School Board and the English Learner Advisory Committee continues to provide support to all students and families. MUHSD staff members have been making progress toward student-centered classrooms and schools that are developed primarily on creating relationships. For the future, the district will focus closely on gathering student responses with a specific emphasis on school safety and continuing to create caring relationships.|2021-10-14|||2021 24658130000000|Plainsburg Union Elementary|6|PUESD worked with families, advisory groups and other community members in the past school yea by using ZOOM. ZOOM gave more families an opportunity to join and participate in school meetings. PUESD hosted meetings and at these virtual meetings parents and other stakeholders gave input and helped implement plans and ideas.|2021-06-21|||2021 24658210000000|Planada Elementary|6|The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 67% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 84.5% of students say they feel safe at school.|2021-06-30|||2021 24658390000000|Snelling-Merced Falls Union Elementary|6|Snelling School students feel safe at school. The student survey was given to students in 2-8th grade in May of 2021 and 100% of students stated that they felt safe at school. Also, 94% of students stated that they knew who to report to in case of an incident that needed to be reported. The school district implemented Raptor Reporting to support anonymity for students and families per parent input.|2021-10-14|||2021 24658620000000|Weaver Union|6|Results from our California Healthy Kids Survey indicate that our parents and families have a very positive opinion overall regarding our school safety and connectedness. Here are the recent results: Parent Survey Results: School to Home Communication = 78% positive responses Parent satisfaction in the academic program = 90% positive responses School Connectedness = 80% positive responses School Safety = 85% positive responses|2021-10-13|The District also believes that school climate can be measured by daily attendance, absenteeism and suspension rates. Our District ranks very strongly in these three areas and have shown improvement over a 3-year period.||2021 24658700000000|Winton|6|Winton School District (WSD) 5th graders and 7th graders were administered the California Healthy Kids Survey (CHKS) in the Spring of 2020.The 5th grade students were administered the Elementary Core Module with a target sample size of 193 students and there was a response rate of 66%.The 7th grade students were administered the Secondary Core Module with a target sample size of 224 students and there was a response rate of 56%.The CHKS indicated an overall result for the School Connectedness Questions. 68% of the 5th graders who took the survey reported "Yes, or most of the time" or "Yes, all of the time" on the School Connectedness Questions.45% of the 7th graders who took the survey "Agree" or " Strongly Agree" on the School Connectedness Questions.Both the questions/statements asked the students if they were close to people at school, happy to be at school, feel like a part of this school, treated fairly by teachers at school, and feel safe at school.From the analysis of each of the 5 questions/statements, the 5th graders had the lowest percentage of 42% (Yes, all of the time and Yes, most of the time combined) when asked, "Do you feel close to people at school?".However, the 7th graders scored the highest percentage of 54% (strongly agree and agree combined) when they responded to the statement, "I feel close to people at this school.".On the 5th grade survey, highest percentage on this set of question is 86% (Yes, all of the time and Yes, most of the time combined) when asked, "Do teachers treat students fairly at school?".In terms of students’ perception of safety at school, when the 7th graders were asked, “How safe do you feel when you are at school?”, 39% of the 7th graders perceived the school as very safe or safe, 46% felt neither safe nor unsafe, and only 16% felt unsafe and very unsafe.When the 5th graders were asked, “Do you feel safe at school?”, 72% of the 5th graders indicated that they feel safe most and all of the time and 10% never feeling safe.The strength of WSD is the academic motivation.This is highest key indicator of School Climate and Student Well-Being for both the 5th and 7th graders.The data reveals that 92% of the 7th graders "agree/strongly agree" and 91% of the 5th graders reported "yes, most of the time", or "yes, all of the time".WSD will continue its work with the academics.The 5th grade students will finish all their class assignments, try even harder when they get a bad grade, keep working on schoolwork until they get it right, and keep doing the classwork even when it's really hard.The 7th grade students will try hard to make sure they are good at their schoolwork, interested in their work, understand new things at school, and do better in their schoolwork.WSD will continue to improve its work ensuring that students feel safe and connected to the school.|2021-06-30|||2021 24737260000000|Merced River Union Elementary|6|Overall, responses from our local climate survey indicate that parents and students feel both safe and connected to the school community. The district continues to pride itself on the home-to-school relationship that it has established with the community and has made it a goal every year. The district continues to provide staff development on Social and Emotional Learning areas and will address these areas by expanding on the Multi-Tiered Systems of Support (MTSS) and focus specifically on the Positive Behavior Interventions and Supports (PBIS). The district is close to meeting its goal of a fully implemented PBIS system. The district will use the data from surveys to improve its overall scores on these identified areas to best meet students' and parents' needs. The district's teachers and staff are committed to changing how students treat and care about each other, how others think and feel about each other, and treating each other with respect. We believe that PBIS will help us improve on these numbers in the coming years.|2021-06-14|||2021 25102560000000|Modoc County Office of Education|6|MCOE does not operate a school making this priority Non-applicable.|2021-06-14|||2021 25658960000000|Surprise Valley Joint Unified|6|Again Covid has provided many challenges this year. Feed back from students is getting back activities for our students to increase motivation towards their studies. Continuing to provid academic and social-emotional growth is an important goal for stakeholders and students. Since the consolidation K-12 is under one roof with little extra room, so trying to provide more space for students and staff my moving portables from the old elementary site would create the room to grow.|2021-06-24|||2021 25735850000000|Modoc Joint Unified|6|For Grade 5: 1. Per the CHKS, School Engagement and Supports are high, students feel safe at school, students are not well behaved, narcotic use is less than 10%, and 25% of students have experienced sadness. 2. Student behavior is an issue in early grades and it is hoped the introduction of PBIS will improve student behavior. 3. No revisions at this time as due to COVID everything was derailed. We were seeing improvement in 2019-20 prior to the shutdown. For Grade 7, 9, 11: 1. Per the CHKS, caring adult relationships and high expectations are constant, but all other measures of school engagement decrease from grade 7 to 11, students feel less safe, substance abuse increases as does sleep deprivation, sadness and suicidal ideation. 2. Data indicates a significant majority of students do not have negative experiences on campus, but students question their safety on campus. The prevalence of intoxicants in the lives of student is significant. A large amount of students are not in a good place mentally. 3. School social worker has been added as has school counselor time. Awareness of student mental health issues was a large driver in opening and keeping open the schools for 2020-21.|2021-06-08|||2021 26102640000000|Mono County Office of Education|6|Meaningful Participation at school (Average reporting “Pretty much true” or “Very much true”) 60%; School Connectedness 62%; School perceived as very safe or safe 91%; Experienced any harassment 27%; Had mean rumors or lies spread about you 70% said 0 times; 9% said 1 time, 18% said 2-3 times, 9% said 4 or more times:\; Been afraid of being beaten up 82% said 0 times; 9% said 1 time; 9% said 4 or more times; Been in a physical fight 82% said 0 times; 9% said 1 time; 9% said 4 or more times; Seen a weapon on campus 91% said 0 times; 9% said 2-3 times These results are reviewed bi-annually and continuously considered for areas of needed growth and improvement. Our continued approach to improving school climate is to focus on individual relationships as well as needs. Our Individual Learning Plans (ILP’s), completed annually and updated quarterly focus on academic as well as socio/emotional and career needs/goals. We work continually to educate and support all of our staff, including administrative and support staff to develop meaningful, supportive relationships with our students and time and situations allow and as appropriate. We understand that many of our students do not have positive adult relationships in their lives and we strive to provide each at least one positive, caring adult relationship that they can rely on.|2021-06-24|||2021 26736680000000|Eastern Sierra Unified|6|ESUSD administers the California Healthy Kids Survey at least every other year to the appropriate grade levels. ESUSD also surveys students at least once annually for input on their education, curriculum, safety, etc. Results show that our students feel safe at school and enjoy what they're learning. Kids expressed a desire to have more elective classes if possible. ESUSD has created and replaced several electives in both of our high schools. ESUSD is also bringing back ski opportunities for all students in grades 4-12th.|2021-06-16|||2021 27102720000000|Monterey County Office of Education|6|Alternative Education utilizes the Youth Truth Survey developed by the Bill and Melinda Gates Foundation and a more specific Google Survey developed locally to measure school climate, school safety, and school connectedness. Alternative Education is strategic about ensuring that all stakeholders are surveyed. The data provided from Youth Truth and local Google Surveys is relevant, applicable, and accurately measured. The greatest area for growth regarding school climate is to analyze the data provided and direct programming to meet the needs of students and parents based on data provided from Youth Truth and local Google surveys.|2021-11-10|||2021 27102720116491|Open Door Charter|6|Open Door utilizes the Youth Truth Survey developed by the Bill and Melinda Gates Foundation and a more specific Google Survey developed locally to measure school climate, school safety, and school connectedness. Open Door is strategic about ensuring that all stakeholders are surveyed. The data provided from Youth Truth and local Google Surveys is relevant, applicable, and accurately measured. The greatest area for growth regarding school climate is to analyze the data provided and direct programming to meet the needs of students and parents based on data provided from these surveys.|2021-11-10|||2021 27102722730232|Monterey County Home Charter|6|In 2020-21, MCHCS administered a local school survey to students in all grades (administered online via Google Forms). This survey suggests that nearly every MCHCS student feels safe, supported, and respected while being served by MCHCS. DATA: The vast majority of students feel safe, supported, well cared for, and enjoy their weekly meetings. MEANING & USE: There is always room for improvement. Until we can maintain a metric of 100% of students feeling safe, supported, well cared for, and pleased with their weekly meetings, we will have work to do in this area. In the immediate future, we plan to create additional instructional and support videos that will enhance the support provided to students in both the academic and technological realms.|2021-06-23|||2021 27659610000000|Alisal Union|6|The Local Control Accountability Plan (LCAP) documented student and parent perceptions regarding school climate and safety as follows: -Parent Survey: 95% reported their school as a welcoming place, and 92% reported it as a safe place. Parent Survey: 86% reported feeling safe at school always/most of the time. ALL sites implemented PBIS practices, and tracked discipline using SWIS. ALL sites implemented Sticks and Stones and Behavioral Health Counseling Serving 400+ students.|2021-06-23|The Local Control Accountability Plan (LCAP) documented student and parent perceptions regarding school climate and safety as follows: -Parent Survey: 95% reported their school as a welcoming place, and 92% reported it as a safe place. Parent Survey: 86% reported feeling safe at school always/most of the time. ALL sites implemented PBIS practices, and tracked discipline using SWIS. ALL sites implemented Sticks and Stones and Behavioral Health Counseling Serving 400+ students.||2021 27659790000000|Bradley Union Elementary|6|Bradley USD used the Measurable Results Assessment (MRA) by Franklin Covey that is part of the Leader in Me program to survey school climate. 100% of students 3rd grade through 8th grade took this survey in April 2021. The MRA is given to students, staff, and parents. The district had 44% of parents participate and 100% of staff participate, along with the students. It measures attitudes towards School Leadership, Culture, and Academics. The overall score was a 66 on a scale of 100 on this survey. Two areas in school culture where students scored low were in Student Empowerment (53, Needs Improvement) and School Belonging (48, Not Effective). These areas show that students do not have a sense of connectedness with the school community or feel that people at school care about and understand them. During the 2020-21 school year, the 6th-8th grade students were not on campus until March 2021. They were in distance learning for about a year. This increased the sense of isolation from the school campus, especially since the Kindergarten-5th grade students were able to come back to campus for in-person instruction beginning in November 2020. Increasing student voice and sense of belonging is a priority for the district during the 2021-22 school year. Implementing The Leader in Me and 7 Habits program in all classrooms and across the school campus will increase student ownership of their learning and physical school environment. This will increase the students' sense of community.|2021-06-08|||2021 27659870000000|Carmel Unified|6|Carmel Unified School District administers The California Healthy Kids Survey (CHKS) and The Stanford Survey of Adolescent School Experiences (SSASE) to measure school climate. Our plan involves alternating between the two surveys each year. Both surveys provide information to guide overall school improvement as well as Local Control and Accountability Plan (LCAP) efforts. The CHKS provides qualitative data on school climate and safety, learning supports and barriers, and health and well-being. CUSD students in grades 5, 7, 9, and 11 participate in the survey. In 2020- 21, the CHKS survey was administered, but it did not include questions about safety at school because students were distance learning at home. Findings on the 2018-19 CHKS show that 94% of 5th graders report that they feel safe all or most of the time. 98% of 5th graders also reported a high or moderate level of school connectedness. At the middle and high school levels, the CHKS measures school safety and connectedness using the School Climate Index (SCI). The SCI combines Overall Supports and Engagement and Overall Low Violence and Substance Use at School. Scores range from 100 to 500, with high scores representing positive school climates and lower levels of violence and substance use at school. Carmel Middle School scored an SCI of 319 with a state percentile rank of 66, and Carmel High School scored an SCI of 404 with a state percentile rank of 96. The SSASE was last administered during the 2019-20 school year to students in grades 6-12. It helps CUSD understand students’ perspectives about school and it measures school climate. This survey is part of a collaborative effort between CUSD and the Challenge Success project in the School of Education at Stanford University. This survey measures middle and high school students’ views on homework, extracurricular activities, sleep, physical health, stress, parent expectations, academic engagement, academic integrity, and teacher support. in the survey focuses specifically on school climate. For the question about teacher caring for students the average score was 4.03 out of 5 at the middle school. This score was about the same as in 2017-18, and slightly higher than the national average of 3.96. At Carmel High School, the average score was 3.81 out of 5. This score was up from 2017-18, and higher than the national average of 3.66. In 2019-20 the high-school-level SSASE began to gauge student “Belongingness,” for which Carmel High students’ averaged scale was 3.37. We will administer the SSASE again during the 2021-22 school year.|2021-06-23|||2021 27659950000000|Chualar Union|6|Chualar Union School district administered a locally created survey in the Spring of 2020-21. Sixty-eight 6th-8th grade students responded to the survey via the internet by completing a google form. Our results serve to measure the district’s progress on state Priority Six, School Climate. Due to COVID-19 and distance learning the survey results cannot be compared to the results from prior years. In the area of School Connectedness, an average of 94% of respondents answered: "Yes" to the following question. 1) Are you happy to be a part of our school?. When asked about coming back to school/in-person instruction, approximately 81% responded that they would like to return to school in-person either full time or through a hybrid model. Most of the open-ended responses received from students for the following question, “What are you looking forward to when coming back to school?”, were in the lines of “Everything be the same as last time. ”, “Everything I miss going back to school ??”, “hopefully some good grades”, “To see everyone.”. Needless to say, our students were ready to come back to school and be a part of our school community. As we planned to transition back into in-person instruction, we added services for our students that would help support their social emotional learning. These services include a continuation of and with increased time of services with Harmony at Home: Sticks and Stones (S&S) Counseling services, OLWEUS Harmony at Home: Bullying Prevention program (BPP), and Monterey County Behavioral Health (MCBH) services, as well as training for teachers. Chualar Union School district is committed to supporting students with both their academic and social emotional needs. The district has implemented Positive Behavior Intervention and Supports (PBIS) at school. Teachers are provided with professional development opportunities that support the implementation of positive instructional strategies that promote positive and safe learning environments for all students. The district will continue to provide these services and monitor their effectiveness. Chualar Union School District plans on administering and reporting on another Local School Climate survey for students in the Spring of 2022.|2021-10-27|||2021 27660270000000|Graves Elementary|6|LCAP Goal 1 is for each school to develop and maintain positive parent, student, and community involvement and engagement to promote and support student success. It was developed as a broad goal to capture elements that contribute to student engagement including school climate. The school climate survey resulted in 96% of GESD parents and students believe that GESD provides a sense of belonging. 100% of families participated in IEP/504 meetings, 94% of families participated in parent conferences, and 92% of families participated in parent community meetings. The results from 2019/2020 to 2022/2021were consistent and suggests that the school was able to maintain a positive school climate for the students and families during the COVID-19 pandemic.|2021-11-08|||2021 27660350000000|Greenfield Union Elementary|6|Our School Climate data for local priority six is collected every other school year via the California Healthy Kids Survey. The last sample collected was derived from our California Healthy Kids Survey results in grades 5 and 7 during the 2017-18 school year. 61% of our 5th graders and 83% of our 7th graders participated during the 2017-18 sample. It was discovered that 81% of our students felt as though they were being treated with respect and 51% of our sampled students felt as though they were treated fairly. On average, 54% of our students felt safe at school, 29% had been hit or pushed, and 40% had been the center of mean rumors. These numbers are too high for our district. We will be reviewing our Positive Behavior Intervention Supports (PBIS) implementation at both site and district level to ensure we demonstrate a high reduction in bullying and an increase in safety and fairness at all of our school sites. This information will continue to be shared on a quarterly basis and was last shared on October 14, 2021 at a School Board meeting. We look forward to administrating the survey this spring 2022.|2021-10-14|||2021 27660500000000|King City Union|6|A school climate survey is administered annually to all students in grades 3 through 8 addressing students perceptions of safety and connectedness as well as respectful schools. Results of the student surveys indicated that that the majority of students feel safe on campus and treated fairly by teachers and administration. A question specific to perception of students treatment of other students on Zoom was added for the 2020/2021 school year with the majority of students responding that treatment of each other was positive. The student survey results are one indicator of progress on goal 4 of the district LCAP and assist with refining the focus on school climate.|2021-06-23|All KCUSD schools are implementing Positive Behavioral Intervention and Supports (PBIS) to continue to address the social and emotional needs of all students. As part of the system, each school site has a PBIS team that attends on-going training and provides direction to their individual school site for further implementation. Each school site is monitoring the effectiveness of implementation through the use of both the Tiered Fidelity Inventory (TFI) survey tool and SWIS (School-wide Information System) which each provide valuable data to assist in further planning, collaboration, and goal setting.||2021 27660680000000|South Monterey County Joint Union High|6|Surveys administered/Data collected: PBIS Tiered Fidelity Inventory (TFI) Climate Survey ACES Survey Aeries Discipline Data Sites where the survey was administered/data collected: Greenfield High School King City High School Portola Butler Continuation High School Themes from surveys and data: Strengths • People of different cultural backgrounds interact well • Even in distance learning, staff actively works to create a safe learning environment • Students have access to academic assistance when needed • MTSS referrals have given parents and students the ability to get help Growth Areas ? Suspension Rates prior to school closures were high, especially for Hispanic/Latino and Students with Disabilities ? Discipline Rates especially for Hispanic/Latino and Students with Disabilities|2021-06-23|||2021 27660760000000|Lagunita Elementary|6|Lagunita administers an annual student survey to students in grades 3-8 each January. The survey questions are based on questions from the CA Healthy Kids Survey and are used year over year to show continuity and track progress or decline, although last year additional questions were asked specific to the pandemic and distance learning, while others related to on campus school culture were skipped. Our results guided our reopening plans and priorities for the current school year. While students increased in their feeling of being "part of the school," during distance learning, the feeling of closeness to other students declined dramatically, from a consistent ~85% to 74% last year. Perceptions of care from adults didn't change much, nor did responses to the question "have you experienced depression (being consistently sad or hopeless)?" However we asked additional questions about specific concerns or mental health, academic, and social challenges and the responses were extensive and varied.|2021-10-27|Upon reopening to all students for full days, Lagunita has prioritized classroom community building and social/emotional wellness alongside COVID safety and academic catchup. These priorities are in line with our parent community, who selected these four priorities as their top priorities in our Fall parent survey.||2021 27660840000000|Mission Union Elementary|6|The superintendent is always submitting to the board and the community the results of surveying parents and students to further enhance the culture of the school and increase participation and communication from the community the students and the parents. The survey is done every other year and is sent in both languages. Furthermore, the survey is done orally during different meetings at school with PTO and other parents conferences. Some of the results have revealed that one of the strengths of the school is the constant communication and the frequency of is. However the school is working om integrating more parents which is sometimes is a challenge due to the agricultural nature of the are and the work of some of our parents. Overall though most parents and students and staff are content with the level of engagement and participation of the parents and ideas are always shared regarding how we can improve participation and enhance the culture of the school engagement. The school needs to multiply the opportunities and make them available at different times and days to service most parents and a larger crowd of the community|2021-12-08|The school is always using surveys and anecdotal records as well as open communication with the parents to asses the climate of the organization. Due to the size of the school and the frequency of seeing almost all of the parents on a daily basis we are able to communicate freely and openly with the community and listen to their suggestions regarding enhancing the school climate. The superintendent is often in the school and visible on campus chatting with the students and the stakeholders to increase communication and work on enhancing the culture||2021 27660920000000|Monterey Peninsula Unified|6|The district administered the YouthTruth student and staff survey in the fall of 2020. 2020 was the fourth year of YouthTruth survey implementation. It is important to note that due to COVID-19 that students were not in school physically from March 2020 to spring of 2021 (for elementary). At the secondary level, students engaged in modified Distance Learning. This factor will likely have an impact on local climate survey results. As a result data reflects: Elementary Level: • 62nd to 67th percentile: Academic Rigor and Expectations • 49th to 38th percentile: Student Engagement • 60th to 74th percentile: Instructional Methods • 67th to 84th percentile: Personal Relationships • 39th to 93rd percentile: Classroom Culture Middle School Level: • 15th to 25th percentile: Academic Rigor and Expectations • 18th to 22nd percentile: Student Engagement • 25th to percentile: Relationships with Teachers • 29th to 46th percentile: Relationships with Peers • 38th to 74th percentile: School Culture Overall, MPUSD elementary and middle student responses indicate growth in all areas. High School Level: • 30th to 43rd percentile: Academic Rigor and Expectations • 31st to 35th percentile: Student Engagement • 40th to 50th percentile: Relationships with Teachers • 52nd to 25th percentile: Relationships with Peers • 51st to 70th percentile: School Culture • 22nd to 26th percentile: College & Career Readiness MPUSD high school responses increased in all categories with the exception of relationships with peers, likely attributed to COVID-19 and not being in person at school.|2021-06-22|Staff presents to the Board of Education on school culture data, including survey information and presentations. YouthTruth data is also provided in the Local Control Accountability Plan which went to public hearing on June 8, 2021 and final adoption on June 22, 2021. For purposes of date taken to local governing Board we indicated LCAP approval date.||2021 27660922730240|Learning for Life Charter|6|For 2020-21, LFLCS rewrote its annual Climate Survey, so that it focused more specifically on students’ sense of safety and connectedness to school, and to gather data about the impact of the pandemic on our students. The survey consisted of 5 sections where students could express Strong Agreement to Strong Disagreement to statements regarding connections with adults, regarding developmental relationships with staff, regarding their treatment related to their gender, sexual orientation and race/ethnicity, regarding their perceptions of safety for themselves and for others, and regarding their sense of connectedness and safety during the COVID-19 pandemic. One section asked about the degree of students’ need for assistance, from Frequently to Never. Most students Agreed or Strongly Agreed that they felt connected to adults at school, that the staff supported them with Developmental Relationships, that they were treated respectfully in relationship to their gender, sexual orientation and race/ethnicity, and that others were treated safety and respectfully at school in relationship to these dimensions of identity. Students’ sense of safety and connectedness during the COVID-19 pandemic was more spread out and averaged in the range between feeling neutral about it and feeling safe. Few students surveyed expressed needing more than rare need assistance in meeting basic needs. Of the needs listed, legal and medical assistance were slightly more requested than others. We take these results to mean that students generally feel safe and connected to our school staff, but that we need to do more to help students feel safe enough during the pandemic. This motivates us to continue implementing our program of Trauma Informed Care, and to encourage more in-person interactions in the upcoming year.|2021-06-24|||2021 27660926118962|International School of Monterey|6|ISM places a huge emphasis on positive school climate, starting with its mission to “educate all children toward becoming conscientious, compassionate, and responsible citizens of the world” and its vision of “a world of understanding.” In keeping with the vision, ISM focuses on creating small worlds of understanding in each classroom each day to help students develop the character that will make them contributors to a global world of understanding throughout their lives. The emphasis on school climate is formalized in an LCAP commitment to leverage ISM’s fiscal, physical, and human resources to achieve a positive and productive school climate, culture, and community. ISM has assessed its performance relative to this outcome through annual student, parent, and staff surveys, targeting an average of 3.5 or above on a 5-point scale for all climate, culture, and community related items. The 12 culture/climate-related items on the grade 6-8 student survey are: • Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. • My teachers work hard to help me with my schoolwork when I need it. • Teachers give students a chance to take part in classroom discussions or activities. • Teachers go out of their way to help students. • I feel close to people at this school. • I am happy to be at this school. • I feel like I am part of this school. • The teachers at this school treat students fairly. • This school clearly informs students what would happen if they break school rules. • Rules in this school are made clear to students. • Students know how they are expected to act. • Students know what the rules are. The target was achieved on the 2021 administration of the grade 6-8 student survey, as ratings averaged 3.5 or higher for all 12 items. Likewise, the target was achieved on the grade 3-5 student survey, parent/guardian survey, and staff survey. The positive results for all 203 students surveyed were mirrored in the results for significant subgroups. Overall, the annual survey results confirm that ISM’s mission- and vision-driven focus on school climate, culture, and community results in students feeling respected, safe, well treated, and valued. Other metrics such as high average daily attendance (96.4%), low chronic absenteeism (1.4%), and no middle school dropouts further support this conclusion. The few lower ratings have helped identify specific areas where the school might make further gains. Based on this data and open-ended comments, ISM has invested time and money in further strengthening school climate in recent years, including hiring an AP for School Culture & Community; forming a Climate, Culture, and Community Team whose four faculty members work with the AP to develop climate-related activities and events; implementing a Multi-Tiered System of Supports (MTSS), and encouraging teachers to take time to focus on positive classroom climate, particularly at the start of the school year.|2021-06-15|||2021 27661340000000|Pacific Grove Unified|6|For the 2020-21 school year, Pacific Grove Unified administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Every year the results of the California Healthy Kids Survey are reported to the board of trustees at a regularly scheduled meeting. The 2020-21 student survey results for 5th grade (an average of both elementary schools) showed that 80% felt connected to school, 88% felt academically motivated, 78% felt adults cared for them, 81% felt safe at school, 85% had social & emotional supports, and 89% felt there was an anti bullying climate. Both elementary schools continue to implement Toolbox character programs to build cultures of respect and growth mindsets to enhance academic achievement. The 2020-21 student survey for grades 7, 9, and 11 identified the following criteria related to school connectedness, safety and social emotional well being: In grade 7 (67%), grade 9 (59%), grade 11 (62%) feel academically motivated. In grade 7 (73%), grade 9 (71%), grade 11 (71%) felt the adults set high expectations. In grade 7 (68%), grade 9 (63%), grade 11 (59%) felt they had caring adult relationships. Regarding social emotional areas the survey revealed some decreases and increases in chronic feelings of sadness or hopelessness (Grade 7: 2019-20 52%, 2020-21 27%; Grade 9: 2019-20 38%, 2020-21 46%; Grade 11: 2019-20 43%, 2020-21 47%) with a decrease at Community High School from 50% in 19-20 to 36% in 20-21. Although we have seen mostly a decrease with the number of students stating they had considered suicide from 2019-20 to 2020-21 (Grade 7 19-20 12%, 20-21 7%; Grade 9 19-20 21%, 20-21 12%; Grade 11 19-20 18%, 20-21 11%), with an increase at Community High from 14% in 19-20 to 29% in 20-21, the high school is continuing its efforts with suicide prevention practices and supports for students. The high school is implementing the Restorative and Trauma Informed Practices along with the OLWEUS surveys to capture students who are at risk. The high school has outreach programs, counseling services, and other monitoring programs focused on suicide prevention. The middle school is hosting assemblies on suicide prevention, counseling services, and providing Smart Social Cyber Safety Curriculum as well as an ongoing data collection focused on “Students of Concern”. The OLWEUS survey is administered to all middle school students to identify concerns related to bullying as a preventive measure and build awareness and design programs to encourage students to stop bullying behavior. The middle school is also implementing Character Strong, a program designed to build a safe and positive school culture. To address social emotional supports, we have allocated more funding to counseling services at the elementary, Middle and High School.|2021-06-03|||2021 27661420000000|Salinas City Elementary|6|Due to the impact of the pandemic, the California Healthy Kids Survey was not administered in the Fall of 2020. Therefore, SCESD does not have survey results for the 2020-2021. For the 2021-2022 school year SCESD will be administering the Panorama Student Survey, that will allow us to disaggregate our student results.|2021-06-28|SCESD is committed to the development and refinement of its school climates and cultures. SCESD employs Positive Behavior Interventions and Supports (PBIS) as a framework for this work. As a local data collection tool for climate and culture, PBIS’s Tiered Fidelity Inventory demonstrates our system’s fidelity at establishing safe and predictable schools. •Winter 2021, 11 of 14 schools achieved 70% or greater at Tier 1 •Winter 2021, 12 of 14 schools achieved 70% or greater at Tier 2 •Winter 2021, 12 of 14 schools achieved 70% or greater at Tier 3 Schools have remained consistent in their fidelity of PBIS practices as measured by the Tiered Fidelity Inventory.||2021 27661590000000|Salinas Union High|6|This year, we identified four questions from the School Climate Survey to input in the LCAP Student Survey in order to not over-survey and duplicate efforts. Keep in mind that this is during a distance learning year. Here are the SCS questions and District data out of 7,348 student submissions: I know an adult at school that I can talk with if I need help. -Conozco a un adulto en la escuela con quien conversar si necesito ayuda. Strongly Disagree / Totalmente en desacuerdo 8.8% Somewhat Disagree / Un poco en desacuerdo 14.6% Somewhat Agree / Un poco de acuerdo 43.7% Strongly Agree / Totalmente de acuerdo 32.9% To what degree do you feel safe at school? Not Safe- No seguro 3% Somewhat safe- Algo Seguro 26.1% Safe- Seguro 52.1% Very Safe- Muy Seguro 16.8% To what degree do you feel your classrooms are safe learning environments? -¿Hasta qué punto cree que sus aulas son entornos de aprendizaje seguros? Not Safe- No seguro 2.1% Somewhat safe- Algo Seguro 20.9% Safe- Seguro 57.8% Very Safe- Muy Seguro 19.1% I feel my school sets clear rules for behavior. - Mi escuela dicta normas de comportamiento claras. Strongly Disagree / Totalmente en desacuerdo 2.8% Somewhat Disagree / Un poco en desacuerdo 8.9% Somewhat Agree / Un poco de acuerdo 45% Strongly Agree / Totalmente de acuerdo 43.2% Analysis and Next Steps: Looking at this data, it is evident that the emphasis on school climate and safety through our PBIS Framework is helping our students feel safe in the classroom and school environment, even in the digital space. We are proud that students also felt that there was an adult they could talk to at school if they needed help. We see this percentage growing during in-person learning 2021-2022 and are planning to emphasize this trauma-informed approach going into the new year.|2021-06-22|||2021 27661670000000|San Antonio Union Elementary|6|Student engagement, academic progress, and career awareness are focus areas for us at SAUSD. In regards to school connectedness (student engagement and supports), 82% of 6th graders feel connected to school, 49% of 7th graders feel connected to school, and 56% of 8th graders feel connected to school. This data represents a nation-wide trend that shows a rapid decline in student engagement throughout middle and high school. As a district, we’re looking to address this issue by providing opportunities for all students (Kindergarten through 8th grade) to explore their strengths, interests, and passions and how it connects to future careers. Research shows that if students are able to connect their strengths/interests/passions to what they’re learning in school (academics), engagement increases.|2021-06-08|||2021 27661750000000|San Ardo Union Elementary|6|The San Ardo Union Elementary School District administers the California Healthy Kids Survey annually in March to students in grades 3-8. The District has learned from this survey that students feel that adults listen to them as 97.73%, consistent with data from the previous year. Students feel they are treated with respect always as 97.73%, again consistent with the previous year's findings. Students also feel that it is clear that bullying is not allowed by the adults in the school supported by a 93.18% rating, slightly lower than the previous year's finding. The other key finding was 100% of students reported to be happy at this school either all of the time or some of the time. We believe the results indicate the Positive Behavioral Interventions and Supports implemented over the past six years has been a strength resulting in a positive culture where students want to thrive. We will continue the implementation of PBIS and the Character Counts program to strengthen the culture and climate of the school.|2021-09-08|||2021 27661830000000|San Lucas Union Elementary|6|The school climate survey is administered in the spring of even-numbered years. Due to the COVID19 pandemic, survey was administered twice, once during distance learning in Fall 2020 and again Spring 2021 after students had returned to school. It is noted that despite having a rural location with low connectivity and significantly high percentages of socioeconomically disadvantaged and English language learners, San Lucas students maintained a positive outlook during the COVID19 pandemic: 100% happy to be in school in the Fall and 94% happy to be in the school in the Spring; 50% felt students were motivated to learn during distance learning, compared to 63% in the Spring; 70% in Fall felt teachers and other school adults cared about them, compared to 88% in Spring; 90-100% of students surveyed in both Fall and Spring stated they felt their parents, teachers and school staff thought they could do a good job and wanted them to do their best; 90% in the Fall and 88% in Spring felt that teachers and staff treated the students with respect; 90% of students surveyed in Fall and 100% in Spring said that teachers make it clear that bullying isn't allowed; 100% respondents in Fall and Spring felt that the school taught them to care about each other and treat each other with respect; about 80% of students surveyed in Fall and Spring responded that fellow students try to stop bullying when they see it; 50% or higher of students surveyed in Fall or Spring indicated they had never been the giver or recipient of pushing, hitting, bad names, lies, or rumors on campus (scores ranged from 50-100% depending on specific question); 90% in Fall and 88% in Spring stated they felt safe at school. The consistency from Fall 2020 to Spring 2021 was very consistent and suggests that the school was able to maintain consistency for the students during the COVID19 pandemic.|2021-10-12|||2021 27661910000000|Santa Rita Union Elementary|6|Due to the COVID-19 Pandemic during the spring of 2019- 2020 school year SRUSD students transitioned to distance learning. During this time and throughout the 2020-2021 school year students and families were surveyed through the SRUSD Needs Assessment Surveys and the LCAP surveys Surveys were provided in both English and Spanish. Parents were contacted and verbally provided the survey for those parents that did not have access to the internet. These surveys were developed to inquire what unique supports students and families needed due to the status COVID-19 pandemic, socio-emotional needs or concerns and academic needs in all grades. In grades K-8 9% of all students received hotspots to support access to the internet. 100% of all students were provided a Chromebook to use at home. 100% of all K-8 students were provided materials and supplies throughout the school year. In grades 6-8 counselors and site administrators provided home visits on a weekly basis whereas grades K-5 counselors and administrators provided home visits as needed. 76% of parents desired teachers to provide an online after school program in grades 6-8. 82% of 6th grade students desired teachers to provide an online after school program compared to 38% of 8th graders. Grades 7-8 demonstrated a 12% increase of counseling requests during the 2020-2021 school year compared to the 2019-2020 school year. In the spring of the 2020-2021 school year SRUSD offered an in-person optional afternoon session at school sites. These afternoon sessions were focused on SEL and re-acclimation. Surveying the parents in K-5 grades 44% opted their students participate in the optional in-person offerings and in grades 6-8 54% opted for their student to participate. These surveys allowed district and site administrators to adjust budgets in order to support the distance learning academic setting during the COVID-19 Pandemic.|2021-10-27|Throughout the 2020-2021 school year SRUSD focused on listening and supporting the unique needs of students and families. SRUSD provided information nights through meetings such as LCAP meetings, DELAC meetings, Town Hall meetings. These virtual meetings were offered in English and Spanish. Through these meetings and various surveys feedback demonstrated a need of increased counseling support at each site, hiring a Director of Family Engagement and increase the number of Family Resource Centers. Community partners such as the local Food Bank also increase their support. The local Food Bank supported SRUSD families with Food Bank locations at three out of our six school sites weekly.||2021 27662250000000|Spreckels Union Elementary|6|A version of the California Healthy Kids Survey was administered to all 4-8th grade students in the spring. Results of the survey are as follows: Data- 4th and 5th Grades: 81% "liked school" (scores of 3 or 4 on the survey); 19% did not (scores of 1 or 2) 97% "did their best in school"; 3% did not 96% "gave their best effort"; 4% did not 95% felt the school "had clear rules for behavior"; 5% did not 95% felt "teachers treated them with respect"; 5% did not 90% felt "positive behavior was noticed at school"; 10% did not 89% felt "they got along well with others"; 11% did not 93% felt "safe at school"; 7% did not 85% felt "students treated each other with respect"; 15% did not 93% felt "an adult at school would help them if they needed it"; 7% did not 86% felt "students followed rules in class so teachers could teach"; 14% did not 51% of students felt the hardest part of distance learning was time away from friends and teachers; 41% felt the hardest part was understanding what was being taught, and 8% preferred distance learning and wanted to continue. 6th-8th Grades: 75% "liked school"; 25% did not 82% felt "successful at school"; 18% did not 79% felt "the school set high standards for achievement"; 21% did not 95% felt "the school set clear rules for behavior" 93% felt "teacher treated them with respect"; 7% did not 97% felt "behaviors in class allow teachers to teach:; 3% did not 61% felt "students are frequently recognized for good behavior"; 39% did not 95% felt "safe at school"; 5% did not 80% felt "there was an adult to talk to if they needed help"; 20% did not 39% of students felt the hardest part of distance learning was time away from friends and teachers; 43% felt the hardest part was understanding what was being taught, and 18% preferred distance learning and wanted to continue. Meaning: Overall, student responses from both grade spans/school sites were very positive. However, as in past years and as is the case on surveys in general, students in the younger grades tended to view things more positively than the middle school students. In both cases, the overwhelming majority of students enjoyed school, felt they did their best and were recognized for it, felt school was safe, and felt they were respected and had adults available to talk to. The last survey question indicated a stronger desire for middle schoolers to remain in distance learning (18% versus 8%) than elementary students which has been consistent in what we have seen in students'/families' instructional options this past year. Use: Based on the overall positive responses, the schools will continue to emphasize positive behavioral supports and provide a variety of enrichment opportunities for students. It is clear in both grade span results that many students experienced isolation while in distance learning and will need opportunities to re-engage with peers in the fall when schools reopen for full in-person instruction.|2021-06-03|||2021 27662330000000|Washington Union Elementary|6|In May 2020 students in grades 3 through 8 took the Annual Survey. This survey was distributed electronically, at home, and during the COVID-19 pandemic. The results revealed that students feel treated with respect by peers and staff. Students feeling safe and knowing what to do in an emergency was in the high ninetieth percentile. The LEA will continue to provide lessons about conflict resolution, social-emotional learning, and regular safety drills.|2021-12-08|||2021 27738250000000|North Monterey County Unified|6|The California Healthy Kids Survey (CHKS) was administered in 2019-2020 and prior years (i.e. 2018-2019; 2017-2018, etc.) The district administered a student LCAP survey to grades 3-5 and 6-12 in the Spring of 2021. Key Findings: -About 50% of our learners reported "school connectedness" in 2019-2020. -Elementary learners were more likely to report feeling safe, connected, and "welcomed" on campus compared to our secondary learners. -High School learners reported improvements in safety and connectedness over the past three years. Strengths/Challenges/Barriers: -About 30% of learners in our district report not having someone to go to at school when they have a concern or need. Learners in our district are more likely to report “sometimes” seeing themselves (culture & identity) in their school or on their campus. -On average 50% of all of our learners feel safe at school. Ongoing Actions: -A continued focus on tiered social-emotional & behavioral support, with an increased concentration at our middle school -An increase in counselor and student services support -A new focus on Restorative Justice Practices tied to a clear Discipline and Intervention Matrix -Ongoing professional development for all staff|2021-06-24|||2021 27751500000000|Big Sur Unified|6|Parents feel children are safe and well cared for in this small, close knit school. Children feel happy and safe. The school is a home to our 17 students.|2021-06-07|Parents often visit. Parents are always invited to lunch, to volunteer, to attend field trips and on-site educational experiences. Ongoing, daily communication with all families.||2021 27751500118349|Big Sur Charter|6|Fifty-nine percent of parents participated in the end of year survey. One hundred percent reported that their children feel emotional safe at BSCS, that parent concerns are taken seriously, and 94% reported that their students want to attend learning center class.|2021-10-02|||2021 27754400000000|Soledad Unified|6|The CA Healthy Kids Survey (CHKS) was identified as the annual School Climate survey for students in grades 5, 7, 9, and 11. The CHKS is administered in January-February of each year. ------ For grade 5 (with 87% of students completing the survey) the following results were obtained: School Connectedness (67% agreed), Caring Relationships (77%), High Expectations (89%), Perceived School Safety (83%), Rule Clarity (85%), Anti-Bullying Climate (68%), and Positive Behavior (69%). One area to focus on is Meaningful Participation (40%), as scores have not met State averages for any of the past several years. Areas in the Meaningful Participation questions include deciding school activities or rules, asking about ideas, a chance to solve problems, and doing interesting activities at school. ------ For grade 7 (with 96% of students completing the survey) the following results were obtained: School Connectedness (59% agreed), Caring Relationships (60%), High Expectations (76%), and Perceived School Safety (56%). One area to focus on is Meaningful Participation (40%), as scores have not met State averages for any of the past several years. Areas in the Meaningful Participation questions include deciding school activities or rules, asking about ideas, a chance to solve problems, and doing interesting activities at school. ------ [Grade 9 and 11 CA Healthy Kids Survey results were not tabulated at the time of this report.] ------ In addition, Soledad USD administered the CORE® Social-Emotional Survey in the Spring of 2020-2021 SY. 1,694 students completed the survey and the following results were obtained: Culture/Climate (72.6% responded Favorably), Growth Mindset (76.6%), Self Management (62.5%), Self-Efficacy (71.3%), and Social Awareness (65.9%). ------ Since our students had an opportunity to take multiple socio-emotional surveys, we are able to further triangulate data and develop targeted supports for our students. To provide a safe and healthy school climate, staff will continue with social emotional counselors at all school sites, PBIS, Restorative Practices, and the implementation of the MTSS framework. When doing so, we will ensure that we are targeted in our interventions so that we become focused in supporting our students. ------|2021-06-23|||2021 27754730000000|Gonzales Unified|6|In accordance with the standard expected for Priority 6, GUSD administered the California Healthy Kids Survey (CHKS) in 2019-20 to students in grades 5, 7, 9, and 11 and the district was able to collect 632 student responses, or a 76% average participation rate. The purpose of this survey was to capture a valid measure of the student perceptions of school safety and school connectedness. The survey results indicated that the majority of students rank higher on academic motivation and high expectations. Caring relationships, socio emotional support and parent involvement are higher in the lower grades, and student perception on these measures decline as they move up to secondary. 53% of elementary students provided a good rating of facilities, while only 12% of middle school students and another 25% of high school students provided favorable ratings for their school facilities. Students at the elementary feel generally safer, but it shows a downward trend as students move up to secondary. To be more specific, 69% of students in the elementary, 35% at the middle school, and 40% of high school students expressed feeling safe. During the period of school closures, the Gonzales Youth Council conducted a survey that was sent out to their fellow students on May 18 to 22, 2020. The intent of the GYC survey was to gather information regarding how students were coping with the COVID-19 crisis. A total of 374 student responses were gathered and results of the survey indicate that students are struggling in keeping up with academic demands in a virtual learning environment and the majority of students, 88% of student responses, indicated that they are struggling with learning/understanding their lessons. Furthermore the survey also indicated that while 93% of students stated that they have access to materials they need to assist with their learning, barriers include having to care for a younger sibling (60% of student responses), chores that need to be done at home, and not having an adult helping them with their work. The students also indicated that the COVID situation has put a lot of stress on them, many students are feeling anxious and/or overwhelmed, and that they are also losing motivation with school work. The results of these surveys are an important metric for LCAP 3. This data was shared at LCAP informational sessions as goals for the following year were being developed. Site principals will utilize the data to develop their schools’ Single Plan for Student Achievement (SPSA) goals. Focus areas for school sites have been facilities upkeep, socio-emotional learning supports, caring adults at school, and promotion of parent involvement in schooling.|2021-06-22|||2021 28102800000000|Napa County Office of Education|6|All students are annually surveyed using the CA Healthy Kids Survey. Napa COE had an 84% participation rate on the CHKS in 2019-2020. In most areas, results from 2019-2020 are trending down when compared to the results from 2018 and earlier years. Only 36% of students now report they have a high degree of connectedness with school (as compared to 87% in 2018 and 79% in 2017). Only 49% of our students report they feel safe at school (as compared to 61% in 2018 and 2017). 64% of our students feel that teachers have high expectations for them (which is also down from 89% in 2018 and 87% in 2017). 63% of students feel that there is a caring adult at school for them (which is lower than 88% in 2018 and 88% in 2017). Based on the results, students are feeling less secure with school. Napa has seen a range of natural disasters impact our local area the last couple of years and more students are suffering from more trauma. Because of this, we will continue to provide the academic and behavior programs and ramp up our social-emotional program to support students. We will also explore ways to increase interesting and engaging real-world experiences and curricula to ensure our students have success in school and beyond. To help our students develop the self-regulation and interpersonal skills needed to form and maintain positive and meaningful relationships, we now employ a social worker, an SEL coach, SRO, instructional support specialist, and an interventions coordinator to work with students and families to address barriers preventing students, especially unduplicated students and those with exceptional needs, from thriving in school. The social worker and interventions coordinator work with community agencies to refer families for resources and services. We also employ trained para-professionals to create relationships with families and conduct the home visits. We will assign "case managers" to each classroom to connect with families on a weekly basis. The paraprofessionals, social worker, and interventions coordinator, SEL coach, and SRO also conduct home visits to strengthen school and family connections.|2021-06-08|||2021 28662410000000|Calistoga Joint Unified|6|School is a place where students feel accepted and connected: CES students: 73% responded “always or often” CES parents: 94% responded “always or often” CJSHS students: 73% responded “always or often” CJSHS parents: 92% responded “always or often” School is a place where students feel valued and respected: CES students: 94% responded “strongly agree or agree” CES parents: 77% responded “strongly agree or agree” CJSHS students: 82% responded “strongly agree or agree” CJSHS parents: 93% responded “strongly agree or agree” School staff treat all student cultures with respect and value differences: CES students: 90% responded “strongly agree or agree” CES parents: 94% responded “strongly agree or agree” CJSHS students: 83% responded “strongly agree or agree” CJSHS parents: 93% responded “strongly agree or agree” School is a safe place for students and staff: CES students: 91% responded “strongly agree or agree” CES parents: 71% responded “strongly agree or agree” CJSHS students: 87% responded “strongly agree or agree” CJSHS parents: 63% responded “strongly agree or agree” In comparison to our survey results from past years, there was a noted disparity between student and parent responses. We believe that the time in the year that we administered the survey may have had an effect on the responses because our schools were in distance learning due to the pandemic. Parent concerns about safety were most likely related to COVID-19 and thus were addressed when students returned to in-person school. To improve the school climate so that more students feel accepted and connected, our district will be providing multi-year professional development focused on culturally responsive instruction for all administrators, teachers, and paraprofessionals beginning in the 2021-22 year. In addition, staff will receive refresher training on the use classroom circles to engage students and help to create a school community in which every student feels accepted and connected.|2021-06-14|||2021 28662580000000|Howell Mountain Elementary|6|Each year, HMESD administers a school climate survey three times. The data is analyzed by staff and the information is presented to the school board. Primarily, the focus is on student perceptions of school safety and connectedness. Key learnings include an overall high percentage of students feeling engaged and safe. However, given the nature of the Howell Mountain ESD small school setting, students are reporting that they are in need of an adult to talk to. Students also report that they need support in describing their feelings and report that they do not have academic perseverance. Understanding these findings, Howell Mountain ESD is choosing to focus on Social Emotional Learning in the new LCAP cycle.|2021-06-16|||2021 28662660000000|Napa Valley Unified|6|The data used for this Self-Reflection, comes from the California Healthy Kids Survey. There are a few important positive trends regarding NVUSD’s wellness survey. First, Academic Motivation (willingness to work hard on school assignments) is high. 5th grade reports the highest levels of motivation, 81%, with 80% reporting so in 7th grade, 73% in 9th grade and 71% in 11th grade. Rates of reported bullying incidents are low; 34% for all students at the secondary level, and in elementary 81% of students report that their schools have clear rules around bullying and that when students report bullying, teachers respond accordingly. Substance abuse rates are also low in NVUSD. At elementary, roughly 20% of all students report trying alcohol, using inhalants or trying marijuana. At secondary, 1% of 7th graders, 6% of 9th graders, and 14% of 11th graders report ever being drunk or high at school. More concerning trends exist in secondary, particularly among LGBTQ and Transgender populations. Across the board on all indicators 11th grade and students in Non-Traditional (Alternative) Schools had the lowest reported motivation rates, felt the least connected to caring adults, and had the highest reported substance use rates. In the areas of School Safety, LGBTQ and Transgender students were bullied at double the rate of other students, experienced double the rates of sadness and loneliness and were three times more likely to have considered suicide than any other demographic subgroup. To counter these statistics, NVUSD is in year two of a five-year roll out for Multi-Tiered Systems of Support (MTSS). MTSS is a referral and identification process for all students. The purpose of the MTSS process is to identify student academic and behavioral health needs early, put supports in place in a timely manner, so as to ameliorate the deficits and struggles the student may be experiencing, before they result in chronic failure and/or disciplinary outcomes. It is also meant to support the understanding of educators and other NVUSD stakeholders about the different kinds of support students need; Tier 1 - whole class supports, Tier 2 - additional supports or programs for fully-included students, or Tier 3 - programs and supports which place students outside the general education classroom for part or all of their day. The completion of this implementation process will result in wrap-around services for students which consider varied options for support which facilitate their progress toward becoming college and career ready.|2021-06-24|||2021 28662660108605|Stone Bridge|6|DATA: Student surveys were distributed to grades 5-8. A sampling of the results from the May 2021 survey that are most pertinent to our LCAP goals are noted below. • 81% always or usually feel safe when they are at school and in their classroom. • 78% always or usually feel that, if they have a problem, they can solve it or find someone who can help them. • 77% always or usually have a device at home that is working well for them. • 54% always or usually have an internet connection at home that works well. • 78% always or usually prefer to learn in their classroom at school. • 41% noted that they felt anxious or upset a lot this year. MEANING: 81% of students noting that they felt safe while at school or in the classroom attests to the commitment Stone Bridge holds to ensuring a positive school environment for students. This is the first step towards student success and the foundation to social/emotional well-being. The percentage does, however, give room to increase the number of students who feel safe while on campus. A move to a new campus does present the challenge of replicating the same experience at the new site. Additionally, a full school returning to in-person learning will have its challenges as students once again get acclimated to school pre-COVID. USE: Some of the actions to be taken next year for continuous improvement will include: class meetings to re-establish norms and set expectations for behavior; working with individual student responses to assess needed changes; re-enliven Student Council; and returning to class buddies (1st and 8th, 2nd & 7th, etc. ) so that younger students have a connection to other students.|2021-06-29|||2021 28662820000000|Pope Valley Union Elementary|6|Students were asked to complete a school climate survey, but few participated. Parents were invited, and not one did so. Surveys were sent out during the beginning of May, but by this time, the school year had essentially dragged on for too long. With the pandemic, two large fires, power failure events, and other disruptions, the community as a whole has never been more tired. The overall data from surveys completed is irrelevant and no valid data was gathered. The essential information is that the community is ready for a break and ready to start again new. The school is preparing for continued disruptions from fires and power outages with a permanent funding change adopted for 2021-2022 and beyond to increase the school year from 180 to 185, as well as adopting a minimum of 5 "recovery" or "make up" days in all future years. The school is still considering whether to offer an afterschool program in future years as parents have treated exclusively as an "available daycare" have not agreed to minimum time and participation requirements typical for afterschool programs.|2021-06-10|||2021 28662900000000|Saint Helena Unified|6|In 2021, CHKS was administered in February. SHUSD had the following student response rate: 86% in 5th, 100% in 7th, 92% in 9th, and 83% in 11th grade. a full report was CHKS is provided to the local school board during September 2021. Highlighted results from CHKS: School Connectedness percentages in 7th grade, we were at 74%, 9th grade at 61%, and 11th grade at 69%. The lowest scale under the school connectedness component was the opportunity for meaningful participation, all secondary grades had under 36% of the students thinking they had meaningful participation. The 2021-22 LCAP addresses this by providing the following actions: increased diverse student panels, ethnic studies components added to 9th-grade humanities class, new Bias and Society elective class at the middle school, student mentoring, intramurals at the secondary level, and lastly afterschool yoga and mediation opportunities. Next, the CHKS results showed that Hispanic students are not feeling as connected to the school as their White counterparts. This prompted the following actions in the LCAP; training of staff on culturally responsive classroom strategies, trauma response classrooms practices, equity superintendent committee, and opportunities for student voice around the theme of Equity. As a district, the focus will continue on having all staff trained on a program called "DataZone" so that every single teacher knows who their students are in their classrooms before school starts by reviewing their academic history, English Learner status, students with special needs, SED status, etc. This allows teachers to be aware of student growth areas and assets. Expansion of the Professional Learning Communities (PLC's) training will be started at the middle school level in 2021-22 In addition, building out our Multi-Tiered Systems for Support (MTSS) at all sites will continue. These actions assist in creating a positive climate and culture for all students to feel connected and meaningfully engaged in all aspects of school. Additional data from the CHKS in building the LCAP was in the area of social and emotional learning. More than 40% of 9th and 11th graders have had continually sad and hopeless feelings in the last 12 months, 13% of 7th and 21% of 9th graders have seriously considered attempting suicide in the last 12 months. Also, 21% of 9th graders do not trust their ability to solve difficult life problems. This list can go on, that is why mental health services with contracted therapists will continue and a new part-time school social worker will be hired to assist in supporting our student support services district-wide. The social-emotional curriculum will be consistently taught TK-12, and community circles, family groups, wellness time will be placed in schedules. Lastly, students are not using hard drugs but 20% of 11th graders are still using alcohol and marijuana within the last 30 days. SHUSD will continue with alternatives to suspensions.|2021-06-17|||2021 29102980000000|Nevada County Office of Education|6|A local survey was given to students at Earle Jamieson seeking input on their perspectives of school safety and their connectedness to school. The key findings show that students feel safe and connected to their teachers. o Survey sample included 5 students from EJ o 100 % of students from EJ reported feeling safe at school o 100 % of students from EJ reported an overall positive school connectedness o 100 % of students from EJ reported they are treated respectfully by their teachers and staff While our survey sample is small, the social emotional well-being of our students and staff are a primary area of focus in our programs. We serve students who, for the most part, have a reduced capacity of social emotional skills and have had childhood trauma experiences. Therefore, it is paramount we address and serve these areas of need on an ongoing basis so students feel safe, connected and are in an environment conducive to positive learning experiences. Our staff will be engaged in trainings this year building capacity in the area of social emotional learning and trauma informed practices where strategies are integrated from curb to classroom and home.|2021-06-23|||2021 29102980114314|Bitney Prep High|6|DATA For this school climate assessment we looked at our results on the California Healthy School Kids Survey for 2020-2021. We believe that conclusions or assumptions that are based upon the results of this survey reflect the concerns that we were developing based upon feedback that we were receiving from students and parents. Students were struggling with mental health and wellness. 61% of students reported feeling chronically sad or hopeless in the last year. 31% of the student respondents reported having considered suicide in the last year. Students were isolated but many students were still connecting with their peers. 48% Students reported that they were struggling with social emotional distress, while 37% of students reported that they felt optimistic. Student drug use was still significant for our population. 31% of students reported that they had used alcohol in the past 30 days and 42% reported that they had used marijuana. Despite the significant challenges that our students faced in the past year, there was some feedback in the CHKS that indicated that many of our students were still connecting with their school. Overall, 78% of students felt that there were caring adults at school that were there for them and cared about their wellbeing. 83% of the student respondents felt that there were high expectations for them at school. 82% of the students reported that they believe that the school promotes parent involvement in their education. 57% of students reported that they felt academically motivated. MEANING Because Bitney’s school population is small and because our ethnic breakdown is predominantly caucasian, we have focused upon aggregated results of the survey. 67% of Bitney’s students completed the CHKS, we feel that this percentage of students taking the survey is large enough to give us valid data in considering the results. USE Because of the significant stressors that we knew our students were experiencing during the pandemic, we redouble our efforts to support students and help them stay connected to their school. We held more Student Success Team meetings than in previous years. We increased referrals to counseling and provided students and parents with information about how they could access mental health support. Teachers made themselves available to students in the evenings and on weekends. Overall, outreach to students and families increased significantly. We are taking significant steps to increase student support and engender a positive school climate as we look to bring students back for the 2021-2022 school year. During the spring of 2021, almost all of our teachers participated in training that focused upon Social and Emotional Learning, As a part of our 2021-2022 LCAP we have a goal that is focused upon student support to provide general education counseling. We are planning to train all of our staff in Restorative Justice and implement a Restorative Justice program on our campus.|2021-06-08|Assessment of the LEAs performance on meeting the standard: School climate is at the heart of the program and philosophy at Bitney Prep High School. Our goal is to foster a climate where all students feel acknowledged, accepted, and respected. Despite the many challenges dictated by the COVID-19 pandemic, we feel that we retained a focus on school climate and met this standard.||2021 29102980114322|Yuba River Charter|6|A handful of Distance Learners wished for more time on screen connecting with students of class, though the majority wished for more in person time. A strong portion requested less or no mask wearing (especially for their younger children), some parents were concerned with learning loss, and some shared appreciation for this time with their family, while others felt disconnected and grateful for these ongoing forums. Staff feedback included a strong hope for return to 5 days a week of in person instruction for the 21-22 school year and beyond. Staff have appreciated the ongoing communications of clear protocols, as we adapt to state and local mandates. It has been clearly expressed by a strong voice from staff that they wish for us to closely follow state and local mandates for safety protocols including distancing and mask wearing. Others have expressed a wish for more mandated utilization of our outdoor spaces. Staff feedback regarding challenges arising from Distance Learning have 2021-22 Local Performance Indicator Self-Reflection for Yuba River Charter School Page 11 of 14 included a lack of connection with families and students, as well as a difficulty in translating much of the social and artistic curriculum via digital means. Students expressed a general sense of separateness, and an overlying hope and need for more time with their peers and more in person class time with their teachers. Frustration is a common expression regarding the digital means to access curriculum, as well as the difficulty navigating school from the context of their home environment. We increased our in person time by an increase of schedule of day for instructional time, more tutor supports, small group instruction, live interaction appreciated and therefore continued, parents asking for continued communication and clarity on protocols, a majority wishing for full return to class. As we look forward, we are planning for full school 5 days a week with minimal focus on Distance Learning as we come out of this year's structure into a more normalized school experience, meeting the needs of the students we serve in a more wholistic way.|2021-06-09|||2021 29102980114330|Nevada City School of the Arts|6|1. DATA - NCSA gives both the CHKS survey and a student survey. On average, over 78% of students are engaged, feel safe, and are happy at school (19/20). 65% - Caring adults at school 82% - High Expectations 72% - Academically motivated 65% - Parents are involved 2. MEANING - The pandemic adversely affected the outcomes on the CHKS survey for 2021. We believe scores will change dramatically next year when we return to school full time. In November of 2020, NCSA also gave a health and wellness survey to all students in 4th-8th grades to determine of students needed mental health support. 4% of students requested support from a counselor. Our mental health team reached out to each student who requested it. 3. USE - Simply by returning to campus 2 days a week we have noticed a marked difference in the academic results and social emotional well-being of students. We added a Parent Resource Coordinator, and additional school psychologist, and a full-time counselor to support students' continued social-emotional support, mental health and well-being.|2021-06-17|||2021 29102980126219|Forest Charter|6|1. Each year Forest Charter School conducts an annual student survey, family survey and staff survey. Many of the eight state priorities, such as academic achievement, school safety and parental involvement are perennial topics in our surveys. The staff survey, student survey, and the parent survey were conducted in February 2021. Approximately 20.8% of our families (154 respondents), 28.9%% of our students and 88.8% of the staff participated in these surveys. FCS also takes into account the findings produced by the California Healthy Kids Survey adding to the information provided from the annual, student, parent and staff surveys. FCS continues to have a highly positive climate based on the surveys. The staff survey revealed that the intervention process was working and helping students get the support needed to succeed. The main difference from this year to last were the impacts of Covid-19. Although FCS is an Independent Study program and well suited for distance learning it was obvious from our surveys that everyone is excited to return to more in-person services. 2. The continued intervention process and this year's students of concern list were an area of growth in making sure that all students were getting support where needed sooner than later. The expansion of math and writing labs also contributed to supporting students during distant learning. Challenges from Covid-19 were primarily the lack of face to face meetings and in person instruction. Although these were challenging, the established independent study nature of FCS enabled the school to handle this impact quite well. With the additions of the aforementioned students of concern list and the expansion of math and writing labs FCS was able to meet these challenges head on and be successful. 3. The acceleration of the intervention process over the last few years has really paid dividends with the majority of our low performing students that have entered into the process. FCS plans to continue the use of the expanded math and writing labs not only on campus but through online options. These expanded opportunities, we believe, have contributed to the rise in our local benchmark assessments scores in both Math and ELA.|2021-06-15|||2021 29102980126227|Twin Ridges Home Study Charter|6|According to the California Healthy Kids Parent Survey (CHKS), TRHS has some wonderful successes and some areas that require improvement. For example, 82% of the parents that filled out the CHKS Survey in 2020-2021 school year expressed that they feel welcomed to participate at TRHS and 82% also expressed that TRHS encourages parents to be an active partner. 79% felt that TRHS promoted parent involvement. TRHS does need to continue to address school safety. 36% of parents who took the survey were somewhat concerned, quite concerned or extremely concerned for their child’s safety at school for in-person learning. Also, 18% of parents who took the survey were somewhat concerned, quite concerned or extremely concerned that their child was not able to interact with other students. This is not surprising due to the fact that the in-person enrichment program was not operated for the 2020-2021 school year because of COVID-19. 14% of parents who took the survey expressed that they do not have a computer or tablet or enough devices at home and 36% felt that their internet access is sometimes too slow or doesn’t always work. The above results demonstrate that parental involvement is a strength for TRHS. TRHS finds parental involvement extremely important and TRHS is always looking at new ways to involve parents. Safety concerns are of upmost importance for growth. TRHS will be able to address student interaction concerns once in-person enrichment continues. TRHS also wants to address technology concerns. TRHS strives to help students become connected to the internet and make sure every student that wants to has the opportunity to do so. TRHS strives for continuous improvement. In order to address the Nevada City Site safety concerns, TRHS has implemented a sign in-sign out sheet for parents during the enrichment program which was looked at as a positive implementation. TRHS will take the next step and increase student supervision during non-instructional enrichment time. Finally, TRHS will continue to provide chromebooks for students that need access to technology. TRHS will also continue to provide “hot spots” to students that have a difficult time accessing the internet.|2021-06-17|TRHS focuses on student safety and all that encompasses. TRHS believes in Maslow’s Hierarchy of Need. A student needs to feel safe before being able to learn. Safety is imperative when looking at school climate. TRHS is proud of their effort in encouraging parental involvement. The need for technology also contributes to a positive school climate that focuses on academic instruction and learning.||2021 29102980130823|EPIC de Cesar Chavez|6|The main areas influenced as result of the school climate and satisfaction surveys, stakeholder meetings, and input received, were the expansion of goals addressing more opportunities for work force training leading to greater access to employment and an allocation of funds for identified students’ needs related to the educational and social-emotional effects of the Covid pandemic. This includes increased technology, devices and training, expansion of the Early Childhood Education program with childcare centers, expansion in the use of tutors and Instructional Assistants, updated curriculum and digital textbooks, continued use of the myOn Reading Renaissance program and other online curricular resources. Additional counseling staff are needed to continue tiered student interventions. Counselors and staff will be provided with trauma informed curriculum and training.|2021-06-26|||2021 29102982930147|John Muir Charter|6|This year’s JMCS school climate survey demonstrated success in many areas. 98% of students felt welcome in class. 80% of students felt they had a voice in decision-making in their classes and an additional 15% felt they occasionally had a voice. 78% rated their schoolwork as highly interesting and 83% felt their schoolwork was preparing them for college and/or a career. 91% rated their teachers’ instruction as interesting and engaging. 88% rated their classroom cultures as mostly positive with 12% rating their classroom cultures as neutral. 70% of students rated their COVID distance learning experience as positive. 86% of students felt JMCS was meeting its first goal of providing high quality classroom instruction and curriculum to support college and career readiness and the elimination of academic barriers. 87% felt JMCS was meeting its second goal of providing safe, welcoming and inclusive classroom spaces for all staff, students and families. Our Highlight equity survey data also supports our school climate survey data. On a scale of 1-5, students reported their basic needs are met (4.5), they feel they belong at school (4.26), they have a sense of self-efficacy (4.41), school is rigorous (4.32) and they feel hopeful about their futures (4.46). Within this data, certain subgroups warrant extra attention and analysis. In particular, Black and white females' basic needs are lower than the schoolwide average and other subgroups when asked if they have a school staff member to talk to (3.7 and 3.0, respectively). Black and Hispanic females had lower scores in rigor, in particular when asked whether their teachers had high expectations for them (3.6 and 3.7, respectively). Additional disaggregation showed lower scores from English learners and Hispanic males in some categories as well. These survey results indicate JMCS meets and exceeds its primary goal of reengaging youth in education and creating safe spaces and positive relationships to help students meet their educational goals. Students are happy with their school experience and feel supported by their teachers. They have academic mindsets and feel that their experience at JMCS will help them meet their future goals. These results also offer us areas for growth, specifically in the areas of increasing student voice in decision-making, communicating high expectations to students, ensuring culturally relevant, rigorous work and recognizing and interrupting the ways in which implicit bias can impact our work. In the coming year, JMCS will improve and increase its structures for gathering student feedback both at the classroom level and at a schoolwide level to ensure student voices are heard and have an active role in decision making when applicable. In addition, we will continue our regular professional development on culturally responsive teaching, race and implicit bias to strengthen our understanding and improve our instructional pedagogy. JMCS will also be implementing new curriculum.|2021-06-09|||2021 29663160000000|Chicago Park Elementary|6|LEA learned from the California Healthy Kids Survey that the majority of staff felt the students did not receive the same quality of education in the hybrid model then in pre-Covid model and also felt that the students were not coping well with remote learning. 77% of students reported that they try hard to make sure that they are good at their schoolwork, while only 39% of students felt confident that they have an adult who helps them when they are having a hard time. Overall, staff and students are happy and successful at the LEA, however, more supports need to be put into place to support social/emotional growth. LEA is implementing a common RtI, Response to Intervention, time to support students academically in the coming year. This will be a new program for the majority of grade levels. LEA is also planning to expand PLC, Professional Learning Community, to three times a month. Currently, LEA conducts PLCs once a month. PLC and RtI have been huge successes in creating student academic and social growth and the LEA hopes that by adding on more time, the growth will also increase. LEA has already expanded the school counselor’s hours with the onset of Covid-19 and plans on keeping the FTE status quo for the 2021-2022 school year.|2021-06-24|||2021 29663160125013|Chicago Park Community Charter|6|LEA learned from the California Healthy Kids Survey that the majority of staff felt the students did not receive the same quality of education in the hybrid model then in pre-Covid model and also felt that the students were not coping well with remote learning. 77% of students reported that they try hard to make sure that they are good at their schoolwork, while only 39% of students felt confident that they have an adult who helps them when they are having a hard time. Overall, staff and students are happy and successful at the LEA, however, more supports need to be put into place to support social/emotional growth. LEA is implementing a common RtI, Response to Intervention, time to support students academically in the coming year. This will be a new program for the majority of grade levels. LEA is also planning to expand PLC, Professional Learning Community, to three times a month. Currently, LEA conducts PLCs once a month. PLC and RtI have been huge successes in creating student academic and social growth and the LEA hopes that by adding on more time, the growth will also increase. LEA has already expanded the school counselor’s hours with the onset of Covid-19 and plans on keeping the FTE status quo for the 2021-2022 school year.|2021-06-24|||2021 29663240000000|Clear Creek Elementary|6|The annual CHKS survey was administered to students in 7th grade, all parents, and staff. Results were analyzed and shared with staff, Site Council, and the School Board. The results were made available to all other parties upon request. 58% of 7th grade students responded that they felt safe at school and 57% of 7th grade students responded that they have a strong sense of school connectedness. While the percentage of student results is lower than both parent and staff responses in each of these areas which was above 90% responding that our school is a safe and supportive learning environment, 7th grade students had a higher rate of neither agree or disagree on each of these areas. When evaluating the student results, only 8% of 7th grade students responded feeling unsafe or disconnected. An area of growth for our District is to try to get additional input from 7th grade students as to why they are ambivalent about their feelings of safety or connectedness as demonstrated by the 33% responding feeling neither safe/connected nor unsafe/disconnected. As one of our Actions in the development of our 2021-2024 LCAP, we have prioritized increasing student council participation and activities in order to encourage more student participation in decision making and providing meaningful input in school decisions.|2021-06-15|||2021 29663320000000|Grass Valley Elementary|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. The California Health Kids Survey provides our district an opportunity to review and measure the perceptions of school safety and connectedness. This survey was administered to seventh grade students and families. Our first reflection is that we would like to increase participation rates from all groups. Overall we had a total of 77 parents, 26 staff members, and 143 students participate. We believe that higher participation rates would allow us to draw more meaningful connections to our results. We do however notice that within the results we see a need for increased academic and social engagement of our students and parents. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, or barriers? Areas of Strength: High expectations from adults in school and Peer and Adult Supports Areas of Growth: Helping students meaningfully participate Challenges or Barriers: Addressing absences and engagement 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We will continue to share and examine these results to help us make improvements and program adjustments.|2021-06-15|||2021 29663326111140|Grass Valley Charter|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. The following is a excerpt (with results) from a survey given to seventh grade students regarding school climate and safety. Prompt Students Respond to % that Strongly Agree and Mostly Agree At my school, there is a teacher or some other adult who: really cares about me 81% notices when I'm not there 86% listens to me when I have something to say 89% tells me when I do a good job 86% always wants me to do my best 88% believes that I well be a success 86% I feel close to people at school 83% I am happy to be at this school 90% I feel like I am part of this school 84% The teachers at this school treat students fairly 94% I feel safe in my school 93% I try hard to make sure I am good at my schoolwork 86% I am always trying to do better in my schoolwork 81% 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, or barriers? Students feel supported and successful at Grass Valley Charter School. Most of the reported numbers show an increase from previous CHKS results. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? We will continue to push for high levels of engagement, support and success until 100% of our students can provide positive feedback and attain success.|2021-06-15|Assessment of the LEAs performance on meeting the standard: Standard Met||2021 29663400000000|Nevada City Elementary|6|Student Climate Survey 5th-8th graders 20-21 5th grade CHKS results: 25% response rate- 83% hybrid and 17% distance learning students 90% feel connected to school 94% feel safe 87% feel academically motivated 77% find caring adults at school 6th grade CHKS results: 51% response rate- 81% hybrid and 19% distance learning students 84% feel connected 85% feel safe 72% feel academically motivated 84% find caring adults at school 7th grade CHKS results: 83% response rate- 70% hybrid and 30% distance 79% feel connected 85% feel safe 65% feel academically motivated 2021-22 Local Performance Indicator Self-Reflection for Nevada City School District Page 10 of 14 68% find caring adults at school 8th grade CHKS results: 72% response rate- 55% hybrid and 45% distance 70% feel connected 66% feel safe 48% feel academically motivated 57% find caring adults at school Other surveys 20-21 Seven Hills Parent Survey: 156 respondents 93% report students feel connected 94% report students feel safe 98% report they find caring adults Deer Creek Parent Survey: 57 respondents 97% report students feel connected 97% report students feel safe 98% report they find caring adults Seven Hills Staff Survey: 16 respondents 100% report a safe environment 100% report adults treat students with respect 100% report a supportive caring learning environment for students 95% report trust and collegiality amongst staff Deer Creek Staff Survey: 22 respondents 100% report a safe environment 100% report adults treat students with respect 100% report a supportive caring learning environment for students 100% report trust and collegiality amongst staff Reflections: 1. The climate at both schools is very positive as perceived from staff and parents. 2. The scores on all questions go down and are less positive as students move from 6th through 8th grade. 3. We need to increase participation rates at some grade levels. Meaning and Continuous Improvement: An area of growth and focus for the district is the progression from 6th through 8th grade. There are several actions that are intended to address this trend. NCSD will continue to fun our Student Assistance Provider (SAP) at Seven Hills Middle School. This person provides the emotional support and resources to students who have needs both emotionally, socially, and academically. NCSD will also continue to fund the Dean of Students at Seven Hills who works very closely with students struggling in any area of school. Tier II/III meetings will continue on a regular basis at both schools to evaluate implemented supports for students and any adjustments needs. As a result of COVID, several successful student supports were not implemented as consistently as in prior years: PBIS, Love and Logic, The Toolbox, Class Meetings, Mindful moment etc... We have included an extra elementary teacher in the LCAP to keep class sizes smaller, so we can bring these very rich and valuable supports back and implemented on a more consistent basis.|2021-06-08|Annual trainings will be provided to staff to foster continuous improvement.||2021 29663570000000|Nevada Joint Union High|6|1. DATA: NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students grades 9 and 11 on a yearly basis. Previous measures of the District School Climate Index score were not provided by West Ed in the 2020-21 school year. 60-51-54% (9th-11th-NT [non-traditional schools]) of students reported Agree or Strongly agreeing to the School Connectedness scale. 57-48-43% (9th-11th- NT) of students reported Agree or Strongly agreeing to the Academic Motivation scale. 74-68-58% (9th-11th-NT) of students perceive school as very safe or safe. 19-30-47% (9th-11th-NT) of students report current alcohol or drug use. Link to full report - https://drive.google.com/file/d/1VEG17ggaNFmRNmFi3JrjZl57HYhYykdy/view?usp=sharing MEANING: Students in grade 11 and at non-traditional schools reflected decreases in their school connectedness scores from the 19-20 school year to the 20-21 school year. Decreases in Academic Motivation were also reported across all groups (down 7-17%). School safety scores were improved across the board (increases ranging from 6-11%), and scores for current drug and alcohol use, marijuana use, binge drinking and vaping were all decreased for al grades (ranging from 2-20%). Additional indicators from our district LCAP Survey: 86.1% of parents, 89.3% of students, 89.6% of certificated staff, and 78.3% of classified staff report students feel physically safe at school. 82.7% of parents, 80.3% of students, 79.3% of certificated staff, and 65.2% of classified staff report students feel emotionally safe at school. 57.6% of parents, 64.2% of students, 50.6% of certificated staff, and 50% of classified staff report students feel involved and engaged in their school culture. These percentages reflect a general increase in feelings of safety reported by students, and decreases in feelings of “involved and engaged” across all stakeholder groups. USE: Our district schools continue to examine efforts to provide opportunities for student connectedness. Activities and programs such as Week of Welcome and Breaking Down the Walls target the development of positive school climates and culture. Programs aimed at Social-Emotional Learning have been developed in recent years (Silver Strong at Silver Springs, Phoenix classes at Ghidotti, NPA 101 at North Point Academy, and the two comprehensive high schools have implemented Advisory classes which are implementing Character Strong curriculum. In addition, we continue to emphasize to our staff the importance of building individual relationships with students, and we are moving forward with the implementation of restorative practices and trauma-informed instruction in the 2021-22 school year. Results have been shared with our stakeholder groups and we will continue to plan and implement activities targeted at addressing the decreases reported in the CA Healthy Kids Survey.|2021-10-13|||2021 29663570124834|Sierra Academy of Expeditionary Learning|6|The 20-21 CHKS survey showed that there is a positive school culture at SAEL and our indicators are more positive than the state averages. 52% of 9th graders and 84% of 11th graders have a caring adult at school pretty much or very much based on this survey. We believe this is directly connected to our explicit focus on character development with character grades, reflections, teambuilding, fieldwork, and Crew Advisor relationships and daily Crew classes. The majority of students feel safe and connected at SAEL, especially with having encouraging adults, help with school work, and having a supportive environment. Students expressed there were high expectations from adults at SAEL as well as strong social emotional learning. The feeling of connectedness, directly related to the Academic Mindset of belonging, became a focus for our Character Working Group as we planned next steps in focusing character-related curriculum in our Adventure / PE classes, our Crew classes, and fieldwork. Crew PD was implemented to increase the teacher tools, resources, and open lines of communication with the Dean and Counselor to support all learners in their advisory classes. This was based on the CHKS data that showed belonging and connectedness can vary significantly by grade level cohort and that students can feel like they are less connected when they first arrive at the school.|2021-06-17|||2021 29663730000000|Pleasant Ridge Union Elementary|6|Based on CAHKS and district discipline data PRUSD saw a significant decrease in student suspension and chronic absentee rates due to the alternative learning models. This was attributed to smaller class sizes and fewer student-to-student contacts during the school day. Elementary school parents reported they were satisfied with how the school district managed through the pandemic and thought their children were challenged with the different models of learning. Parents were forced to be more engaged with their children when the district transitioned to distance and hybrid learning models. PRUSD saw an increase in parent involvement due to needing to remain engaged with their child's academic growth. A concern grew out of learning community engagement of students' social and emotional needs as students were restricted for ongoing engagement during recess and other activities within the community. Extra support in this area was suggested by many members of the learning community.|2021-06-22|||2021 29663730136424|Arete Charter Academy|6|In April of 2021, parents and students were asked to participate in a survey to provide input on the development of educational and school climate goals. Additionally, parents and students are interviewed at each 20 day Parent-Student-Teacher Triad meeting to discuss needs and concerns. "Students feel staff listens to them when they have something to say.” The baseline was 94% in 2021. " Students feel staff at Arete always want them to do their best. The baseline is 97% in 2021. Students feel staff at Arete believe they will be a success. The baseline in 2021 was 95%. From the parent survey, “My child feels safe at school.” The baseline is that 86% of parents strongly agree or agree that their child feels safe at school. 9% of parents say they don't know and 5% say they disagree. One area of improvement is to have a higher percentage of parents say their children feel safe at school. To continue and improve these results, Arete will promote opportunities for parents to engage at Arete through weekly newsletter, parents club meetings, Facebook, and the school website. We will also promote opportunities for families to meet together and engage in community activities and increase student engagement by maintaining/increasing the extra curricular or co-curricular enrichments and/or events offered at the school sites. In addition, we will hire another school counselor to double the days the school counselor is on site and establish social emotional learning lessons for all students with Tier 1 instruction. This will also help us to provide counseling services to small groups for social skills for Tier 2 Intervention and support students with one on one counseling with Tier 3 support|2021-06-22|||2021 29664070000000|Union Hill Elementary|6|UHSD usually administers the California Healthy Kids Survey (CHKS) each year to 5th and 7th grade students. However, due to the pandemic Union Hill administered CHKS to 5th, 6th, 7th and 8th grade students to ascertain a broader perspective of our school culture and climate. The 2021 analysis resulted in a finding of overall positive results regarding school connectedness, motivation and relationships at school for 5th and 6th grade students while there is a need to focus and support our 7th and 8th grade students. The results of the survey are reported to the Board of Trustees once the results are analyzed. The results are as follows: CARING RELATIONSHIPS: The majority of Union Hill students feel that school staff care about them: 7th: 58%; 8th: 60% IDENTIFIED NEED: 12% of 7th grade students and 8% of 8th grade students report that no teacher or other adult at school cares about them. OPPORTUNITIES FOR INVOLVEMENT AND MEANINGFUL PARTICIPATION: Union Hill students feel a lack of meaningful participation: 7th: 77%; 8th: 82% IDENTIFIED NEED: 1. Students need to be given the opportunity to help decide school activities and rules. 2. Provide greater opportunity for participation are needed. SCHOOL CONNECTIVENSS: Students are treated fairly: 7th: 55%; 8th: 58% Students feel safe: 7th: 58%; 8th: 60% 7th and 8th grade IDENTIFIED NEED: 1. Only 50% report feeling close to people at school 2. Only 40% feel a part of the school community 3. Are less motivated academically 4. Approximately 60% feel that an adult on campus cares about them. HIGH EXPECTATIONS: The majority of Union Hill students feel that school staff have high expectations: 7th: 58%; 8th: 60% IDENTIFIED NEED: 23% of 7th grade students and 36% of 8th grade students believe no one on campus feels they will be a success. As a result of CHKS and additional local data our Local Control Accountability Plan (LCAP) will implement Goal 2 which states: Students will thrive in a safe, healthy, nurturing and supportive educational environment by implementing the following: 1. Develop a multi-tiered system of support including a robust Positive Behavioral Interventions and Supports (PBIS) including a "Positive Attendance Initiative," an "Anti-Bullying Initiative," an "Alternative to Suspension Program" and re-energized Social-Emotional Learning Curriculum for our students. 2. Develop additional enrichment activities to meet the needs of our students 3. Invest in additional hours for our Registered Behavioral Technicians (RBT), an additional Student Support Paraprofessional (SSP) including additional hours as needed for SSPs, an additional .6 school counselor and additional mental health support for our students. 4. Under LCAP Goal 4 Union Hill will implement a Superintendent Advisory Council with student representation.|2021-06-15|||2021 29664076027197|Union Hill Elementary|6|UHSD usually administers the California Healthy Kids Survey (CHKS) each year to 5th grade students. However, due to the pandemic Union Hill administered CHKS to 5th, 6th grade students to ascertain a broader perspective of our school culture and climate. The 2021 analysis resulted in a finding of overall positive results regarding school connectedness, motivation and relationships at school for 5th and 6th grade students. The results of the survey are reported to the Board of Trustees once the results are analyzed. The results are as follows: CARING RELATIONSHIPS: The majority of Union Hill students feel that school staff care about them: 5th: 81%; 6th: 67% IDENTIFIED NEED: Continue to support our students with developing caring relationships. OPPORTUNITIES FOR INVOLVEMENT AND MEANINGFUL PARTICIPATION: Union Hill students feel a lack of meaningful participation: 5th: 61%; 6th: 62% IDENTIFIED NEED: 1. Students need to be given the opportunity to help decide school activities and rules. 2. Provide greater opportunity for participation are needed. SCHOOL CONNECTIVENSS: Students are treated fairly: 5th: 93%; 6th: 73% 5th and 6th Grade: 1. Feel close to people at school 2. Are happy at Union Hill 3. Feel a part of the school community 4. Are motivated academically Identified Need: Continue to support our 6th grade students as they begin to transition to our middle school program to feel more connected to Union Hill. HIGH EXPECTATIONS: The majority of Union Hill students feel that school staff have high expectations: 5th: 81%; 6th: 67% IDENTIFIED NEED: Continue to support our 6th grade students as they transition to our middle school program with a sense of high expectations that Union Hill supports. As a result of CHKS and additional local data our Local Control Accountability Plan (LCAP) will implement Goal 2 which states: Students will thrive in a safe, healthy, nurturing and supportive educational environment by implementing the following: 1. Develop a multi-tiered system of support including a robust Positive Behavioral Interventions and Supports (PBIS) including a "Positive Attendance Initiative," an "Anti-Bullying Initiative," an "Alternative to Suspension Program" and re-energized Social-Emotional Learning Curriculum for our students. 2. Develop additional enrichment activities to meet the needs of our students 3. Invest in additional hours for our Registered Behavioral Technicians (RBT), an additional Student Support Paraprofessional (SSP) including additional hours as needed for SSPs, an additional .6 school counselor and additional mental health support for our students. 4. Under LCAP Goal 4 (Stakeholder Engagement) Union Hill will implement a Superintendent Advisory Council with student representation.|2021-06-15|||2021 29664150000000|Twin Ridges Elementary|6|The data revealed that students didn't feel like they had a trusted adult on campus. Staff didn't feel it was a safe place do to the remote geography, fire danger, and having a place to congregate. We've added an additional one to two aides per classroom. We've added special education services. We have a new staff lounge. We added a TOSA to work specifically on restorative justice and as a contact person for every student. We now have 1-3 staff members at the school entrance to greet each student, by name, as they arrive on campus. NCSoS Emergency Services Coordinator, Chris Espedal, met with staff for a training workshop to review safety practices. Our school counselor is available to all staff members as needed/requested.|2021-10-12|||2021 29768770000000|Penn Valley Union Elementary|6|School climate and student/staff safety is a high priority at all times. Spring, 2021 83% of students felt challenged by staff with academic learning, and 82% stated their school was clean, safe, and in good repair, with 85% of students stating they felt safe to ask for any kind of support or help needed. Parents reported that 92% felt they were informed of their child's progress regularly, 96% stated they felt as if they are valued as an important part of their child's education, and 99% feel their school campus is a clean and safe environment that supports learning. The health, safety, and well being of students is our number one priority. We acknoledge students often do not progress academically unless parents have some sort of involvement in the education process. Parent involvement is key to successful programs and services.|2021-06-09|||2021 29768776111371|Vantage Point Charter|6|School climate and student/staff safety is a high priority at all times. Spring, 2021 98% of students felt supported by VP staff, and stated their school was clean, safe and in good repair, with 100% of students stating they felt safe to ask staff for any kind of support or help needed. Parents reported that 96% felt they were informed of their child's progress regularly, 100% stated they felt as if they are valued as an important part of their child's education, and 100% stated their child felt safe at school. The health, safety, and well being our students is our number one priority. We acknowledge students often do not progress academically unless parents have some sort of involvement in their education. Parent involvement is key to the overall success of our program and services.|2021-06-09|||2021 30103060000000|Orange County Department of Education|6|OCDE administers the California Healthy Kids Survey to our ACCESS students in grades 5, 8, and 9-12 every other year to measure school connectedness and school safety. Feedback from this survey provides important information for evaluating our programs and services in our efforts to continually improve and support students’ personal and academic development and achievement. Students who feel connected, respected and safe are more likely to experience increased engagement and make important strides in their academic and personal progress. During this particularly challenging year of remote and hybrid learning, these surveys also provided us another level of communication and collaboration with our students, families, and stakeholders as we worked together to provide a safe, respectful and supportive educational environment, whether remote or in-person. Survey results are communicated to school administrators and this data is used to evaluate the student support services at the school sites as well as to add or modify actions and services in the LCAP. This analysis resulted in ongoing funding for school-based mental health services for both general and special education students in our community schools as well as increased Social-Emotional Learning professional development opportunities for our staff. Our School Accountability Report Cards, as well as the measures in the LCAP, provide data on student suspension, attendance, dropout, and graduation rates. The LEA has developed and is implementing a comprehensive policy for addressing student behavior consistently across the program within the Multi-Tiered Systems of Support (MTSS) framework. To support fidelity in MTSS implementation, the LEA collects and analyzes both state and local data on an ongoing basis. The 2020-2021 CHKS survey of ACCESS County Community School students reported 62% of the students “Agreed” or “Strongly Agreed” that they felt connected to their school. Additionally, 88% indicated that their teachers treated them fairly and 75% stated that they feel safe at school. ACCESS Juvenile Hall students reported 47% “Agreed” or “Strongly Agreed” that they felt connected to the school, 65% “Agreed” or “Strongly Agreed” that teachers treated them fairly, and while 60% reported feeling safe at school.|2021-06-16|||2021 30103060126037|Samueli Academy|6|Samueli Academy administered its student survey designed by researchers at UC Irvine to grades 7, 9-12. A total of 502 students participated in the survey, with approximately a 75% participation rate. SURVEY FINDINGS: The following are the survey results. • 73% stated that the measures Samueli Academy has taken in response to the coronavirus is just right. • 12% agreed that they learn more from online courses than in-person instruction • 58% stated they had difficulties with time management with distance learning and completing assignments. • 17% agreed they enjoyed online courses • 77% were somewhat or not concerned that the shift from in-person instruction to online instruction has negatively impacted their academic progress. • 41% stated they contact their Advisor when they need help. • 23% stated they contact their Counselor when they need help • 24% stated they contact their teacher when they need help • 41% stated their Advisor has reached out and offered to help students with any issues they’re facing. • 23% stated their Counselor has reached out and offered to help students with any issues they’re facing. • 26% stated their Teacher has reached out and offered to help students with any issues they’re facing.|2021-06-22|||2021 30103060132910|College and Career Preparatory Academy|6|As the College and Career Preparatory Academy services students ages 16-25, and 95% of the students are 18-25, the California Healthy Kids Survey is not administered to our students. However, CCPA administers a student survey for input in establishing and meeting priorities within the LCAP. These results are communicated to school administrators and this data is used to evaluate student support services at the school sites. This analysis has resulted in increased student services, technology availability, and expansion of collaboration with community partners which allows students more pathways to careers. The survey resulted in these key findings: - Eighty-eight percent of CCPA students surveyed felt the school was preparing them for college and/or career pathways. - Ninety-five percent of CCPA students surveyed felt that their school provides them with textbooks and learning materials to meet their needs. - Ninety-three percent of CCPA students surveyed felt that the school staff works with them to help them do their best. - Ninety-one percent of CCPA students feel that at least one adult at CCPA cares about them.|2021-06-16|||2021 30103060133785|Oxford Preparatory Academy - Saddleback Valley|6|Overall OPA students are connected to OPA and feel safe and supported at school. They trust their teachers and feel their teachers listen to them, as well as encourage them to do their best. Students feel they are supported academically and social/emotionally. 86% of students agree or strongly agree that OPA provides a positive learning environment. 88% of OPA students care about their school 90% of students believe that OPA is a safe place to go to school 85% state that they trust their teachers and school staff 87% of students say their teachers listen to them 90% state that teachers and school staff encourage students to do their best. Some areas for growth are providing students with opportunities to build character and to participate in interesting clubs and activities. These lower positive responses may have been due to limited offerings during school closures. These areas, however, will continue to be a focus and are being addressed through PBIS and the development of an OPA Graduate Profile. 60% of students state that OPA has programs that build character 64% believe that OPA has interesting clubs and activities.|2021-06-24|||2021 30103060134841|Orange County Workforce Innovation High|6|In the spring of 2021, the local school survey questions were given to students online anonymously. The school serves students in an individualized program, in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 92% of the students felt safe. * 25% reported that they felt connected to the school. This was very meaningful to the school because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that the student can trust and feel good about attending. A positive school culture is fundamental to the values and mission of our school. The school acknowledges that the COVID-19 pandemic had a negative impact on the student’s lives, but the students still felt connected to the school. We are aware of the fact that the students needed additional attention and outreach, so the students felt connected to the school. One challenge for the school is that many of the students have had traumatic experiences in their past and with their prior school setting. Due to this, the school provided the staff with professional learning on trauma-informed best practices. We also recognized that the staff could have experienced trauma during the pandemic. During the school year, 54% of staff reported that they were concerned about their health, and 92% reported that they have teammate to count on. In the spirit of continual improvement, we will consider using additional survey options in the fall that could better inform the quality of the school programs, especially the social-emotional, trauma-informed components of the program. The next local school climate survey will be aligned with LCAP Goal #4 and will be given to students, parents/guardians, and staff. The results will reflect the school’s efforts to implement the LCAP and meet the school goals.|2021-06-08|||2021 30103060134940|Citrus Springs Charter|6|In 2020-21, as part of the 2021 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: yes, Neutral/I don’t know, or no. Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment. Students in grades 3-12 were surveyed. Students responded positively to 84% of the questions, indicating an overall positive perception of the school’s climate. The two statements with the highest ratings were: “I think adults at the school treat all students with respect,” and “I think teachers make it clear that bullying is not ok.” The two statements with the lowest positive ratings were: “I think this school has helped me learn about colleges,” and “I think students are treated fairly when they break the rules.” More detailed survey results analysis were reviewed by school leadership in order to evaluate trends and address areas of need. The school plans to include a segment of the CHKS again in the 2021-22 school year, meeting the State Priority 6 requirements.|2021-06-10|||2021 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|6|TLC Charter School administered an SEL TK-2 Survey where approximately 42 students participated and completed the survey. (50% participation rate) - 79% agreed students treat teachers with respect. - 76% felt their classmates behave the way their teachers want them to. - 93% felt that in-class students learn a lot. - 74% felt that in-class students learn how to correct their own mistakes. - 95% felt their teachers cared about them. - 86% felt their teachers knew what is important to them. TLC administered the CORE Survey to 47 students in grades 3-6. (77% Participation Rate) - 63% felt that students treated their teachers with respect. - 56% felt their classmates behave the way their teachers want them to. - 83% felt that in-class students learn a lot. - 79% felt that in-class students learn how to correct their own mistakes. - 88% felt their teachers cared about them. - 70% felt their teachers knew what is important to them.|2021-06-15|||2021 30103063030723|OCSA|6|OCSA's mission is to "provide an unparalleled arts and academic education in a creative, challenging, and nurturing environment to a diverse student body passionate about the arts, preparing them to reach their highest potential" and we regularly seek input from students, parents and staff to reflect on whether or not we are achieving this. During the 2020-2021 multiple surveys were administered during the time that all students were learning via distance learning to assess the impact and effectiveness of this modality. At the beginning of the school year, responses were generally positive, but declined as distance learning continued through March 2021. Common responses indicated that students had too much screen time and too much work assigned despite efforts by the school to curtail these two things. For students and staff alike, distance learning fatigue contributed heavily to the favorability and effectiveness of this learning modality as the school year continued. For this reason, OCSA is looking forward to returning to full-time in-person learning for all students, and implementing more social, emotional, and cultural supports for students and teachers to reconnect with each other as school resumes more “normal” operations. Additionally, we will continue supporting teachers with necessary training in regards to mental health so that our students and staff continue to feel supported and safe at OCSA. Lastly, we will continue to offer our Welcome Week programming and a new student buddy system to help students connect with their peers early on in the school year.|2021-06-30|||2021 30664230000000|Anaheim Elementary|6|Evidence: AESD utilizes the Panorama School Climate survey in order to better understand the climate and culture of our schools. It’s administered annually in the spring to 3rd - 6th graders at every school. In 2020-21, 5,577 students participated. Results of the survey were shared with the LCAP committee as well as with each school site. The survey measures student's perceptions of their School Climate and Culture along with self reported Social Emotional Learning skills. High percentages of students rated the following dimensions in the percentage of students answering favorably to the survey questions. School Climate and Culture Indicators: -“Teacher-Student Relationships” (74% favorable) -“Sense of Belonging” (67% favorable) -“School Climate” (70% favorable) -“School Safety” (62% favorable) -“Engagement” (59% favorable) Social-Emotional Learning Indicators: -“Self-Management” (66% favorable) -“Social Awareness” (67% favorable) -“Emotion Regulation” (49% favorable) Based on analysis of the 2018-19 survey results, the following indicators were selected as a focus area within the LCAP: -“Student Engagement” which measures how invested and attentive students are in class. The percent of students scoring the favorable range for Student Engagement will increase from 56% to 59%. Actual 2021 Results: 59%. -“Emotion Regulation” which measures how well students regulate their emotions. The percent of students self reporting in the favorable range for Emotion Regulation will increase from 51% to 54%. Actual 2021 Results: 49%.|2021-06-23|||2021 30664230131417|Vibrant Minds Charter|6|Data We extended beyond the requirements of Priority 6 by obtaining data from scholars, parents, and staff. This was accomplished during the spring of 2021 when many of our scholars came back to school for in-person instruction after approximately nine months of distance learning (March 16, 2020, through February 26, 2021). The results were not based on a typical school year due to the Covid-19 pandemic. Scholar data was collected in two formats. All TK-6 scholars completed information in four quadrants with the questions: • What do you like about Vibrant Minds Charter School? • What would you like to change about Vibrant Minds Charter School? • What is an idea you would like us to do at Vibrant Minds Charter School? • What are your strengths as a person? Also, 5th grade scholars completed the “PBIS School Climate Survey: Elementary.” Parent data was collected using a school-developed survey with the input of the School Site Council (SSC) and VMCS Board. The survey had 35 items with rating choices of “Mostly True,” “Sometimes True,” “Mostly False,” and “Not Applicable.” There were also 15 open-ended questions. The consistency of using this survey has permitted year-to-year comparative analysis. The last school year, 79 parents completed the survey that was delivered electronically via ParentSquare. The classified staff survey included 15 questions with the responses of “Mostly True,” “Sometimes True,” “Mostly False,” and “Not Applicable,” as well as four open-ended questions. The certificated staff survey 15 open-ended questions and an invitation for “Freestyle Thoughts.” Meaning From the scholar surveys, the primary patterns included the following: • The scholars wanted more play space. Our current facility is limited in terms of space, and some areas that were accessible to our scholars in the past from an adjacent organization are no longer available. • They did not like the provided school meals. This is a difficult area to address that seems to be an ongoing issue, regardless of which vendor we use. • They did not always feel that they were doing well in school. This may be feelings due to our scholars participating in distance learning for an extended period of time. • They did not believe the other scholars behaved so the teachers could teach. This was surprising since we only spent 60 days on the school campus during the school year. Use • We are currently seeking improved facilities. It is hoped that our school will be re-located for the 2023-2024 school year. • We will work with the current vendor to see if there can be more scholar choice when it comes to meals. • Teachers are aware of the need to provide more academic growth data to the scholars, which will include iReady data in English-language arts and mathematics. • Many scholars have returned with reduced self-regulation skills. This school year we are implementing the Zone of Regulation curriculum, as well as providing additional individual and small group counseling.|2021-10-13|At the elementary school level, parents often provide more nuanced information based upon their scholars’ perspective of the school, as well as their own. Therefore, the Parent Survey was also a strong measure of what parents and their scholars believed to be the strengths and challenges of Vibrant Minds Charter School and its school climate. The areas of concern on the parents’ surveys included the following based on the criteria of less than 80% with an “Almost Always True” rating. • The level of respect scholars showed to each other. • The need for greater academic challenges. • The quantity and quality of homework. • Parents’ knowledge of their scholars’ progress in reading and writing. • Parents’ opportunities for workshops. Each of these areas has been discussed with the staff, and approaches to strengthening these areas have been developed. It is important to note that in the 2020-2021 school year, there were limited opportunities to provide parent workshops due to Covid-19.||2021 30664310000000|Anaheim Union High|6|Surveys are an important part of our data collection process as they provide student perceptions, responses and beliefs on school connectedness, resiliency, protective factors, and risk behaviors. AUHSD administers the California Healthy Kids Survey, Exit Surveys, and LCAP Surveys. Due to the COVID-19 Pandemic, we did not administer an Exit Survey. District wide, we did have just over half of all our students participate in the LCAP survey, and just under half participated in a Student Ambassador Survey completed by each school’s student ambassador. In the LCAP survey, 87% of all students reported their school provides them the resources needed to learn while in school; 74% of all our students reported they are enrolled in an elective program of their choosing; 73% know where to get social-emotional and mental health support, if needed; and 80% feel they have access to a school counselor. As expected, due to distance learning and students not socializing in person, only 58% felt connected to their school. However, 85% shared they understood what they needed to do to be successful; 77% shared their teachers provided opportunities to reflect on their learning; and 73% shared even during distance learning, they had an adult they could approach, if needed. Based on input from students and LCAP participants, the district will be reducing class sizes and increasing the number of school counselors and social workers at each school site. We will be focusing on the wellness and mental health of both students and staff. We will continue to improve school climate using Capturing Kids’ Hearts and working with OC Human Relations. These programs help promote skill development, self-managing classrooms, decrease discipline issues, focus on building community and fostering respect, resolving conflict and pursing equality. In AUHSD, students are encouraged to have a voice and purpose. They are encouraged to be civically engaged and lead service opportunities. Each high school has a student ambassador that leads their respective school’s RSVP (Raising Student Voice and Participation) Program. It is a student run program that communicates the student’s input and creativity to help make every school in AUHSD a better place. We also have Positive Behavior Intervention Supports (PBIS) at each school, a focus on Multi-Tiered Systems of support (MTSS), and fully implemented school safety teams. Additionally, we have Licensed Clinical Social Workers who provide support and provide professional development related to Mental Health/Mental Wellness. Finally, our schools focus on the 5 C’s (Communication, Collaboration, Creativity, Critical Thinking, and Compassion/Kindness) and FBI (First Best Instruction) in every classroom, to improve academics, increase student engagement, and decrease unwanted behaviors. Restorative Practices are being used along with three full-time Restorative Practices Coaches to support our schools.|2021-06-17|Overall, feelings towards student safety continue to be an area of interest. Nationwide tragedies in schools and communities contribute to this area of uncertainty. As a District, we have focused our efforts to ensure that students, parents, and community members feel safe at school and in our communities. These efforts include improving communication and strengthening the collaboration between school site safety teams, law enforcement, and our community.||2021 30664490000000|Brea-Olinda Unified|6|Key learnings from the district-wide survey in the 2020-2021 school year indicated that students felt safe on campus, but wished for: teachers to be more understanding, less stress on students, increased mental health supports and increased real-life learning experiences. These findings revealed that actions that lead to increased school connectedness need to be strengthened along with SEL-based approaches towards support and academics. In response to the information received, BOUSD has increased support for students in the form of an Interventionist and increased school Counselors, in order to provide a more robust support team for students in SEL-based areas and overall school experience.|2021-11-18|||2021 30664560000000|Buena Park Elementary|6|Beginning in fall of 2020, the Buena Park School District (BPSD) began using Panorama to measure social-emotional learning, student competency and well-being measures. Students were given the survey two times during the 2020-2021 school year. One aspect of the survey focused on supportive relationships. Students' perception of being supported increased by 4% overall from the beginning to the end of the school year. When asked specifically if they felt supported by a teacher or other adult at school, 75% said they did – an increase of 6%. This will be a continued area of focus in the 2021-2022 school year as we return to full-time in-person instruction. The District implemented strict Covid safety guidelines for the safety of students and staff. Parents were surveyed multiple times throughout the school year to gauge their feelings with the safety protocols enacted. Parents were always given the option to have students remain in distance learning or return to in-person instruction as they felt it was appropriate for their child. The Buena Park School District implemented a Multi-Tiered System of Supports (MTSS) that aligns academic, behavioral, and social-emotional learning in an integrated system of support. The District’s MTSS approach supports all student needs including those highlighted by the California Healthy Kids Survey. The District also utilizes first-best instruction and tiered interventions are delivered using researched-based Universal Design for Learning (UDL) instructional strategies. Additions to interventions include using i-Ready Reading and Math, our universal screener, a continued partnership with Orange County Health Care Agency for additional counseling and wrap around support, and a grant from the Department of Justice aimed at vaping and tobacco use, which will fund a school resource officer as well as vape-detecting devices throughout the District.|2021-10-11|||2021 30664640000000|Capistrano Unified|6|The CA Healthy Kids Survey (CHKS) was identified by the Board on May 24, 2017 as the annual School Climate survey for students in grades 5, 7, 9, and 11. The CHKS is administered in January-February of each year. For grade 5, the following areas have exceeded State averages for the past three years: School Connectedness, Caring Relationships, High Expectations, Perceived School Safety, Low Violence Perpetration, Low Violence Victimization, Rule Clarity, Anti-Bullying Climate, and Positive Behavior. One area to focus on is Meaningful Participation, as scores have not met State averages for any of the past three years. Areas in the Meaningful Participation questions include deciding school activities or rules, asking about ideas, a chance to solve problems, and doing interesting activities at school. For grade 7, the overall School Climate Index has decreased over the past three years: 2018 88th percentile; 2019 83rd percentile; 2020 75th percentile. In 2020, in comparison to other districts with similar demographics, the District percentile of 75 is 21 percentage points higher than the similar district percentile of 54. Perceptions regarding high expectations and caring relationships have remained relatively stable, however, perceived school safety and school connectedness have decreased the most. For grade 9 and 11, the overall School Climate Index is the highest its been in the past three years: 2018 85th percentile; 2019 78th percentile; 2020 87th percentile. In 2020, in comparison to other districts with similar demographics, the District percentile of 87 is 3 percentage points higher than the similar district percentile of 84. The areas showing the most improvement are in the Low Violence and Substance Abuse category. Students reporting being harassed or bullied at school reduced from 24% in 2018 to 20% in 2020. To continue to support a safe and healthy school climate, staff will continue with social emotional counselors at all school sites, PBIS, Restorative Practices, and the implementation of the Cultural Proficiency Plan.|2021-06-16|||2021 30664640106765|California Connections Academy Southern California|6|1. Data How much do you like your Connections Academy school? I like it a lot / I like it a little = 93% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 83% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 87% 2. Meaning We are very pleased at the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. Use We are very much interested in increasing the percentage of students that remain with us year over year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is a school wide social emotional support training that will begin in the 2021-2022 school year.|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, are a “school of choice” option for families. This option is available for any eligible student, based on applicable state requirements. Families who choose to enroll are often interested in a more interactive school experience. Students often choose to enroll because of different types of issues they faced in the traditional public school system, such as bullying. CalCA measures school climate in multiple ways, but the analysis of school climate is different due to the nature of an online charter school program, and results should be interpreted accordingly.||2021 30664640123729|Community Roots Academy|6|A total of 101 students in grades 3-5, and 195 students in grades 6-8 participated in the distance learning Panorama Student Survey, an evidence-based School climate survey. SURVEY FINDINGS: The following are the percent favorable by topic as reported in the student survey administered for grades 3-5: • 66% Grit • 67% School Belonging • 66% School Climate • 59% School Engagement • 81% School Rigorous Expectations • 70% School Safety The following are the percent favorable by topic as reported in the student survey administered for grades 6-8: • 53% Grit • 41% School Belonging • 52% School Climate • 26% School Engagement • 69% School Rigorous Expectations • 66% School Safety The Leadership Team will utilize the results of the Panorama Survey to improve and expand its Multi-tiered System of Supports (MTSS) of schoolwide support services, communication, support a positive school climate, and strengthen delivery and accountability of its character development/core values.|2021-06-21|||2021 30664640124743|Oxford Preparatory Academy - South Orange County|6|Overall OPA students are connected to OPA and feel safe and supported at school. They trust their teachers and feel their teachers listen to them, as well as encourage them to do their best. Students feel they are supported academically and social/emotionally. 86% of students agree or strongly agree that OPA provides a positive learning environment. 88% of OPA students care about their school 90% of students believe that OPA is a safe place to go to school 85% state that they trust their teachers and school staff 87% of students say their teachers listen to them 90% state that teachers and school staff encourage students to do their best . Some areas for growth are providing students with opportunities to build character and to participate in interesting clubs and activities. These lower positive responses may have been due to limited offerings during school closures. These areas, however, will continue to be a focus and are being addressed through PBIS and the development of an OPA Graduate Profile. 60% of students state that OPA has programs that build character 64% believe that OPA has interesting clubs and activities.|2021-06-24|||2021 30664640140061|OCASA College Prep|6|The school climate was measured through various tools: School-Wide Parent Meetings; Individual Parent Meetings; Staff Meetings; and Student Meetings. There was a particular focus on feeling safe due to COVID-19. All safety measures were discussed with staff and families prior to implementation.|2021-06-15|||2021 30664646117758|Journey|6|Journey School partnered with OC Human Relations over the course of the 2020-2021 school year. A school climate survey was drafted and administered to students, staff and parents. The survey focused on four priority areas: 1. School Experience and School Curriculum 2. Parent Resources and Parent Education Efforts 3. Teacher, Staff, Board Resources and Training Opportunities 4. Student Recruitment and Staff Recruitment from a Lens of Ensuring Diversity Across students, staff, and parent surveys, both physical and emotional safety at Journey School received positive remarks. Both forms of safety received over 75% positive ratings and priority of student safety was received positive ratings of 80% or higher. Journey School addressed emotional safety concerns through provision of staff training/resources to help students address conflicts and issues of bullying, creation of an on-campus safe space for students to access, implementation of an anonymous tip box for reporting of violating actions, and use of a curriculum that teaches empathy and emotional regulation as related to bullying. Students perception of inclusion and belonging at Journey School averages a rating of 73% positive and it is evident that promotion of inclusion is present, and creation of belonging is cultivated, thus school contentedness and engagement is fostered for all groups. On valuing and respect of differences, 80% of students indicated a high rating for the school. Journey School will continue to look for ways to ensure students are feeling connected and included and the DEI committee is actively discussing and implementing action items. In conclusion, the survey results showed that school climate at Journey School is generally positive and healthy. Concerns, negative perspectives, and/or unfavorable rating throughout the survey were exceptionally important in formulating plans to improve Journey School and both address and guide the work of diversity, inclusion, and equity. Key findings and recommendations included: • Review physical safety on campus, especially as related to open/close campus policy and badge policy for visitors. • Provide support and education for both staff and students to address socio-emotional issues whether student to student or staff to student. • Review curriculum for race and gender bias, and to incorporate more inclusive and culturally representative curriculum. • Review academic rigor of curriculum and make changes as necessary. • Foster more inclusion and belonging for students and create more safe spaces for students on campus. Actions plans have been developed and progress is being made to address the areas of concern.|2021-06-22|||2021 30664646120356|Opportunities for Learning - Capistrano|6|OFL Capistrano conducted its School Climate Survey in the Spring of 2020-21. 100% of all school personnel, 61.29% of parents and 80.65 % of students completed the School Climate Survey. Based on the survey results the following areas of strength and areas of focus were identified by staff, parents, and students. OFL Capistrano received the highest ranking in Safety Rules and Norms (4.7 out of a possible 5) as identified by school personnel. This area of strength speaks to the school’s ability to maintain safety, both physical safety and social-emotional safety, and the consistency and fairness with which rules are enforced. Social Inclusion (4.29 out of a possible 5) was identified by students as a strength for the school. This area of strength identifies the school’s quality of acceptance of students with disabilities as members of the school community, including enhanced opportunities for socialization, extracurricular activities, leadership, and decision-making. Parents identified School Connectedness/ Engagement (4.29 out of a possible 5) as an area of strength for the school which speaks to the positive identification with the school; norms for broad participation in school life for students, staff, and families. Areas of Focus for the school included Social Media (3.80 out of a possible 5) as identified by staff. This area of focus is in regards to how safe students feel from physical harm, verbal abuse/teasing, gossip and exclusion when online or on electronic devices. Parents identified Social Supports/Students (3.5 out of a possible 5) as an area of focus for the school. This area of focus is in regards to patterns of supportive peer relationships for students, including friendship for socializing, for problems, for academics and for new students. Students identified Social And Civic Learning (3.69 out of a possible 5) as an area of focus for the school. This area of focus is in regards to support for the development of social and civic knowledge, skills, and dispositions including: effective listening, conflict resolution, self-reflection, emotional regulation, empathy, personal responsibility, and ethical decision making. OFL Capistrano is committed to the safety of students and creating a positive learning environment by taking the necessary actions by bringing awareness to safety issues and providing resources to address these issues. Social Media safety continues to be a challenge for the school as it does not have the capacity to monitor all interaction within these platforms. However, the school has continued its efforts to teach students how to be good digital citizens and learn about their digital footprint. The school has provided cyber security workshops for parents and students, the school psychologists have provided social media awareness workshops, and the school has policies in place that deal with harassment and cyberbullying issues.|2021-06-14|To address the need for Social Supports for students from their peers and Social and Civic Learning, OFL Capistrano will continue to provide opportunities for students to work with peers and create positive academic and social relationships that will support their overall academic progress. Field trips, collaborative workshops, group projects, student groups and events will be hosted by the school to make additional gains in these areas. To address the areas of focus identified by stakeholders in the School Climate Survey and to maintain gains in these areas, OFL Capistrano stakeholders develop a goal to cultivate a safe and healthy learning environment and school climate through an increased emphasis on conducting meaningful stakeholder engagement opportunities and ensuring all stakeholders feel safe and a sense of connectedness to our program. Additionally the school will ensure the maintenance, operations, facilities and Teacher assignments are in good standing.||2021 30664800000000|Cypress Elementary|6|The Cypress School District administers an annual school climate survey to all students annually. The survey administered during the 2020/21 school year yielded the following findings: Regarding relationships, connectedness, and engagement, 85.5% of students reported that the learning environment was positive at their school, 85% of students reported that they felt connected to their school community, and 85.5% reported that their school creates a welcoming environment for all families in the community. Regarding safety, 87% of students reported that they felt their school was safe, and 91% reported that if an emergency happened at school, the staff and students would know what to do. The Cypress School District continues to prioritize ensuring the safety and connectedness of all students. District wide, all school sites are implementing the Sanford Harmony Social-Emotional Learning curriculum. Additionally, the district offers part-time counselors at all schools as well as growth mindset strategies.|2021-06-10|Engagement Over 76% of students responded that they agree /strongly agree with statements that the district uses to determine student engagement and connectedness: 82.46% Students know the school expectations (rules) 79.37% The consequences are fair 83.17% Students know the rewards and consequences 82.06% Students are recognized when they do a good job 76.9% I am comfortable asking my teacher for help if I don't understand how to do something 85.48% The learning environment is positive at the school Relationships and Connectedness Over 65% of students responded that they agree /strongly agree with statements that the district uses to determine student perceptions of relationships between the district and families. 77.39% The school staff works to develop trusting relationships with families. 85.04% I feel connected to my school community. 85.45% The school creates a welcoming environment. 70.41% There are a variety of parent involvement opportunities at my school. 78.55% I have at least one adult at school with whom I feel comfortable talking to about problems or asking for help. 65.09% The school staff learn about family strengths, cultures, languages, and goals for their children Safety Over 76% of students responded that they agree/strongly agree with statements that the district uses to determine student perceptions of safety and cleanliness. 91.31% If an emergency happens at school, students know what to do. 87.05% The school is safe.||2021 30665060000000|Fullerton Elementary|6|OVERVIEW: The Fullerton School District (FSD) continued its partnership with the CA nonprofit, YouthTruth, to administer valid, reliable, and reading-level appropriate school climate student surveys. Administered in January 2019, the surveys gathered feedback from over 9,000 students in grades 3-7 across all campuses. The following data represents ratings of the “typical” or median-rated FSD school for a given theme or question. YOUTH TRUTH ELEMENTARY STUDENT SURVEY: Elementary students provided feedback on a range of research-based themes. Elementary questions were rated on a 1.0 to 3.0 scale, with any average score above 2.0 considered favorable. With regard to these themes, all student survey data was favorable: Engagement – 2.9, Rigor – 2.5, Instructional Methods – 2.7, Relationships – 2.8, and Culture – 2.3. Relative to last year, all ratings maintained general consistency, with a strong increase in student engagement. YOUTH TRUTH MIDDLE SCHOOL STUDENT SURVEY: Middle school students provided feedback on similar themes. Survey questions were rated on a 5.0 scale with any average score above 3.5 considered favorable. Relative to last year, ratings maintained general consistency, with all results at or very near to favorable. Ratings are as follow: Engagement – 3.4, Rigor – 3.8, Relationships – 3.4, Peers Belonging and Collaboration – 3.4, and Culture – 3.5. The majority of middle school students (84%) continue to feel that their teachers believe that they can get a good grade if they try. Also notably affirming is the increased percentage of students who have at least one adult at school who could help with a personal problem (up nine percentage points). RESPECT: The majority of students believe that school adults are respectful of people from different backgrounds (84% elementary; 76% of middle school). Eighty-six percent of elementary students feel that their teacher treats them with respect, and 70% of middle school students feel the same. In the words of one 5th grader, “Students and staff treat each other with respect by listening to one another to see what they have to say. They also don’t make fun of anyone for what they look like or what race they are.” SAFETY: Middle school bullying dropped six percentage points from last year. Most families (90% elementary; 84% middle) believe that their child’s school is a safe place for learning. CARE: Eighty-one percent of elementary students think their teacher cares about them, and 71% of middle school students feel that most school adults treat students with respect. In the words of a 3rd grader, “The best thing about my school is the people. Teachers, friends, aides, they’re all so nice. I think they care about me and everyone else.”|2021-05-11|FSD recognizes the negative impact that COVID learning conditions had on the mental health and well-being of our students. In 2019-2020, about 6.8% (700/10,190) of students were identified at risk, and in 2020-2021, that percentage grew to 11.4% (1243/10,824); at our six highest need (>83%FRL) Title 1 schools, we know that COVID has had a significant negative impact on English Learners in particular: 31% were identified at risk in 2019 (314/1006) vs. 72% in November, 2020 (700/979). In response, FSD has targeted substantial new resources to both academic intervention and social-emotional learning supports in order to mitigate learning loss, but to also promote a safe and positive school climate. The district has also initiated a Diversity, Equity and Inclusion Committee to explore new opportunities to ensure all families and all students feel that school is a safe and welcoming environment that promotes a sense of belonging and celebrates diverse student cultures, language, experiences and perspectives.||2021 30665140000000|Fullerton Joint Union High|6|The District utilizes two measures, the annual Local Control Accountability Plan (LCAP) survey, and the Calfornia Healthy Kids Survey, to garner input from students in relation to their perceptions of school climate, related to school safety and connectedness. Based on the data here is a summary of the findings of the student climate surveys: Most students feel like the school facilities and grounds are neat, clean, and kept in good repair (58%) Most students feel that they are regularly trained in safety practices (75%) Most students feel highly connected to their school (63%). There is room for growth in making students feel that the adults at their school are highly caring and supportive. Important to note that the question in the Healthy Kids Survey emphasizes “highly caring” in the question. Students also indicated that over 53% of the adults in their school were “mostly caring and supportive”. Taken together, over 85% of students feel that the adults in their school are "mostly" to "highly" caring and supportive. The majority of students do not feel the school regularly informs their parents of ways they can be involved in school. Most students (69%) feel safe at school in spite of the fact that 31% of them indicated that at some point in their High School tenure, they have experienced some form of bullying, hazing, or had rumors/lies spread about them. Most of the 31% who indicated they had experienced some form of bullying cited rumors/lies or name-calling as the type of bullying they experienced rather than physical bullying. The District has implemented annual and ongoing training for all staff on the prevention of sexual harassment, their responsibilities in reporting suspected child abuse reporting, and in the identification and prevention of discrimination. An area for continued growth, anti-bullying training for staff and students, is part of each school's professional development efforts every year. Anti-bullying and related cyber security/social media bullying have been discussed in all English classes in the past. However, the systematic practice of presenting anti-bullying lessons has dropped off in recent years. The District will work with school administration to encourage anti-bullying instruction for all students. A majority of students agree they feel welcomed at school (in spite of the pandemic). However, more than 25% of students indicated that they do not feel connected to the school community. After analysis of the student responses, it became clear that there is a difference between offering opportunities and students joining them. Schools will work with students and staff to address the two most identified barriers to student participation: cost and time after school.|2020-06-23|||2021 30665220000000|Garden Grove Unified|6|Building a positive school climate is necessary for school success. GGUSD administers the Strategic Plan Survey annually to all students in grades 3-12, and the California Healthy Kids Survey (CHKS) biennially to students in grades 5, 7, 9, and 11. Both of these surveys measure perceptions of school safety and connectedness. The data below is from the spring 2019 administration of the Strategic Plan Survey and the spring 2021 administration of the CHKS (grades 6, 7, 9 and 11). This is the most current data due to the COVID-19 pandemic. The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 28,000 students or 70% of students in grades three through twelve. The Strategic Plan Survey contains items that measure “school connectedness,” which include the following results: 88% of students are happy at school (24% neutral) 91% are proud to attend their school (23% neutral) 86% feel a part of the school (26% neutral) 95% believe they have opportunities for meaningful participation (12% neutral) A very small percent express disagreement with the statements on the survey related to school connectedness and belonging. Results from the most recent CHKS shows a different trend presumed to be due to the COVID-19 pandemic and the cease of in-person instruction. 74% of students in grade 6 report a high to moderate level of school connectedness. 64% of students in grade 7, 58% in grade 9, 58% in grade 11, and 65% of non-traditional students reported a high to moderate level of school connectedness. In all grades surveyed, males have a higher percent than females in the area of school connectedness. GGUSD has provided school sites with increased funding and opportunities to develop extended day and enrichment programs for students. The Strategic Plan Survey results found that 66% of students in grades 3-12 agree and strongly agree feel safe at school. Another 24% neither agree nor disagree, which indicates a feeling of neutrality on the subject. On the item measuring whether students perceive bullying to be a problem, 14% reported feeling bullied. The district has implemented safe ways for students to report bullying, where only 5% of students did not know how to report bullying. The results from the CHKS confirm these findings: 84% of students in grade 6, 75% in grade 7, 71% in grade 9, 73% in grade 11, and 72% of non-traditional students report feeling safe at school. GGUSD has implemented numerous programs and initiatives to increase overall school safety and improve school climate. Every school offers a schoolwide anonymous tip line for bullying. Programs and professional development to support student services, student safety, student climate, discipline, and student mental health/counseling include: Youth Mental Health First Aide, Positive Behavioral Interventions and Support (PBIS), school-based counseling, social worker supports, and the GGUSD Family Resource Centers.|2021-10-05|||2021 30665300000000|Huntington Beach City Elementary|6|On the most recent CA Healthy Kids Survey, students in grade 5 demonstrated high favorability in the area of school engagement and supports. School Connectedness (76% favorable) and Caring Adult Relationships (70%) demonstrated an increase of 34% and 20% respectively when compared to the previous CA Healthy Kids Survey administration. For students in grade 7, school connectedness (66% favorable) demonstrated an increase of 41% when compared to previous survey administration. Additional caring adult relationships (71%) demonstrated an increase of 39% when compared to previous survey administration. School safety remained relatively the same for 5th graders with 86% favorable (1% increase). However, for students in grade 7 demonstrated an increase of 4% when compared to previous survey administration with 67% favorable response.|2021-06-22|||2021 30665480000000|Huntington Beach Union High|6|Huntington Beach Union High School District (HBUHSD) is committed to providing a safe and supportive environment that promotes engagement and school connectedness. The Annual Parent Survey and Annual Student Survey administered in February 2021 collected information on both parent and student perceptions of school safety and connectedness. The online survey was administered to students in grades 9-12 and was available in Spanish and Vietnamese as well. The findings include the following: ~83% strongly agree/agree that they feel safe at their school. ~89% strongly agree/agree they are happy to be at their school. ~90% strongly agree/agree that their teachers care about students and their learning. ~65% strongly agree/agree that they feel connected to their school. (Note: This survey was completed during the pandemic and school closures.) The data collected in this survey will be analyzed and included in the 2022-23 LCAP revision process. Additionally, the data are further disaggregated and distributed to school sites for analysis in their continuous improvement processes.|2021-06-08|||2021 30665550000000|Laguna Beach Unified|6|The District annual LCAP Survey, designed in partnership with Hanover Research, is conducted in order to gather critical student perception data related to school climate. According to the LCAP Survey, 96% of students indicated positive/neutral feelings about their learning environment. 86% of students reported positive/neutral responses related to caring relationships with staff. 86% of students expressed agreement/neutral feelings about the provision of meaningful school work, while 75% indicated regular participation in challenging learning activities. According to the survey data, 81% of students reported regular participation in engaging learning activities. When asked about feelings regarding social-emotional supports, 80% of respondents shared positive/neutral feelings about students receiving effective supports. Additional climate data was gathered via the Challenge Success survey, in order to collect student input addressing social-emotional wellness topics. Based on the survey data, 76% of high school respondents indicated feeling as though they have an adult at school they can go to if they have a problem. On a scale of 1-5, overall perceptions of students' feelings of belonging at school rated 3.67 for 9-12 grade students, and 3.65 for 6-8 grade students. Perceptions of care and support, on a scale of 1-5, were rated 3.96 among participating high school students, and 4.09 for middle school respondents. Key learnings from this data show overall positive perceptions regarding the learning environment and relationships with adults on campus. The survey findings are consistent with LBUSD's suspension rates of <1%, expulsion rates of 0%, and high average attendance rate of 97%. The focus on building community, forming meaningful relationships, implementing positive behavior interventions and social-emotional supports across district campuses resulted in students generally feeling physically and emotionally safe, supported, engaged, and connected at school. This information provides valuable feedback to our educators, leaders, counselors, student support specialists, and classified staff, as to where communication and outreach efforts should continue to evolve and improve in response to the ever-changing needs of students. A districtwide focus for LBUSD is reaching "every student, every day," with an emphasis on continuous improvement. The goal is to improve climate survey outcomes in all areas, working collaboratively with staff, student leaders/focus groups, in addition to parent stakeholder groups, in order to discuss recommendations for fostering a positive and inclusive school climate for all students enrolled in Laguna Beach Unified. Programs such as peer mentors and afterschool clubs and programs focused on social-emotional learning and wellness will continue to be expanded and refined in response to stakeholder input. District staff understand relationships matter and will continue to prioritize connections with every student.|2021-06-24|||2021 30665630000000|La Habra City Elementary|6|Data-Key Learnings: -69% of participating students said they like school almost always/always or often. A higher percentage of 6th graders said they liked school (77%) than 5th graders (70%), 8th graders (67%), and 7th graders (64%). 8th graders and 5th graders had the highest engagement (rated Highly Engaged or Engaged) at 78%, compared with 74% of 6th graders and 71% of 7th graders. Within the English Learner program, students who are initially fluent had the highest level of engagement (88%), compared to students were are redesignated (76%) and limited English proficient (66%). -I am kind to my teachers and I am kind to my classmates (97% and 94%, respectively) in the Self-management dimension were among the highest-ranking indicators. -92% of participating students said their teachers encourage them to do their best and 88% said their teachers do not give up on them. Similarly, 78% of participants said they feel supported by other adults who work in their school, which is 11 percentage points higher than last school year (67%). 79% of participants said their teacher includes them in classroom discussions, which is a 5 percentage-point increase from last school year (74%). 69% of participants said their classes let them be creative, a 10-percentage increase from last school year (59%). -Most dimensions experienced increases this year. However, the Relevance, Involvement, Future Goals, and Relationships With Peers dimensions decreased. For example, 38% of participating students said they interact with students other than their friends outside of class, a 14 percentage-point decrease from last school year (52%). Only 60% of participants said they spend time with at least one friend from school outside of school compared with 69% last school year. These decreases are most likely due to the implementation of distance learning because of the COVID-19 pandemic. -81% of participating students said they feel accepted at their school and 79% said they feel respected at their school. -Students had high agreement (Strongly Agree or Agree responses) with Distance Learning items. For example, 94% of participants said their teacher was available when they had questions and 91% said classes expectations were clearly explained. -85% of participants taking classes in-person said they feel safe at school. Meaning: Strengths for LHCSD include students indicating that almost always/always or often: -they are kind to classmates and teachers -teachers encourage them and do not give up on them -they feel supported by other adults who work in the school -teachers include them in classroom discussions -they are allowed to be creative In addition, student survey results indicate that approximately 80% of students feel accepted, respected and safe at school. Growth Areas for LHCSD include improving the percentage of English Learners who feel that they “like” school.|2021-06-10|In 2020-2021, LHCSD implemented a social-emotional learning curriculum and dedicated weekly time for implementation. Schools will continue to use this and other resources to regularly engage students in conversations about kindness. In 2021-2022, LHCSD plans to continue efforts to build equitable and inclusive learning environments for students.||2021 30665890000000|Magnolia Elementary|6|Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6. A survey was not administered during January 2021 due to the COVID-19 pandemic. January 2020 administration of the survey yielded the following findings: -80% of students reported that they feel that their school is safe -80% of students report that help is readily available when they need it -93% of students report that it is very important for them to attend school every day -92% of students report that students in the school are kind to each other -37% responding with the highest rating, and 55% with a moderate rating. In addition to the student survey metric, the District uses attendance rates, chronic absenteeism rates, and student discipline incident records to assess school climate. While the District is proud to have maintained a high attendance rate this year in spite of the challenges related to distance learning and the COVID-19 pandemic, historical data indicates that chronic absenteeism must be an area of focus for improvement efforts. In 2018-19 (last year reported on Dashboard) Magnolia School District earned a performance level of Yellow in both Chronic Absenteeism and Suspension Rate. In MSD, 8.9% of students were chronically absent (missing 10% or more of instructional days enrolled). While this percentage is below the state level of 10.1%, it was an increase of .4% above the prior year's year’s rate of 8.5%. In addition, a number of subgroups scored in the Orange performance zone for Chronic Absenteeism: American Indian, Students with Disabilities, English Learners, Hispanic, Pacific Islander, Socioeconomically Disadvantaged, and Two or More Races. While Magnolia School District has a low Suspension Rate of 1.2%, there was an increase of .5% over the prior year. District and school teams are working together to better address issues related to chronic absenteeism and suspension and provide strategies to decrease the percentages in both areas, including strengthening social emotional learning, Positive Behavior Interventions and Supports (PBIS), parent education components, home-school communications, strategies for promoting student attendance, and early intervention programs. A District-level attendance coordinator is in place to coordinate and support schools in their School Attendance Review Team (SART) and School Attendance Review Board (SARB) process to address family needs related to chronic attendance issues. A process is in place to recognize improvement in attendance, and an early alert system has now been established to reach out to families in the early stages of repeat absences.|2021-06-24|||2021 30665970000000|Newport-Mesa Unified|6|According to the guidebook to understanding the results of the California Healthy Kids Survey, “The research on promoting achievement emphasizes the need for two conditions: (1) a sense of the school as a caring, supportive community characterized by positive relationships among and between teachers and other school staff, students, and parents; and (2) a culture rooted in high achievement expectations and standards.” Therefore, NMUSD analysis encompasses the three areas of school connectedness, caring adults, and high expectations. Greater percentages of students responding *Average reporting “Yes, most of the time” or “Yes, all of the time” or “Agree” or “Strongly agree” are desired. In all areas, 5th graders responded with the highest percentages - 77%, 76% and 89% respectively. As the grades increase, the percentages decrease progressively from 5th to 7th to 9th to 11th grade, with 11th grade responding affirmatively 65%, 60% and 67% respectively. This means schools are maintaining high levels of positive response rates in these areas of school climate and are increasingly challenged as the students get older. The district will continue to invest in its approach to the "whole child" by emphasizing Social Emotional Learning, Mental Health and Positive Behavior as complements to Academics. Examples of this investment are ongoing and increased staffing to support student connection (social workers, behavior specialists, counseling services) as well as programming focused on Restorative Practices and Positive Behavior Supports and Interventions.|2021-06-22|• NMUSD administers an annual Local Control and Accountability Plan (LCAP) survey that includes school climate questions. • NMUSD administers the California Healthy Kids Survey (CHKS) every two years. The district was scheduled to administer the survey in 2019-20, but due to school closures in March 2020, CHKS administration was halted midway through. • The most recent administration was in winter/spring 2021 for students in grades 5, 7, 9, and 11. 71% of eligible NMUSD students participated.||2021 30666130000000|Ocean View|6|The Ocean View School District is committed to providing a safe, supportive, and nurturing environment that promotes engagement and school connectedness. Students in second through fifth grade participate in a locally developed survey and students in seventh grade participate in the California Healthy Kids Survey (CHKS). Both are anonymous, confidential surveys measuring student perception of school safety and connectedness. Results are shared with site administrators and provide valuable information when planning student supports. Results from the locally developed spring 2021 fourth and fifth grade climate survey indicate that 93% of students feel teachers treat all students fairly, 95% feel teachers and other adults treat students with respect, 88% report students are taught that bullying is not allowed and 88% report feeling safe at school. Results from the same second and third grade climate survey indicate that 97% of students feel teachers want them to do well in school, 92% of students report the school teaches students to treat each other nicely, 90% of students report teachers help students when someone is mean to them, and 89% of students feel safe at school. According to the spring 2021 CHKS survey, 80% of seventh grade students report there is a teacher who always wants them to do their best, 70% report that teachers tell them when they do a good job, 72% report that teachers treat students fairly, and 72% of students report feeling safe at school. OVSD continues to focus efforts on school climate in the LCAP. The surveys, along with patterns and trends in discipline, attendance and suspension data, indicate areas of focus are increasing student voice and student feeling of belongingness at school and developing social/emotional learning at all schools. Strengthening these areas involves reviewing and improving Positive Behavior Interventions and Supports (PBIS), which includes communicating to students the expected behavior in all areas of the school and reinforcing self-monitoring behaviors. Additionally, training in and implementation of Restorative Practices will strengthen students’ social emotional learning through the teaching of the skills needed to build relationships and school community. Continuing to promote bully prevention and school attendance reinforces student feelings of safety and school connectedness.|2022-06-21|||2021 30666210000000|Orange Unified|6|OUSD implements the Each Mind Matters School Climate Student Survey to measure the perceptions of school safety and connectedness. The survey was administered January 27, 2020 through February 7, 2020 to all 5th/6th, 8th, and 10th graders. Our goal was to produce data to assist our district and site leaders in making improvements in all students’ safety and sense of connectedness at school. Our goal is for every student to feel safe and valued on every site. The survey has five focal dimensions: Safety, Teaching and Learning, Relationships, Institutional Environment and Behavioral Health. Safety: Norms and Rules; Physical, Social and Emotional Security; Cyberbullying Teaching and Learning: Support for Learning; Social and Civic Learning Relationships: Respect for Diversity; Social Support Adult to Student; Social Support Student to Student; Social Support Adult to Adult Institutional Environment: School Connectedness; Physical Surroundings Behavioral Health: Stress and Anxiety; Depression Each site received a detailed report including a district comparison. Results were classified into three categories: Exceeding, Meeting, or Room to Improve. Districtwide results for OUSD for all 13 topics were within the category of Meeting. This indicated, “Student perceptions are that their social, emotional, and physical needs are being met.” For the schools, data reflected that almost all of the sites fell into the Exceeding and Meeting categories. The data was shared with school site leadership to assist with planning for 2020/21. Although there were minimal areas of concern, OUSD will continue implementing multi-tiered systems of support (MTSS) to embrace all students in a positive environment that promotes health and wellness. The district will continue to engage and grow student leadership and voice at all sites. Responses to a sense of physical, social and emotional security were positive, and students are less concerned with the threat of cyber-bullying. This is reassuring as anti-bullying campaigns are in effect districtwide, and all sites have daily access to mental health counselors. The survey showed that 67% of the students felt they would go to college. With continued efforts to support students through programs such as AVID, AP, IB and CTE, we anticipate this percentage to grow. Social support from an adult or another peer is recognized as a strength among surveyed students as is social connectedness and engagement. Areas for improvement as indicated by survey results are social and civic learning and respect for diversity. Although cultural relevancy remains a focal point for professional development for our staff, it is clear that more discussion is needed with students. These results will generate much conversation as to how to better equip our students in these areas.|2021-06-03|Students will once again have the opportunity to participate in the Each Mind Matters School Climate Survey in 2021-2022, as the survey is conducted every other year.||2021 30666470000000|Placentia-Yorba Linda Unified|6|PYLUSD administered a comprehensive survey to engage stakeholders and seek perspectives on the district’s goals: (1) Student Achievement, (2) Effective Instruction and Leadership, (3) Engaged Community, (4) Safe and Respectful Environment, and (5) Optimized Resources. In partnership with Bell Educational Solutions, comparative data from 2019, 2020, and 2021 was analyzed to provide site and district administrators with pertinent feedback in order to determine effective practices and implement improvement efforts. Specific survey questions were aligned to measure student perceptions of safety and connectedness to school as required by the state of California for this Local Indicator. The participation of students in 2021 included 6,290 students. The data was disaggregated by grade span and results indicate the following: Most students “Feel safe at school” – 90% (3rd grade); 88% (5th grade); 77% (8th grade); and 77% (10th grade). These statistics remained fairly static from the previous year and only varied by 1% - 3% even with the pandemic. Three other questions from the annual survey solicited information regarding student connectedness. The first question asked students if “They know about the opportunities to be involved in school activities, events, and programs.” Data from this survey question showed a decline of 3% from the previous year. This statistic was expected as many school activities, events, and programs were cancelled during the 2020-21 school year as a result of school closures and COVID-19. The statement “I feel like I belong at this school” showed an increase of 6% - moving from 80% to 86% with the percentage of students who “Completely Agreed” or “Agreed” with this prompt. The final survey component aligning with school connectedness asked respondents to consider the extent to which, “Teachers care about what I think.” School climate results to this survey prompt experienced increases across all grade spans from the previous year with an aggregated increase of 5%. The percentage of students that “Completely Agreed” or “Agreed” increased from 77% in 2020 to 82% in 2021.|2021-06-22|||2021 30666700000000|Santa Ana Unified|6|SAUSD had limited data sets available from March 2020 through June 2021. This analysis is based on student responses to their perception of safety and connectedness at school on the California Healthy Kids Survey administered in 2018-19 and 2019-20. In 2018-2019, 76% of 5th grade students felt safe most and all of the time; 62% of 7th grade students, 64% of 9th grade students, and 61% of 11th grade students felt safe or very safe In 2019-2020, 75% of 5th grade students felt safe most and all of the time; 61% 7th grade students, 64% of 9th grade students, and 63% of 11th grade students felt safe or very safe Though there is no significant change from 2018-19 to 2019-20, we are still committed to continue enhancing our school climate interventions and supports to garner an even greater impact on the students who may not feel safe or very safe on school grounds. As we consider this data and the impacts of the pandemic on our students, we have developed a wellness continuum of care plan to assist us in identifying students in need of mental health support and services, focusing on our special populations such as McKinney-Vento, Foster Youth, LGBTQ, English Learners, and Special Education students. By focusing on these populations, it gives us the ability to be inclusive of all students. The wellness coordinated care plan seeks to address the high levels of trauma experienced by students by incorporating multiple evidence-based interventions to address the needs of the whole child. In addition, this will serve as a hub to provide linkages to multiple community resources within Santa Ana and Orange County. In order to sustain positive momentum, we have recommitted to past practices that have proven effective such as restorative practice interventions and bullying intervention and prevention. We continue to support community partnerships with Restorative Practice Community Based Organizations and offer continuous training to support our school sites. Our District has expanded our mental health services and the team now consists of a school social worker, school counselor, nurse, family and community engagement employee, and extended learning representation. SAUSD supports the We Care Campaign so that the school community can be proactive in regards to suicide prevention. School Police provided and participated in hours of briefing training and professional development training that focuses on safety and security for our students, staff, parents, and community, with a particular emphasis supporting a positive and safe school climate. School Police and Support Services collaborated on a comprehensive overview of PBIS, the multi-tiered system of interventions, and administrative procedures related to school discipline reducing the number of requests for formal investigations and/or juvenile arrests.|2021-10-12|||2021 30666700101626|Edward B. Cole Academy|6|Edward B. Cole Academy administered the CA Healthy Kids Survey, an evidence based survey to 18 students in grade 5, a 31% participation rate. Therefore, interpret results with caution. SURVEY FINDINGS: The following is a summary of findings: • 70% Caring adults in school • 87% high expectations – adults in school • 57% meaningful participation at school • 79% school connectedness • 63% Academic motivation|2021-06-28|||2021 30666700106567|Nova Academy Early College High|6|Based on student response data to the most recent school climate and safety survey, students consistently indicated that they: felt cared for (70% Strongly Agree, 20% Agree, 10% Neutral), safe on the school site (80% Strongly Agree, 20% Agree), are participating in interesting activities (80% Strongly Agree, 20% Agree), being supported by adults (90% Strongly Agree, 10% Agree), having quality instruction (60% Strongly Agree, 35% Agree, 5% Neutral), and growing in their learning (70% Strongly Agree, 10% Agree, 20% Neutral). Students also reported disagreement in having too much homework (40% Strongly Disagree, 30% Disagree, 20% Neutral, 10% Strongly Agree). These results demonstrate an increase in caring adult relationships between last year and this year, which speaks to the dedicated NOVA staff and the strength in their ability to build strong bonds with their students. The biggest area of growth is to address the social emotional well-being of the students. Based on the survey data, it is the lower classmen who have been most affected by the pandemic. It is evident that there is an increased need to provide additional opportunities for students to connect with peers, staff and the school community. The challenge presented will lie in the rebuilding of social and emotional confidence, which will also build upon their confidence to learn inside the classroom. This can be achieved by increased availability and involvement in clubs, school events, extracurriculars, community service and partnerships, and family engagement outreach. Actions and services will include continued development and implementation of parent and student surveys, safe campus programs, and ongoing development and implementation on positive school culture. Examples of implementation include: the Positive Behavior Intervention System (PBIS), SEL Family curriculum, and the expansion of community partnerships that work in tandem with the counseling program to support students' school connectedness and perceptions of safety.|2021-10-14|||2021 30666700109066|Orange County Educational Arts Academy|6|321 students in grades 3-8 took a locally created Crew Survey in the fall of the 2020-21 school year. Crew is a school wide advisory approach to developing student character. The survey included questions related to belonging, emotional awareness, self-regulation, and agency. Students also had the opportunity to respond to the question: What can teachers or other adults at school do to better support you? Teachers utilized professional development time in November to review their class results, reflect on the first trimester of crew instruction and develop ideas for acting on the data in future lessons. Some examples are below: • Having Courageous conversations about racism • Students identify and discuss characteristics of healthy and unhealthy relationships • Providing tools on how to deal with stress • Setting boundaries - homework, friends, advocating for themselves. • Mindfulness strategies for being able to reground themselves • More art activities connected to Crew content • Academic goal setting, setting a successful week ahead • Celebrating students - Student of the week • Creating club-like crews (have students sign up and attend club break out groups) Two areas for staff growth were identified across grade levels: 1) Cultivate student leadership and ownership during crew so crew time is less teacher directed and more student led. Students are eager for more opportunities for socialization and activities across classes and within crew meeting sessions. 2) Spend time unpacking more explicitly teaching what Agency is and why it is important. Reinforce how character habits are connected to Agency throughout daily crew and academic lessons so that students and teachers can internalize this term. A new LCAP Goal has been created to continue developing student Crew as a Tier 1 strategy for developing character and supporting students to become effective learners, ethical people and culturally competent leaders who contribute to a better world.|2021-10-13|||2021 30666706119127|El Sol Santa Ana Science and Arts Academy|6|We work to cultivate a positive school culture through a school-wide behavior support plan and ensure that all school personnel are trained on our plan. We will begin to explore and use some restorative practices. We also use a tiered behavior system to ensure school safety and run SST meetings for students at risk as a preventative measure. We will add personnel to support the increase of students as needed. In our effort to reduce the inequities between student group performances and increase achievement for all students, we are implementing Calm Classroom and becoming Trauma Informed Schools. This is an approach to teaching and school culture that understands that our students bring with them their past experiences and aids in the healing process for those that have. One component of this approach is to provide a Social-Emotional Learning intervention course called Calm Classroom. Calm Classroom is a mindfulness-based school-wide social and emotional learning program which is composed of three-minute scripted mindful breathing, stretching, focusing and relaxation techniques. Calm Classroom is a sustainable program based on the simplicity of implementation, quality training, long-term support, and ongoing evidence of positive outcomes. Calm Classroom has a proven track record of empowering students to overcome difficulty learning in school, anxiety, stress, trauma, aggression towards others, while increasing their self-esteem and academic performance. We are in the beginning phases of transitioning to Trauma Informed Schools and we believe this will have a positive impact on our students. A key learning from the survey results was that 90% of students reported positive behavior traits. They are following rules on the school campus and respecting their teachers and peers as well. This is essential to fostering a positive learning space because they are receptive to the needs of the classroom and understand what is expected of them for class to run appropriately. For one, the results show that even though there is not significant meaningful participation in school, students still feel highly motivated to work hard on their assignments which may take place outside of the school setting. This may be supported by the fact that 81% of students reported receiving social and emotional learning supports. When a school promotes the pillars of character such as respect and responsibility, it helps the students resolve conflicts amongst one another and show shared support. This creates a welcoming and supportive learning environment for the students which helps them focus on their academics.|2021-10-14|||2021 30666960000000|Savanna Elementary|6|Savanna School District students are typically given the healthy kids survey to determine their level of well-being and indicate perceptions of school climate. The assessment was not given last year due to the pandemic. The last time the assessment was given 98% of our students felt the school was a safe place to be. In addition, 97% of students share that there were caring adults at their school and that they were listened to. 100% percent of our students reported that teachers and adults at their school treated them with respect. 96% of our students felt proud to belong to their schools. The Savanna School District will continue to focus on our efforts with data from the healthy kids survey along with data received from attendance and discipline records. Although 69% of students felt they were taught to be responsible for how they act, only 68% of our students felt they were not taught how other students think and feel. To help strengthen this area we have implemented a district-wide SEL program to address these needs, in addition to further professional development in our PBIS program. For the 2021-2022 school year, we have purchased a digital curriculum (Second Step) and provided professional development for our teachers to utilize it in the classroom to support SEL in the classroom for all grade levels. In November, we will be administering the CA Healthy Kids Surveys, CA School Parent Survey, and CA Staff Survey in order to update and monitor progress in the area of school climate.|2021-10-12|||2021 30667460000000|Westminster|6|Westminster School District administers the Healthy Kids Survey every two years and is scheduled to administer the survey in the fall of 2021. Some of the key learning from the 2019-2020 administration includes: 74% of students report School Connectedness 73% of students report Caring Relationships 85% of students report High Expectations 49% of students report Meaningful Participation 80% of students report Social Emotional Learning Supports 92% of students report Home High Expectations 80% of students report Parent Involvement in Schooling Some of the areas of strength include having high expectations from students and parents. Some of the areas to improve on is school connectedness and building caring relationships. Our primary barrier last school year was the shift from online, to hybrid, to in-person instruction. The shift in programs resulted in a shift in personnel due to class size shuffling; this was a major problem at the Middle Schools. In response to the survey results, we are increasing our efforts to provide additional parent engagement opportunities as well as opportunities to increase school connectedness through our PBIS programs. These actions are being developed and implemented at this time and we will conduct our data review at the end of each trimester.|2021-06-09|||2021 30736350000000|Saddleback Valley Unified|6|LCAP Goal 1 is for each school to develop and maintain positive parent, student, and community involvement and engagement to promote and support student success. It was developed as a broad goal to capture elements that contribute to student engagement including school climate. Our school climate data will involve two primary metrics, the California Healthy Kids Survey and the Panorama Social Emotional Learning surveys which will drive our MTSS work with social emotional learning and provide holistic whole-child support for our students. Each of the actions for Goal 1 are intended to align to the various metrics and monitor our progress in making a difference for students. All school sites have aligned their respective School Plan for Student Achievement to these broad LCAP goals to ensure alignment of focus, resources, and efforts across our K-12 system. We participated in the California Healthy Kids Survey in the Fall of the 2019-20 school year. In responding to questions about their sense of connectedness to school, students level of connectedness ranged from 62-76%: Grade 5 - 76%; Grade 7 - 69%; Grade 9 - 65%; Grade 11 - 62%. Elementary students in grade 5 were asked do you feel safe at school? 82% of students indicated they feel safe most of the time or all of the time. At the secondary level, students were asked how safe do you feel when you are at school? Students in the following grades indicated they were either very safe or safe: Grade 7, 72%; Grade 9, 67%; and Grade 11, 64%. In the 2021-2024 LCAP, there have been additional metrics including the use of Panorama Surveys that will be used to collect and measure social-emotional learning. Additionally, there are specific actions that are planned for implementation including the positive behavior intervention system, Second Step curriculum, and the expansion of the district counseling program to support students' school connectedness and perceptions of safety.|2021-06-24|||2021 30736500000000|Irvine Unified|6|The Irvine Unified School District has a long history of engaging our stakeholders and asking them to share their perspectives regarding how effectively we are supporting student learning, aligning appropriate resources, cultivating positive school climates and maintaining clean and accessible campus facilities. IUSD partners with Hanover Research to implement a district-wide survey to gather input and feedback with our students, staff, and families. Hanover Research also provides an Executive Summary for each school that captures the most compelling findings and provides a comprehensive overview of site results and comparisons to previous survey administrations. For the 2020-21 Annual Survey, the district had 20,234 students, 6,446 parents and 1,892 staff participate. The district initiated a partnership with Hanover Research and developed a school climate survey prior to the implementation of the LCFF statute (EC Section 52060(d)(6)) that now requires districts to implement a “Climate Survey” to assist in the measurement of State Priority #6, School Climate. The state identifies three measures relevant to school climate: 1. Pupil suspension rates 2. Pupil expulsion rates 3. “Other local measures” which includes surveys of pupils, parents, and teachers on the sense of safety and school connectedness This survey information, when used with other relevant data such as the California Dashboard, CAASPP assessment results, California Healthy Kids Survey and site assessment data, assists administrators in planning the LCAP aligned School Plan for Student Achievement (SPSA) and developing measurable goals for continuous improvement.|2021-06-22|||2021 30739240000000|Los Alamitos Unified|6|Los Alamitos Unified School District conducted the California Healthy Kids Survey (CHKS) to all students in grade 11. The data being reported is from the 2018 CHKS survey, which is the last time the survey was administered to students due to the Covid-19 school closures. The CHKS, which is administered every other year, was administered to all grade 11 students in Spring 2018. 89% of students indicated a moderate or high level of school connectedness. Internal metrics showed that 71% of students were connected to Los Alamitos High School through at least one or more activity, arts endeavor, and/or athletic participation. The District values connectedness as a Board Priority and continues to find ways in which to open access for students beyond the classroom. On the CHKS, 82% of grade 11 students reported feeling "very safe" or "safe" with 16% stating they neither felt safe or unsafe. The District has taken numerous measures to create a safe learning environment including stationing a School Resource Officer at Los Alamitos High School, employing eleven campus supervisors, dedicating a site administrator to oversee the implementation of school wide safety procedures and having a Director of Safety and Student Services to oversee safety procedures and protocols districtwide. LAHS has installed a video surveillance system, brand new fire alarm and updated the visitor management system. The Board of Education has made student safety a Board Priority Goal. Substance abuse prevention continues to be a focus. 60% of students in grade 11 reported using alcohol or drugs in 2018. The District has a robust, comprehensive substance abuse prevention program and substance abuse prevention task force overseen by the Director of Safety and Student Services. Random Drug Testing, Drug Canine Program, Alternative to Suspension Program, Parent/Student Information Nights, Red Ribbon Week, Every 15 Minutes, Prescription Drug Take Back Events, and many other efforts and programs are employed to combat drug use in the community. In 2021, a survey was sent to all stakeholders and staff. One of the areas on the survey was School Climate. The results from this survey showed that 84.7% of families and 82.9% of staff felt their school maintained a positive school climate as evidenced by students feeling physically and psychologically safe. In addition, the District has implemented restorative practices training for staff.|2021-06-22|||2021 31103140000000|Placer County Office of Education|6|The latest (2019-2020) California Healthy Kids Survey administered to students enrolled in PCOE Court, and Community Schools revealed several meaningful data points. Seventy-one percent (71%) of students agree or strongly agree they feel safe at school. Nine out of ten (89%) students believed their teachers treat them fairly, and 75% of students believed there is a teacher who always wants them to do their best. In terms of academic motivation, 78% of students agree or strongly agree they try hard at schoolwork. Given many PCOE students show gaps in their academic achievement, it is encouraging to know they try hard to do well in their schoolwork. Ensuring students feel supported is a cornerstone of establishing strong school culture. The PBIS School Climate Survey was also administered to students, families, and staff in the Fall of 2020 to measure their perception of school climate across court and community programs. One challenge that the survey results revealed is that students had a lower confidence level related to the school's standards for their achievement. For example, on a scale of 1-4, with 1 reflecting "strongly disagree" and 4 reflecting "strongly agree," the average student rating on the item, "My school has high standards for achievement," was 2.77, which was the second-lowest rating out of nine survey items. This is an area of focus in the 21-24 LCAP.|2021-06-17|||2021 31103140126904|Placer County Pathways Charter|6|The 2019-2020 California Healthy Kids Survey administered with students enrolled in the Pathways Charter School revealed several meaningful data points. Seventy-seven percent (77%) of students agree or strongly agree they feel safe at school. Nine out of ten (90%) students believe their teachers treat them fairly, and 84% of students believe there is a teacher who always wants them to do their best. In terms of academic motivation, 74% of students agree or strongly agree they are always trying to do better at schoolwork. Given many of our students show gaps in their academic achievement, it is encouraging to know they try hard to do well in their school work. Ensuring our students feel supported is a cornerstone of establishing strong school culture. One challenge the survey results revealed is that only 35% of our students believe they have meaningful participation and a voice in how things work at their school. More specifically, one in five students (20%) says it’s pretty much true or very true that they help decide school activities or rules. As a result, student voice and choice is an area of focus in the 21-24 LCAP.|2021-06-17|||2021 31667790000000|Alta-Dutch Flat Union Elementary|6|ADF invested time and resources in developing three surveys for our stakeholders that focused on targeted information that was relevant to our needs and each specific group including staff, families, and students. Our student survey was available to all grade levels TK-8, with a modified version for the TK-2 group of students that focused on connectedness, and school safety. Grades 3-8 were given a longer more involved survey that targeted more in depth information. Overall student perception regarding their safety and connectedness was highly positive. ADF will continue to work toward reengaging students in the coming year to by fully implementing the social emotional curriculum Caring School Communities, building cross grade level activities, such as peer tutoring, buddy activities, rallies, PRIDE cards that recognize Perseverance, Respect, Integrity, Discipline, and Empathy. Prior to the closing of schools, Bowman was well on its way to building a positive school culture, while the foundation has been laid, there will need to be more work to continue to reach our vision.|2021-06-16|||2021 31667950000000|Colfax Elementary|6|Survey feedback was provided by parents, students, and staff in separate surveys summarized as follows: Safe and Healthy Learning Environment 96% My child feels safe at his/her school. 99% of parents responded Strongly Agree, Agree, or Somewhat Agree 96% My child feels connected to our school. 75% of students strongly agree or agree with Our school provides a safe and healthy learning environment 96% My child has a positive attitude toward school Our students treat each other fairly and with respect. 80% of our parents Strongly Agree, Agree or Somewhat Agree My child is treated fairly and with respect by adults at the school. 95% of our parents Strongly Agree, Agree or Somewhat Agree Our school facilities are in good repair 71% of students strongly agree or agree (area of need) and 95% of parents Strongly Agree, Agree, or Somewhat Agree Communication • 95% of parents surveyed they are receiving adequate information about school and classroom events by marking Strongly Agree, Agree, or Somewhat Agree • 95% of parents Strongly Agree, Agree or Somewhat Agree with the statement: Our school seeks parent input and encourages parental participation. • 88% of parents agree the school responds within 24 hours when I have a question or concern by marking strongly agree, agree, or somewhat Agree • 76% marked I access my child's academic progress through the parent portal or other means.  • Some staff commented that they would like more opportunities for input; Brown Bag-it with Baggett will be implemented • Site Council recommended a regular virtual Q and A with the Superintendent/Principal which will be implemented Student Achievement and Instruction • My child's academic needs are being met. 84% with 12% disagreeing (this is an area of need) • 75% of parents reported My child's school provides enough access to a broad course of study including basic (English, math, social studies, science, PE) art and enrichment offerings (visual arts, sports, music, band, choir, technology, library). This is an area of need as • 25%t would like a broader range of studies • 88% My child's teacher(s) is preparing my child to be career and college ready strongly agree, agree or somewhat Agree (this is an area of need as 12% disagree) • 55% of parents believe our school supports students learning English, living in foster homes, are challenged by learning disabilities, and/or who are living in poverty. 27% don/t know or are unsure of parents. n 2018-19 we received a Multi-Tiered Systems of Support grant to continue to improve positive behaviors and reduce suspensions. Suspensions reduced 62% from 2017-18 to 2018-19. We still need to fine-tune Positive Behavior Intervention Strategies and Restorative Practices through ongoing professional development and further implementation. The District will continue to implement the action plans identified in the Local Control Accountability PLan posted on our website at www.colfax.k12.ca.us|2021-06-23|||2021 31668030000000|Dry Creek Joint Elementary|6|The District has been focused on increasing student connectedness and engagement for the last several years. Within our Multi-tiered System of Supports (MTSS) we have implemented Positive Behavior Intervention and Supports (PBIS) District-wide. Social-Emotional Learning (SEL) has been a priority with a focus on Restorative Practices, ToolBox strategies, school-based counseling, mental health counseling, District-wide tiered levels of support, parent education and numerous resources and programs for students. The District worked closely with Hanover Research to develop a comprehensive social-emotional survey in order to gather feedback and perceptions of school engagement from our students. Students in grades 4-8, were administered a survey divided into the following constructs: Self-Awareness, Growth Mindset, Self-Management, Responsible Decision-Making, Social Awareness, Relationship Skills, Civic Mindset, Social Support, Emotional Well-Being, Bullying and Peer Pressure, School Environment and Demographics. Survey data indicates many strengths, including those listed below. Both elementary and middle school students generally rate themselves well on many of the constructs explored in the survey. More than 75% in both groups agree with most of the items related to self-awareness, growth mindset, self-management, and social awareness. Students have especially high agreement (close to 90% or higher) on the following items: Social Awareness: 96% agree it is important to treat people with respect Self-Management: 86% agree that they know right from wrong Growth Mindset: 86% think they can learn from their mistakes Self-Awareness: 85% believe they can do most things if they try Eighty-eight percent (88%) of students 4-8 grade agree that they have friends at school. Our elementary students have a positive perception of the adults at school who are part of their social support system. Eighty-one percent (81%) agree that their teachers believe they will be successful, seventy-six percent (76%) believe that adults at school care about them, seventy-two percent (72%) say they have at least one trusted adult at school and seventy-three percent (73%) report that adults at school listen when they have something to say. Survey data also indicated areas of focus, including those listed below: Half of students or fewer (51% elementary vs. 46% middle school) agree they can explain their feelings to others Just over half of students 4th-8th agree that they know how to handle stress Middle school students (6th-8th) feel less connected to adults at school than elementary: 67% report that they have at least one adult at school that they trust 70% believe that adults at school care about them 57% believe that adults at school listen to them when they have something to say|2021-06-17|||2021 31668370000000|Foresthill Union Elementary|6|Based on the below "Summary of Key Indicators" results from the California Health Kids Survey, listed are the most notable indicators and percentage scores by grade level for students in grades 6 through 8. Each indicator percentage is in 6th, 7th, and 8th grade order. School connectedness: 67, 58, 46 Academic motivation: 81, 60, 45 Caring adult relationships: 50, 58, 48 High expectation by adults: 83, 67, 53 School perceived as safe: 73, 52, 52 Experienced harassment/bullying: 24, 21, 45 Current vaping: 8, 4, 25 Experienced chronic sadness: 17, 37, 59 The data reflects the need for the district to provide support and resources to our students for the numerous social emotional needs. Also noted is the general decline in positive perspectives and actions as students move up the grade levels. Our strengths include higher ratings for "high expectations by adults" and "academic motivation" while areas for improvement include our lower ratings for "harassment/bullying" and "chronic sadness." Foresthill Union School Districts plans to increase student support services to improve the physical, mental, and emotional health of our pupils.|2021-06-21|||2021 31668450000000|Loomis Union Elementary|6|As described in LUSD's Local Control and Accountability Plan, the most recent student survey data is as follows: LCAP Student Survey, March 2021 (896 total respondents in grades 5th-8th) Responses were ranked on a 4-point Likert Scale. The percentage of respondents indicates those who marked "often (3)" or "always (4)" with each of the following statements: Safe Instructional Environment - I feel safe at my school. 94% - I feel connected at my school. 85% - I feel supported in becoming a better learner. 86% Technology Use and Digital Citizenship - How often do you conduct research online? 70% - How often do you collaborate online with classmates on assignments or projects? 54% - How often do you use technology to demonstrate your knowledge? 67% - I know how to keep myself safe online. 98% - I know how to act respectfully online. 99% - I know how to respond to online/cyber bullying. 89% - Technology use in school has improved my learning. 70% Responses were ranked as a "yes" or "no." The percentage of respondents indicating a "yes" answer for each of the following statements: - I have experienced cyber bullying. 27% Of those reporting an experience with cyber bullying a follow-up question was asked. The percentage of respondents indicating a "yes" answer for each of the following statements: - I have experienced cyber bullying during school. 8% - I have experienced cyber bullying outside of school. 77% - I have experienced cyber bullying both during and outside of school. 15% Overall, LUSD students indicate that they feel safe at their school. However, there are areas that indicate more education and/or assistance can be provided. In future years, LUSD is looking to focus on increased social-emotional learning to both be proactive in preventing instances of negative student interaction, such as cyber-bullying, but also to provide effective strategies for addressing these situations when they occur. The goal of this approach is to equip students with learning that will serve them both at school but also outside of it. This is especially important given that these data show that the majority of reported cyberbullying incidents are occurring outside of school. In order to address this in the LCAP LUSD has included a goal and corresponding actions and services related to a safe school environment.|2021-06-16|||2021 31668450117150|Loomis Basin Charter|6|As described in LBCS's Local Control and Accountability Plan, the most recent student survey data is as follows: LCAP Student Survey, March 2021 (178 total respondents in grades 5th-8th). Responses were ranked on a 4-point Likert Scale. The percentage of respondents indicates those who marked "often (3)" or "always (4)" with each of the following statements: Safe Instructional Environment I feel supported in becoming a better learner. (89% I feel safe at and connected to my school. (93%) I feel connected at my school. (83.7%) Technology Use and Digital Citizenship How often do you conduct research online? (81%) How often do you collaborate online with classmates on assignments or projects? (52%) How often do you use technology to demonstrate your knowledge? (78%) I know how to keep myself safe online. (99%) I know how to act respectfully online. (97%) I know how to respond to online/cyber bullying. (85%) Technology use has enhanced or improved my learning. (71%) Responses were ranked as a “yes” or “no.” The percentage of respondents indicating a “yes” answer for each of the following statements: I have experienced cyber bullying. 22.5% Of those reporting an experience with cyber bullying a follow-up question was asked. The percentage of respondents indicating a "yes" answer for each of the following statements: I have experienced cyber bullying during school. 10% I have experienced cyber bullying outside of school. 76% I have experienced cyber bullying both during and outside of school. 14% Overall, LBCS students indicate that they feel safe at their school. However, there are areas that indicate more education and/or assistance can be provided. In future years, LBCS is looking to focus on increased social-emotional learning to both be proactive in preventing instances of negative student interaction, such as cyber-bullying, but also to provide effective strategies for addressing these situations when they occur. The goal of this approach is to equip students with learning that will serve them both at school but also outside of it. This is especially important given that these data show that the majority of reported cyberbullying incidents are occurring outside of school. In order to address this in the LCAP, LBCS has included a goal and corresponding actions and services related to a safe school environment.|2021-06-16|||2021 31668520000000|Newcastle Elementary|6|In previous years, the district has administered the California Healthy Kids Survey to students in grades 5 and 7, but last year was not required to give the CHKS and decided to proctor it's own in-district survey and compare results to the year prior, asking many of the same questions and inserting district-specific questions as well. And this year, despite the difficulties presented by Covid, the CHKS was administered in May but the results have not yet been shared with the district. Without accurate data for this year, the district is relying on information and data provided from the last survey given to students. Key learnings from the survey indicated that there has been growth in the 5th and 8th graders feeling of connectedness, safety, and well-being. Other grade levels provided a baseline to compare future results against. And the percentage of students who have been bullied online or have witnessed bullying was much lower than anticipated, which has led to discussion amongt staff and administration about if this really an truthful statistic, or if students are so desensitized to bullying online that they do not recognize it when it is happening. From our data, we are able to see growth areas in student's overall well-being, their connectedness to at least one adult on campus, and their lack of bullying interactions online and in real life. Growth areas will include student's perceptions of school and increasing the number of students who have a positive perception as opposed to a negative one, and student connection to administration and increasing the relationship building between the two groups. In the past two years, the district has implemented a social-emotional curriculum that works on teaching students skills in some of these areas, and also allows for an open dialogue between the students and the teacher to give both groups a better understanding of the needs our students face as well as a safe space to communicate. Newcastle is eager to have updated survey information that will help guide next steps for student support with a specific focus on how Covid and distance learning has impacted student health, well-being, friendships, sense of belonging, and connectivity to school.|2021-06-23|||2021 31668520109827|Newcastle Charter|6|In previous years, the district has administered the California Healthy Kids Survey to students in grades 5 and 7, but last year was not required to give the CHKS and decided to proctor it's own in-district survey and compare results to the year prior, asking many of the same questions and inserting district-specific questions as well. And this year, despite the difficulties presented by Covid, the CHKS was administered in May but the results have not yet been shared with the district. Without accurate data for this year, the district is relying on information and data provided from the last survey given to students. Key learnings from the survey indicated that there has been growth in the 5th and 8th graders feeling of connectedness, safety, and well-being. Other grade levels provided a baseline to compare future results against. And the percentage of students who have been bullied online or have witnessed bullying was much lower than anticipated, which has led to discussion amongt staff and administration about if this really an truthful statistic, or if students are so desensitized to bullying online that they do not recognize it when it is happening. From our data, we are able to see growth areas in student's overall well-being, their connectedness to at least one adult on campus, and their lack of bullying interactions online and in real life. Growth areas will include student's perceptions of school and increasing the number of students who have a positive perception as opposed to a negative one, and student connection to administration and increasing the relationship building between the two groups. In the past two years, the district has implemented a social-emotional curriculum that works on teaching students skills in some of these areas, and also allows for an open dialogue between the students and the teacher to give both groups a better understanding of the needs our students face as well as a safe space to communicate. Newcastle is eager to have updated survey information that will help guide next steps for student support with a specific focus on how Covid and distance learning has impacted student health, well-being, friendships, sense of belonging, and connectivity to school.|2021-06-23|||2021 31668520121608|Harvest Ridge Cooperative Charter|6|The goal for students to continue to demonstrate strong resiliency in making appropriate decisions is a constant and active goal for the school. A Student Safety Climate survey was administered in the spring of 2020 to all students in grades 3 through 8. Student survey results from the school's student survey indicated 97% of students feel strong school connectedness. The student survey indicated that 100% of students found that school was perceived as safe or very safe. In looking at student indicators for students feeling safe and respected on the playground, the survey showed that 96% of students felt that they were respected by others on the playground. Growth opportunities were identified in the survey surrounding the relationships between adults and students. While still very positive, some students indicated issues of fairness, respect, constructive feedback, and problem-solving. To help close the gap between desired results and student feedback, there will be emphasis put on culture and community for the next school year. The school will continue to work with students in the areas of belonging, bullying, safety, and emotional regulation, and will be looking at implementing a program to support this need. Culture is embedded in the school climate and with positive improvements to the culture, there should be a direct correlation to positive improvements in the school climate.|2021-06-10|||2021 31668520127928|Rocklin Academy Gateway|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey which was administered in grades 6, 7, 9, and 11 in the winter of 2021. Results serve to measure the organization’s progress on state Priority Six, School Climate. Rocklin Academy Gateway data revealed the following: Percentage of students who reported as feeling safe at school all or most of the time 6th Grade: 95% (9% increase from the previous year) 7th Grade: 70% (3% increase from the previous year) Percentage of students who reported as feeling a high level of connectedness with the school 6th Grade: 73% (2% increase from the previous year) 7th Grade: 56% (12% decrease from the previous year) The COVID-19 pandemic has impacted students across the country. We are not surprised at the decrease in the level of feeling of connectedness reflected in 7th grade. As our schools return to normalcy in the coming year, we expect the level of connectedness to increase as students will be allowed to interact with their teachers and peers in many of the ways that were restricted during the 2020-21 school year.|2021-06-14|||2021 31668520138008|Golden Valley Tahoe|6|GVTS administers an annual survey that includes school climate questions. Students in grades 5 through 8 participate in this annual survey. Fifth grade is the high grade level at the school so these were the only students to participate this year, but the number of students will continue to grow as the site grows. Based on the data from the survey, over 90% of the students at GVOS feel heard by their teacher, cared for, feel their cultural background and identity is accepted, feel safe and secure. and identify as having friends. About 80% of the students reported feeling like they had friends at school. Approximately 90% of the students reported that they learned a lot last year. 90% reported that they had made new friends last year, and roughly 80% reported they were happy. About 65% of the GVTS students reported that they had been sad or worried over the course of the school year. Distance learning as a result of school closures due to COVID-19, have created a real need for extra social-emotional support for students. Extra resources such as professional development for staff and SEL programs and/or interventions will be implemented at the school site to help address some of the needs identified in the survey.|2021-06-02|||2021 31668860000000|Placer Hills Union Elementary|6|Student survey results on the CA Healthy Kid Survey show that they feel they are given opportunities to decisions about their education and reflect a positive school connection. The Buddy program between sites has continued where student with success. Weimar Hills School has maintained a zero rate of dropouts in the Middle School years. PHUSD continues to implement PBIS to further support a positive school climate and provide students with tools and resources in dealing with conflict.|2021-11-10|||2021 31668940000000|Placer Union High|6|The Placer Union High School District administers the California Healthy Kids Survey (CHKS) to all 9th & 10th grade students, parents, and staff in Spring term of 2021. The survey was administered via email and the district received over 1,400 responses. The survey measured student, staff, and parent perceptions of school performance, supports and engagements, along with perceptions of safety, alcohol and drug use, and mental and emotional health. Each site analyzed their respective results noting both areas of strength and concern. Although each site had different results, the key findings were very similar. The strengths included that each site had a significant majority of students who feel safe at school, believe adults in the school care about them, and feel connected to the school. Although, some of those numbers decreased as school closures and the pandemic had an effect on our students and staff. The areas of concern included increasing amounts of chronic sadness, suicidal thoughts and depression, and issues of bullying. Moreover, the number of students who have reported use of drugs and alcohol are still high but some areas, such as alcohol, have decreased, while others have remained steady. The survey also revealed that distance learning options did not engage students, or interest them in the same way in-person instruction does. The individual sites have created Coordination of Services Team (CoST) to discuss individual student needs and providing support. They have created different programs that promote student involvement and connectedness. All of the sites had community outreach nights discussing many of these issues. As a district, restorative practices are being implemented and staff are being trained. Through the CHKS survey, identified issues and concerns are followed up with our student board members and in our Student Voice meetings. Students are included in our development and implementation of student social/emotional health initiatives.|2021-06-15|||2021 31669100000000|Roseville City Elementary|6|In the 2019-2020 district LCAP survey, parents indicated positive perceptions of school climate. Most responding parents noted that all students are treated fairly (78%, up 3% from 2018-2019), school rules are fair (86%, up 1% from 2018 2019), students want to come to school (83%), and students feel safe at school (88%). Across all questions regarding school climate, levels of disagreement did not exceed 10 percent. RCSD implemented the following significant changes in 2020-2021 to identify the need to reach our parents and students more directly with access to support. 1) At the middle schools, a new grading system was implemented for students and families, with more specific feedback protocols about academic progress and learning behaviors available on OTUS, the learning management system. 2) RCSD continued implementing the district-wide support system to include families more effectively as partners supporting students’ academic, behavioral, and social-emotional strengths and needs. 3) RCSD increased social-emotional and behavioral supports, including four social workers and two behavior analysts. Also, all schools have implemented a social-emotional curriculum, Second Step; all schools utilize Positive Behavior Interventions and Support (PBIS). Sites include climate goals and actions in their School Plan for Student Achievement (SPSA) based on Board and LCAP goals.|2021-06-23|||2021 31669280000000|Roseville Joint Union High|6|The 2020 CHKS data shows that 9th and 11th grade participants gave School Engagements and Supports gave high marks as “agree” or “strongly agree” when it came to school connectedness, academic motivation, caring adult relationship, and high expectations. Students also perceived school as safe or very safe 65% of the time. There were some students who experienced any form of harassment or bullying which was still low in the mid twenties. As for Substance Use and Physical/Mental Health, the numbers were in the 10% range when it came to alcohol or drug use or being very drunk or high at school. Cigarettes and vaping were also very low. Sleep deprivation (less than 8 hours a day) was at 80% and there were a third that experienced chronic sadness and hopelessness. Strength: The students reported that the schools have high expectations of their students and that teachers want their students to do their best. More than half believed their teachers thought they would be a success. Overall, students gave high marks “agree” or :strongly agree” when it came to feeling happy about school, their teachers, being safe, and being close to the people at the school. Growth: In regards to participation in activities at school, students were mixed on their involvement from not at all to very much so. The data shows the students dividing themselves into quarters. A noteworthy data point was that 75% or more of the students felt like they did not have a say in helping to decide school activities and rules, say how things work, etc. There was little voice that was given on behalf of the students to the larger school community and the decisions that were made. When asked why students were harassed or bullied, students responded that it was either because of their gender, religion, race, ethnicity, because they are gay or lesbian or have a physical or mental disability. The data shows this affects about 25% of our overall district population so there is work to do here. Based on the results, actions which need to be implemented include opportunities for students to learn how to cope with their hopelessness and chronic sadness. Education around how to stop bullying, intimidation and a person’s rights to a harassment free educational setting and in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance. Additionally, we will need to find ways to include more student voice and choice to increase their agency and role as a responsible member of the school community.|2021-06-29|||2021 31669280121418|John Adams Academy - Roseville|6|The COVID pandemic directly affected how learning was provided to scholars across the country. John Adams Academy responded with immediate support of virtual distance learning opportunities for our scholars, and transitioned into modified in-person schedules as soon as possible. Pandemic related scholar quarantines continued throughout the year, but scholars were able to transition in and out of distance learning whenever necessary. John Adams Academy focused throughout the tumultuous year to uphold our Ten Core Values, including maintaining High Standards of Academic Excellence, and, at the same time, ensuring the mental health of our teachers, scholars, and their families. In the midst of the necessary changes in delivery of instruction, our parents participated in a November 2020 Family Survey, provided online for ease of access and response. John Adams Academy families rated their overall satisfaction with in-person instruction at an average of 8.6 out of a scale of 1 to 10. Families rated satisfaction with distance learning at an average of 6.7 out of a scale of 1 to 10. The large majority of respondents voiced a preference to return to full day, in-person instruction as soon as possible, most notably within our English Language Learners and unduplicated population. Maintaining our culture of direct family involvement, John Adams Academy released an online Family Satisfaction Survey in March, 2021. Parents were asked to respond to just one question: “On a scale of 1- 10, with 10 being Most Likely, how likely are you to refer a friend or family member to John Adams Academy?” Measuring our positivity response with scores in the 7 – 10 response range, 94% of respondents rated their overall satisfaction with John Adams Academy as High, with 79% of responses in the 9 and 10 range. Our families reported overwhelming satisfaction with the John Adams Academy American Heritage Classical Education and the high academic standards expected of our scholars. Parents equally supported our Ten Core Values and the positive culture they create among scholars, staff and families. The parent responses also included strong satisfaction with our teachers and staff, noting professionalism in the classroom, and support for scholars and families throughout these difficult times. While our goal at John Adams Academy is to ensure we are achieving our mission of developing servant leaders for all scholars, we are cognizant of feedback from our parents that point to areas for improvement. In the Family Satisfaction Survey, 6% of parents responded they were unsatisfied (scores in the 1 – 6 range) with aspects of our program. Most dissatisfaction centered on communication with teachers and administration, and, especially with the inability for parents to communicate with each other and form a community outside of school. John Adams Academy continues to improve timely and informative communication with all stakeholders through a variety of means.|2021-10-07|John Adams Academy creates a positive school climate by focusing on the mission of developing servant leaders. Developing a servant leader is about becoming, not about teaching a certain set of facts or training in a particular skill. We recognize each scholar as a sovereign and an individual agent that is best developed not through dictate, but through a process rooted in the principles of liberty. Through this process, individuals are inspired to take responsibility for their education, to grow from nurtured to self-governing, and to progress from self-improvement to virtuous service. This growth process is accomplished through our Ten Core Values and the practice of liberal arts using classical content guided by mentors, who lead through a liberty-based art of mentorship. The classically-educated scholar discovers truth, develops virtue, and becomes wise from living the principles of this education. As a result, scholars naturally transition from preparing to serve to leading others through service in their sphere of influence.||2021 31669440000000|Tahoe-Truckee Unified|6|Surveys were administered once for teachers and admin. and parents. Survey results provide a way to monitor progress toward HRS Level 1: Safe, Supportive and Collaborative Environment. Results were anonymous, collected and provided to each school for analysis and action. District results were also compiled and provided information to inform progress and possible next steps.TTUSD Parent surveys were administered with ten common districtwide questions. Over 800 parents responded. Since this is the first year of this revised survey, it's a baseline year. Overall parents responded in 9 of the 10 areas with high percentages of Strongly Agree/Agree (above 80%).At the elementary level, all ten areas were ranked high: seven areas at or above 90% of parents responding with Strongly Agree/Agree and the other three areas, 87%+ of parents responding with Strongly Agree/Agree.Level 1 Administrator Results-Fall 2018 compared to Spring 2019 Six indicators moved to at or above the 4.0 goal. The six indicators that increased were: Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly moved from 3.8 to 4.3 Indicator 1.3 Teachers have formal roles in the decision-making process regarding school initiatives moved from 3.8 to 4.3 Indicator 1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students moved from 3.5 to 4.3 Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school moved from 3.8 to 4.1 Indicator 1.6 Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school moved from 3.8 to 4.3 Indicator 1.8 The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers moved from 3.7 to 4.6 Level 1 Teacher Results(baseline) TK-12 grade teacher averages for the three indicators below were at or above the 4.0 average: Indicator 1.1 The faculty and staff perceive the school environment as safe and orderly. Indicator 1.2 Students, parents, and the community perceive the school environment as safe and orderly Indicator 1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged TK-fifth grade teacher averages for the three indicators below were at or above the 4.0 average: Indicator 1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students Indicator 1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school. Sixth-twelfth grade teacher averages for the one indicator below was at or above the 4.0 average: Indicator 1.3 Teachers have formal roles in the decision-making process regarding school initiatives moved from 3.8 to 4.3|2021-06-23|||2021 31669510000000|Western Placer Unified|6|The California Healthy Kids Survey (CHKS) was administered in the February of 2020, two weeks prior to COVID-19 school closures. We plan to administer the CHKS again in the spring of 2022. The spring 2020 CHKS highlighted some district strengths: - Our students feel connected to their schools. - Our students feel safe at school. - Our students feel like they have adults at school who care about them. - Our Phoenix High School students scored the above three strengths higher than their comprehensive high school peers, especially their feelings of connectedness (70% to 58%, respectively). The survey also brought some challenges to the surface: - Less than 30% of students at the secondary level feel they are given opportunities to “meaningfully participate” in their school communities. - 25% of 11th graders admit to current alcohol or drug use - 44% of 11th graders express feelings of chronic sadness and/or hopelessness. - Even though 78% of 5th grade students indicate they feel safe at school, 48% indicate they have been called names or been the target of mean jokes, and 40% indicate they have had mean rumors spread about them. Our district continues to hone its work in the area of Youth Development. The youth development framework identifies five supports and opportunities that youth need to become healthy, productive adults: safety, relationships, youth participation, community involvement, and skill building. Close to 200 staff members have participated in a four-day Youth Development Institute and 15 staff have been further trained as trainers of youth development. Schools have worked diligently to improve safety and relationships with and for students. PBIS has been implemented at more than half of our school sites and staff continue to receive training and support from our Mental Health Specialist, whom we hired as part of LCAP to support PBIS and students' mental health. Based on parent feedback, WPUSD continues to partner with Wellness Together to provide additional mental health services at all school sites.|2021-10-05|We have three full-time School Resource Officers who assist with issues related to attendance , school safety, and tobacco use (vaping); one officer’s main role is to address the increase in vaping at our secondary schools.||2021 31669510135871|John Adams Academy - Lincoln|6|The COVID pandemic directly affected how learning was provided to scholars across the country. John Adams Academy responded with immediate support of virtual distance learning opportunities for our scholars, and transitioned into modified in-person schedules as soon as possible. Pandemic related scholar quarantines continued throughout the year, but scholars were able to transition in and out of distance learning whenever necessary. John Adams Academy focused throughout the tumultuous year to uphold our Ten Core Values, including maintaining High Standards of Academic Excellence, and, at the same time, ensuring the mental health of our teachers, scholars, and their families. In the midst of the necessary changes in delivery of instruction, our parents participated in a November 2020 Family Survey, provided online for ease of access and response. John Adams Academy families rated their overall satisfaction with in-person instruction at an average of 8.6 out of a scale of 1 to 10. Families rated satisfaction with distance learning at an average of 6.7 out of a scale of 1 to 10. The large majority of respondents voiced a preference to return to full day, in-person instruction as soon as possible, most notably within our English Language Learners and unduplicated population. Maintaining our culture of direct family involvement, John Adams Academy released an online Family Satisfaction Survey in March, 2021. Parents were asked to respond to just one question: “On a scale of 1- 10, with 10 being Most Likely, how likely are you to refer a friend or family member to John Adams Academy?” Measuring our positivity response with scores in the 7 – 10 response range, 97% of respondents rated their overall satisfaction with John Adams Academy as High, with 89% of responses in the 9 and 10 range. Our families reported overwhelming satisfaction with the John Adams Academy American Heritage Classical Education and the high academic standards expected of our scholars. Parents equally supported our Ten Core Values and the positive culture they create among scholars, staff and families. The parent responses also included strong satisfaction with our teachers and staff, noting professionalism in the classroom, and support for scholars and families throughout these difficult times. While our goal at John Adams Academy is to ensure we are achieving our mission of developing servant leaders for all scholars, we are cognizant of feedback from our parents that point to areas for improvement. In the Family Satisfaction Survey, 3% of parents responded they were unsatisfied (scores in the 1 – 6 range) with aspects of our program. Most dissatisfaction centered on maintaining high academic standards during distance learning. John Adams Academy is committed to the Core Value of High Standards of Academic Excellence. We continue to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment that John Adams Academy has traditionally provided.|2021-10-07|John Adams Academy creates a positive school climate by focusing on the mission of developing servant leaders. Developing a servant leader is about becoming, not about teaching a certain set of facts or training in a particular skill. We recognize each scholar as a sovereign and an individual agent that is best developed not through dictate, but through a process rooted in the principles of liberty. Through this process, individuals are inspired to take responsibility for their education, to grow from nurtured to self-governing, and to progress from self-improvement to virtuous service. This growth process is accomplished through our Ten Core Values and the practice of liberal arts using classical content guided by mentors, who lead through a liberty-based art of mentorship. The classically-educated scholar discovers truth, develops virtue, and becomes wise from living the principles of this education. As a result, scholars naturally transition from preparing to serve to leading others through service in their sphere of influence.||2021 31669513130168|Horizon Charter|6|A climate survey was administered in the 19-20 school year. The key findings were determined, and collaborative feedback is both encouraged and received by school administration. Of the students who participated in the survey the following ethnicities were identified: 1% Am. Indian or Alaskan Native, 10% Asian, 6% Black or African-American, 13% Hisp. or Latino/a, 1% Nat. Hawaiian or Pac. Islander, 62% Wht and 8% preferred not to answer. Key findings from the Mid. and HS student survey indicated three main areas of strength: 1) Teacher Availability and Encouragement 2) Curriculum and School Resources, Books, and Materials, and 3) Technology resources 87% of students surveyed reported they feel safe at Horizon Charter School. On the Fall 2018 Dashboard, there was a performance gap identified in the area of chronic absenteeism that affected our Bl.Afr.-Amer. student population as well as our FY/Homeless. We were able to compare our Black/African-American student group results vs. the All student group. Students had the following options to select from when answering the survey questions: strongly agree, agree, neutral, disagree, strongly disagree and N/A. 14% of Black/African-American surveyed students do not feel the grades they receive are an accurate reflection of their ability and effort as opposed to 9% of All students. Another key finding to be noted is that 100% of all Black/African-American students reported access to technology resources such as a computer and internet access vs. 96% of All students. This demonstrates growth in support to our Black/African-American student population while also demonstrating that we have a small percentage of students who still report a need for technology access and availability. The last key finding in relationship to our Black/African-American student survey results is that 72% of our Black/African-American vs. 62% of All students reported that they have discussed their academic goals with their teachers and counselors. These findings demonstrate that while there is additional support and growth necessary in working to ensure that all students have developed academic goals. Black/Afr.American students are reporting increased support in this area vs. the “All” student group. Key findings from the Elementary School Survey indicate several areas of strength: 1) Teachers encourage students to do their best and believe they can do well in school, 2) Parents work with students to make learning goals together, 3) Students have access to technology and enjoy their choices at Horizon, 4) Students feel safe and want to attend Horizon next school year. 100% of those who participated in the elementary survey reported they would like to go to HCS next year. 11% of surveyed students reported that they had not yet worked with their teacher to develop learning goals. In the 2021-2022 school year, a survey will be developed and implemented to measure the effects of strategic changes on student and family perceptions.|2021-06-17|||2021 31750850000000|Rocklin Unified|6|Rocklin Unified School District’s (RUSD) mission, as a 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 growth and contribute to a dynamic world. Therefore RUSD continually seeks input from all stakeholders, including students. Each year students take either a local LCAP survey or the California Healthy Kids Survey, and a representative group of students participate in a forum eliciting their perceptions of learning, connectedness, safety, and fairness. In the fall of 2020, the California Healthy Kids Survey was administered in grades 5, 6, 7 , 9, and 11. During the 2020-21 school year, 48% of 5th grade students, 46% of 6th grade students, 81% of 7th grade students, 80% of 9th grade students, 88% of 11th grade students, and 75% of Non Traditional School students completed the California Healthy Kids Survey in fall 2020. The following are key findings that impacted the development of the RUSD LCAP for 2021-22. In 2020, 59-81% of students feel connected to the school, however the percentage of students who indicate they feel part of the school decreases as grade level increases, with the exception of students at Victory High School. 70-91% of students felt safe at school with elementary students generally feeling safer than secondary students. Overall, results showed there was an increase in perception of safety, connectedness, engagement, and responsiveness to negative peer interactions. LCAP Goal 2 states, “RUSD will provide a system of social-emotional and behavioral supports within a culture of acceptance for all students, in order to develop healthy, respectful, self-aware, resilient, and high functioning individuals.'' Expected outcomes are to maintain the percentage of students indicating they feel safe at school above 95% and decrease the percentage of students who are chronically absent, meaning they are absent greater than 10% of the school year. In order to achieve these student outcomes LCAP actions and services include continued implementation of Multi-Tiered System of Supports (MTSS) to support students academically, socially, emotionally, and behaviorally. Specifically, the Positive Behavioral Intervention and Supports (PBIS) system, School-based Therapy through our partner, Wellness Together, and continued partnerships with Rocklin Police, Fire and EMS agencies are being utilized to accomplish this work. Additionally, training and implementation of Restorative Practices and de-escalation strategies continued. Positive student outcomes are expected with integrity of implementation over time.|2021-06-17|||2021 31750850114371|Rocklin Academy at Meyers Street|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey which was administered in grades 6, 7, 9, and 11 in the winter of 2021. Results serve to measure the organization’s progress on state Priority Six, School Climate. At the Rocklin Academy Meyers Street campus we had fewer than 10 students in grade 6 respond to the questions relating to safety and connectedness. Therefore, we are relying on the data from the Rocklin Academy site, which it shares a campus and classes with. This data shows that 92% of the 6th graders reported feeling safe at school all or most of the time, which was an increase of 12% over the previous year. 78% indicated as feeling a high level of connectedness which was a 7% increase over the previous year. We were very pleased to see these results, especially during the COVID-19 pandemic. We attribute this to the hard work and dedication that our staff and families have given to working closely with the students and providing them with opportunities to meaningfully engage with their peers in a safe way, regardless of the educational model they were currently in. As our schools return to normalcy in the coming year, we expect the level of connectedness to increase as students will be allowed to interact with their teachers and peers in many of the ways that were restricted during the 2020-21 school year.|2021-06-14|||2021 31750850119487|Western Sierra Collegiate Academy|6|Western Sierra Collegiate Academy administered the CA Healthy Kids Surveys to students in grades 7, 9, and 11. The data revealed the following: Percentage of students who reported as feeling safe at school all or most of the time • 7th: 91% (16% increase from the previous year) • 9th: 70% (10% decrease from the previous year) • 11th: 90% (8% increase from the previous year Percentage of students who reported as feeling a high level of connectedness with the school ? 7th: 56% (8% decrease from the previous year) ? 9th: 69% (2% decrease from the previous year) ? 11th: 72% (0% difference from the previous year The COVID-19 pandemic has impacted students across the country as well as in our county and schools. We were not surprised at the decrease in the feeling of connectedness at some grade levels. The restrictions that have been put on schools and throughout everyone's daily lives has had its toll. As our school returns to normalcy in the coming years, we will work hard toward rebuilding and strengthening the connections between students with peers and staff.|2021-06-14|||2021 31750856118392|Rocklin Academy|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey (CHKS) which was administered in grades 6, 7, 9, and 11 in the winter of 2021. Results serve to measure the organization’s progress on state Priority Six, School Climate. At the Rocklin Academy campus specifically, the CHKS was administered to our students in 6th grade. 92% of them indicated feeling safe at school or most of the time. This was an increase of 12% over the previous year. The percentage of students who reported feeling a high level of connectedness with the school was 78%, which was a 7% increase over the previous year. We were very pleased to see these results, especially during the COVID-19 pandemic. We attribute this to the hard work and dedication that our staff and families have given to working closely with the students and providing them with opportunities to meaningfully engage with their peers in a safe way, regardless of the educational model they were currently in. As our schools return to normalcy in the coming years, we expect the level of connectedness to increase even further, as students will be allowed to interact with their teachers and peers in many of the ways that were restricted during the 2020-21 school year.|2021-06-14|||2021 32669693230083|Plumas Charter|6|T he summary data and actionable items captured here are targeted towards what the school identified as a growth area. Areas of high positive response are not included. Student 7-12 Survey 7% didn’t feel safe (Covid) 10% don’t feel close to people (1/27 Chester (11th grade), 5/50 IVA (2 9th, 1 7th and 2 12th), 6/70 Quincy (2 9th, 3 10th, 1 7th)) 4% felt they didn’t have an adult to help manage stress, rtc. 3% No one cares about me 7% don’t think teachers treat students fairly Approximately 7% aren’t sensitive to peers 6% don’t find school interesting 2% say academic success is not important 3.5% say school does not help them feel confident 2021-2022-Emphasis on Relationship Building between students and between staff and students. Student 3-6 Survey 37.5% said yes, some of the time that they get to do interesting activities at school 5% don’t feel safe at school, 9% feel safe some of the time 7% don’t feel close to people at school 9% yes, some of the time that the teacher treats students fairly 7.5% yes, some of the time that teacher and grown ups care about them 3.7% never, 40% sometimes that teachers ask about their ideas 5% never, 18% sometimes teachers tell you when you do a good job 2.5% never, 15% sometimes that grown ups listen to them 6% don’t feel successful at school 27.5% are only sometimes motivated to learn 20% no, never-- do teachers ask you what you want to learn about 21% sometimes finish all school assignments 33% sometimes-- does school teach students to understand how others think/feel 23% sometimes-- school helps students resolve conflicts 2021-2022-Emphasis on how to get students more interested in their learning; how to get them and keep them motivated to learn; how to cultivate their interest in their own learning; and expanding upon SEL instruction and activities.|2021-04-26|||2021 33103300000000|Riverside County Office of Education|6|RCOE Alternative Education administered the California Healthy Kids Survey on school connectedness and school safety. The CHKS (WestEd) is a reliable and valid instrument. Survey Narrative The California Healthy Kids Survey (CHKS) was used to measure student social emotional health and well being. The percent reported as agree/strongly agree on the California Healthy Kids Survey (CHKS) on School Connectedness increased from 52% in 2019-2020 to 73% in 2020-2021. The percent of students responding that they feel very safe or safe on the California Healthy Kids Survey (CHKS) increased from 68% in 2019-2020 to 82% in 2020-2021.|2021-06-02|||2021 33103300110833|River Springs Charter|6|In 2020-21, as part of the 2018 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: yes, Neutral/I don’t know, or no. Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment. Student in grades 3-12 were surveyed. Students responded positively to 88% of the questions, indicating an overall positive perception of the school’s climate. The two statements with the highest ratings were: “I get along with people who are different than me,” and “I think my teachers tell me if I did a good job.” The two statements with the lowest positive ratings were: “I think students pay attention in class,” and “I think this school has helped me learn about colleges.” More detailed survey results analysis were reviewed by school leadership in order to evaluate trends and address areas of need. The school plans to include a segment of the CHKS again in the 2021-22 school year, meeting the State Priority 6 requirements.|2021-06-10|||2021 33103300125237|Leadership Military Academy|6|Leadership Military Academy annually administers a voluntary and anonymous survey to all stakeholders to measure perceptions of school safety and connectedness, as well the other state priorities. For the 2021 survey, additional items were added to address the various adjustments made due to the COVID 19 pandemic and distance learning. According to the survey results, progress has been made at improving factors affecting the school climate. In the 2021 survey, priority 6 (school climate) items were removed from least agreed lists. Adults responded more positively than students, but students feel that staff care about them, staff respects their cultural differences, and supported them with distance learning. Also notable, there was a 15% increase in agreement that students treat each other with respect – an item that was the very least agreed in 2020. The majority of respondents (96%) were at least somewhat satisfied with the effects of programs maintaining a positive school climate. More parents and student agreed that that were completely satisfied, both increasing in agreement by about 10%. Finally, zero parents were not satisfied with the programs and services provided by Leadership Military Academy. In addition to the stakeholder survey, there have been several other informal outreach campaigns in the 2020-21 school year. During the pandemic, Leadership Military Academy kept families more informed and connected, and increased efforts at locating and re-engaging students to their school community. As a result, there has been much more participation and feedback from parents, it has contributed to fostering strong relationships and partnerships with families, and improved the climate of the school.|2021-06-17|||2021 33103300125385|Imagine Schools, Riverside County|6|Strengths: The results in our 2018/19 STAR shows that each grade level achieved a 1.0 learning gain with the exception of 5th grade in math. Learning gains were at an overall growth of 1.09 in Reading and 1.07 in Math. The state Smarter Balanced Test demonstrates growth in some grade levels when compared to the results from the first year the students took the test. In addition, the results were comparable to the results from the nearby school district dual immersion program. The teachers for each grade level develop action plans on a quarterly basis after completing a full analysis of their curriculum embedded results as well as the Galileo Test results. The action plans are one of the tools used to organize structure and inform instruction. Grade level discussions and PLC discussions around data are common conversations for teachers at grade level meetings. Professional development this past summer was focused on the following: Classroom Management Student Engagement Strategies Explicit Direct Instruction Response To Intervention (RTI) Differentiation Universal Access Time EL Strategies/Connections to Spanish Language Our school also received WASC accreditation which is a national recognition for academics and successful structure. They also recommended that we increase technology in the classroom. Growth: The results indicate an urgent need to establish systems and programs that will result in positive academic achievement. It is evident that there is still much work to be done in order to close the achievement gap. Many students need to learn basic skills such as sound/letter recognition as well as phonemic awareness. These basic skills are fundamental in helping students to improve academically. Some of the areas that we need to grow in include both ELA and Math. In order for us to close the achievement gap we need to have higher learning gains. The take assessments when compared to similar school in the district are very similar and that means that we need to work harder to ensure we get closer to reaching proficiency in both ELA and Math. While we do have challenges, we need to work around these and develop plans that are targeted according to students results in specific skills and standards. We need to identify specific skills that need to be taught and learned systematically with the common core standards. Our goal is to make significant increases this year, therefore, our plan and everything we do needs to be intentional, well thought out and researched based. Strengths: We had a considerable increase in the amount of families that completed the survey, 167 in 2019 compared to 58 in 2019. The results in most areas are very favorable with an average of 99% of the parents agreeing positively in all areas. The report below indicates satisfaction with the school and communication. For the most part an average of 90% of the parents are satisfied with the quality of the programs.|2021-06-17|(insert area(s) of strengths) Strengths: We had a considerable increase in the amount of families that completed the survey, 167 in 2019 compared to 58 in 2019. The results in most areas are very favorable with an average of 99% of the parents agreeing positively in all areas. The report below indicates satisfaction with the school and communication. For the most part an average of 90% of the parents are satisfied with the quality of the programs. 100% of the parents would recommend the school to others, most of our enrollment is due to word of mouth. Growth: One area that we need to work on is increasing the number of families that participate in the survey. Although, more parents participated this school year in the survey, we only had 38% participation. We may need to explore options to translating the survey. We will also look for options to take the survey at the school and/or online by providing ample locations and times for parents to complete survey. We also plan to increase the parent involvement by developing a parent involvement policy and parent compact.||2021 33103300128397|Come Back Kids|6|CBK Charter administered the California Healthy Kids Survey on school connectedness and school safety. The CHKS (WestEd) is a reliable and valid instrument.|2021-06-07|The California Healthy Kids Survey (CHKS) was used to measure student social emotional health and well being. The percent reported as agree/strongly agree on the California Healthy Kids Survey (CHKS) on School Connectedness increased from 67% in 2019-2020 to 78% in 2020-2021. The percent of students responding that they feel very safe or safe on the California Healthy Kids Survey (CHKS) increased from 83% in 2019-2020 to 87% in 2020-2021.||2021 33103300128777|Gateway College and Career Academy|6|GCCA administers the Youth Truth Student Survey, Staff Survey, and Parent Survey annually to collect information on several items of importance, including perceptions about campus climate, positive relationships, school safety, and connectedness on campus. After the survey, the results are analyzed by the school's leadership team which then reports the results to staff, board members, and other stakeholders. Additionally, the survey results are used for planning purposes in the development of the LCAP. For the last administration in May 2021, the Youth Truth Survey results indicate positive perceptions of engagement, academic challenge, culture, relationships, and college and career readiness. In the area of connectedness and feelings of belonging, GCCA had lower than usual results, likely stemming from the challenges of virtual classes during the 2020-21 school year. Given these results, GCCA will focus attention on re-establishing connectedness and belonging during the current academic year. Though there are still many students participating in virtual or hybrid class schedules, we are being more intentional about creating opportunities to connect with school staff and peers.|2021-06-24|||2021 33103300136168|Temecula International Academy|6|Stakeholder input has revealed that TIA is in need of additional work regarding the implementation of our social emotional program R.U.L.E.R. The survey data has brought to our attention the need to help students connect deeper with the program and apply the tools on a more regular basis. Parents also communicated that they would like the school to offer the R.U.L.E.R. training both in-person and virtually to make it more convenient for them to attend and participate. They have also expressed that this would help them to be more equipped to support the program in their homes. The staff feel that they have been able to implement the program and provide positive feedback to their students and help to support their social emotional needs, however, would like to have a better understanding of the different tools that are utilized in the program so they can implement with more fidelity. In regards to academics, students feel supported with their education but would like more variety within the instruction that the teachers provide. Parents have shared that they would like to have a better understanding of student’s testing data and what they can glean from this information. Our World Language teachers have expressed the need to focus on how they can support students in their classes who have IEPs, are participating in the SST process, and/or who have any significant learning needs.|2021-06-24|TIA has decided to refine the goals, actions/services and metrics moving forward. This decision was based on the need to be more intentional regarding the actions/services to support the identified goals. The survey data and input from stakeholders provided perspective regarding the specifics of the goals, actions and services.||2021 33103300137836|Pivot Charter School Riverside|6|Pivot Charter School employed a variety of surveys during the 2020-21 school year to gather input reflecting on the impacts of COVID to students, their academic progress, and the actions taken by the school during the closures and upon reopening. Since the resource centers were closed for a majority of the school year, these surveys focused on the virtual program offered by Pivot and the needs of the students during this unique time. Pivot learned that families were satisfied with Pivot overall (84.3% were either satisfied or extremely satisfied) but not everyone believed their student was academically successful this year (89.4% of parents believe their student was academically successful this year). Survey responses indicated that Pivot’s clear strength is in building relationships and recognizing students’ individual needs. An area for growth was observed with some families commenting on the virtual curriculum providers utilized by Pivot and the need for upgraded content or interface. Pivot researches curriculum providers and systems every year, searching for standards-based and aligned curriculum that allows students to work asynchronously with teacher support as needed. While no online curriculum is perfect, many continue to improve their options for customization. Pivot has and will continue to utilize these opportunities to make necessary adjustments and address concerns. To supplement the online curriculum that is used, Pivot continues to build a robust virtual program that includes online workshops and office hours with credentialed teachers. Many students and families were satisfied with those virtual offerings this year. So much so that the survey responses also indicated that they would like these offerings as well as some site based support to continue throughout the summer. Pivot plans to offer summer school to grades 6-12.|2021-06-04|||2021 33103300137851|Julia Lee Performing Arts Academy|6|1. JLPAA learned that parents love the attention that their students receive on a daily basis. They love the performing arts program and have seen their kids grow and take advantage of new opportunities. Our school is small, and parents prefer when their students grow in a community environment. JLPAA is a school with a heart! Parents would like to have foreign language classes for their students. Many parents have requested that our TK and Kinder program is full day instead of half day. 2. JLPAA has learned that the school is needed in the Lake Elsinore community because it's the only performing arts school. The length of the school day is very appealing to the parents. Because of our small class sizes, accomodating new students in some grade levels is challenging due to being in a shared space. Due to the pandemic and current health situation, we are limited in the number of parents that can volunteer in the school and classroom. 3. We would like to have segments of the stakeholders meet together for joint sessions.|2021-10-15|||2021 33103300137869|Excelsior Charter School Corona-Norco|6|To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. Excelsior's Staff strategic planning process was modified during the 2019/2020 and 2020/2021 school year due to the COVID-19 in-person restrictions. Staff, Parent, Student surveys were administered in March of 2020. A second survey was administered between May 2020 through the end of June 2020. A third survey was administered July 2020 through September 11, 2020. The school's website, Facilitation meetings, board meetings and social media platforms were used to solicit survey completion from all stakeholder groups. Parents and Students Parents and students both communicated the preference for Excelsior to provide distance learning, live instruction over the previously offered Independent Study for core subjects. Parents and students also communicated a preference to continue the usage of the Zoom platform for parent meetings, board meetings and Education Team meetings. Parents and students communicated the preference for Excelsior Charter Schools to add breakfast to the NSLP nutritional program. Parents desired increased support to address student learning loss. Excelsior Staff Excelsior staff communicated the preference to lower the teacher/student ratios in order to provide better instruction and feedback. Excelsior staff communicated the preference to improve the distance learning teaching technology in order to better support our students that learn from home. Excelsior staff communicated the preference to separate the roles of Workshop Teacher and Facilitator. Excelsior staff communicated the preference to provide expanded opportunities for the Special Education credentialed staff to co-teach and train on qualifying conditions and instructional best practices. Excelsior staff communicated the request to have additional, ongoing English Learning support professional development to better support our English Learner population. Community input was limited during the 2019/20 and 2020/21 school year beyond the feedback received from authorizer site visits. The feedback was overwhelmingly positive in all school functions. A suggestion was made to continue our teaching and learning professional development around the levels of questioning when checking for understanding during instruction. Broader community feedback from surveys and social media indicated a need to provide additional learning loss support.|2021-10-19|||2021 33103300138602|JCS - Pine Hills|6|In January 2021 students in grades 4-12 took the Holistic Student Assessment, a self-assessment survey that looks at a wide variety of social and emotional skills students need for school. 342 students completed the survey (65% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 37.1% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 41.5% • Tier 3 Targeted Intervention (small group or individual): 21.3% The top 5 overall strengths for our students were empathy, school bonding, emotional control, relationships with peers and relationships with adults. The top 5 overall areas of need for our students were assertiveness, perseverance, action orientation, learning interest and optimism. Given the current climate with students at home, we were happy to see students feeling connected to teachers and peers and having a sense of emotional control. Areas of greatest need indicate that our students feel they have little input about their education and are not interested in the curriculum. Optimism and perseverance may be especially low due to the pandemic. As a result of the data we have decided that in 2021-2022 we will give the assessment twice - beginning and end of year - to develop schoolwide goals for Tier 1 and Tier 2 as well as individual goals for Tier 3. Our School Counselor, that was hired in Spring 2021 will be training staff on how to utilize HSA data and will collaborate in the planning of goals aligned with our SEL curriculum.|2021-06-11|||2021 33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|6|Goal 1 My child’s school provides a quality education that focuses on the academic success of each child. 87.5% Strongly Agree/Agree My child’s school offers supports that help my child to be academically successful. 83.3% Strongly Agree/Agree My child’s school provides a variety of activities for my child. 82.35% Strongly Agree/Agree My child’s school promotes academic success for all students. 95.8% Strongly Agree/Agree My child’s school offers effective supports for English Learners. 93.5% Strongly Agree/Agree My child’s school offers activities that prepare my child for college (Ex. college readiness activities, STEM). 87.5% Strongly Agree/Agree My child’s school offers activities that prepare my child for careers (Ex. Career Awareness Activities, Project-based learning). 87.5% Strongly Agree/Agree My child’s school offers interventions for my child when they are struggling (Ex. Office Hours/Tutoring, etc. 79% Strongly Agree/Agree Goal 2 My child’s school focuses on improving student attendance. 87.5% Strongly Agree/Agree My child’s feel safe and connected to his/her school. 83.3% Strongly Agree/Agree My child’s treats all students with respect. 91.6% Strongly Agree/Agree My child’s school maintains school rules equally for my child and all students. 91.6% Strongly Agree/Agree My child’s school is safe place. 87.5% Strongly Agree/Agree My child’s school offers social emotional supports for my child. 83.3% Strongly Agree/Agree Goal 3 My child’s school seek parent input. 87.5% Strongly Agree/Agree I feel welcome to participate in activities at my child’s school. 83.3% Strongly Agree/Agree My child’s school keeps me informed about school activities. 83.3% Strongly Agree/Agree My child’s school offers helpful parent education workshops and opportunities. 83.3% Strongly Agree/Agree I rely on phone-calls and text for information about my child’s school. 91.6% Strongly Agree/Agree I rely on emails for information about my child’s school. 91.6% Strongly Agree/Agree I rely on the school website for information about my child’s school. 83.3% Strongly Agree/Agree|2021-06-24|||2021 33669770000000|Alvord Unified|6|Alvord Unified School District is committed to not only providing a comprehensive course of study, but a well-rounded learning environment that also includes the social-emotional and safety needs of our student population. In April 2021, Grades 5, 7, 9, and 11 were administered the California Healthy Kids Survey. This survey was provided and completed virtually for students working within the virtual setting in April 2021. Students who attended under the hybrid model, attended in-person instruction two times/week. Teachers were encouraged to administer the survey to their students during their days on campus in April 2021. Total percentage of surveys completed: School Site % completion Allan Orrenmaa Elementary 46% Arlanza Elementary %100 Collett Elementary 99% Foothill Elementary 73% La Granada Elementary 53% Lake Hills Elementary 77% Myra Linn Elementary 68% Phillip M. Stokoe Elementary 43% Promenade Elementary 93% Rosemary Kennedy Elementary 58% S. Christa McAuliffe Elementary 78% Terrace Elementary 100% Twinhill Elementary 64% Valley View Elementary 96% Alvord Alternative Continuation High 29% (NT) Alvord Continuation High 46% (NT) Arizona Middle 50% (7th grade) Hillcrest High 8% (9th grade) 9% (11th grade) La Sierra High 3% (9th grade) 3% (11th grade) Loma Vista Middle 71% (7th grade) Norte Vista High 9% (9th grade) 8% (11th Wells Middle 58% ( Ysmael Villegas Middle 26% (7th From the data obtained, Alvord pulled the primary key indicators to support their actions and services provided for students and staff. The key indicators for Elementary school climate were as follows: High expectations of adults in school: 85% Feel safe on the way to and from school: 82% Students treated with respect: 90% The key indicators for Elementary student well-being, and social-emotional health were as follows: Sleep duration:90% Peer supports: 62% Self-efficacy: 75% The key indicators for Secondary school climate were as follows: Facilities are upkept: 84% School perceived as very safe or safe: 64% The key indicators for Secondary student well-being, and social-emotional health were as follows: Physical Exercise: 62% Adult supports: 68% Self-efficacy: 66% Alvord Unified School District, like many districts across the country, experienced many barriers in the 2020-2021 school year. This included gathering the same level of data from the California Healthy Kids Survey as when all students were on campus experiencing the traditional setting. The secondary data indicated a need for growth in the area of gathering data from all students. The completion rate was lower than that of other years at the secondary level with some elementary schools lower than prior years. Alvord USD has developed a plan to support this growth of participation with a strong partnership with sites and Educational/Student Services. In addition to students, staff were asked to take the staff version of the California Healthy Kids Survey. One set of data that came from the|2021-03-18|||2021 33669850000000|Banning Unified|6|Banning Unified School District administered a local climate survey during the 2020-2021 school year to students in 5th, 7th, 9th, and 11th grades. The survey used was the California Healthy Kids Survey (CHK) that was administered in Spring 2021. The survey provides a valid measure of students’ perceptions of school safety and connectedness to the school. The results of the survey show that overall elementary students feel safe and show that they feel connected to their school. However, that number was lower for secondary students. When asked if they feel academically motivated at school, 67% of 7th graders, 58% of 9th graders, and 53% of 11th graders said they were motivated. The data shows that 75% of 5th graders, 57% of 7th graders, 47% of 9th graders, and 65% of 11th graders feel there is an adult on campus that cares about them. Overall, there has been a decline in academic motivation for secondary students compared to pre-pandemic survey data. To address this the district will need to prioritize re-engagement strategies and programs. At the elementary level, it is worth noting that there has been a significant increase in the percentage of elementary students feeling that adults on campus care about them. This data will help BUSD evaluate the success of supports put in place during the pandemic and inform district implementation of further social emotional supports as students adjust to campus. In addition, BUSD conducted return to school surveys which indicated that nearly 75% of our students preferred a return to face to face instruction. For families hesitant to return to campus, the possibility of COVID outbreaks was a significant concern. Data from this survey informed our planning for our virtual options.|2021-10-13|||2021 33669930000000|Beaumont Unified|6|During the 2020-21 school year, the Beaumont Unified School District administered the California Healthy Kids Survey to students in grades 5th, 7th, 9th, and 11th grade. In the domain of Supports and Engagement, 73% of elementary students, 60% of middle school students and 53% of high school students felt motivated with their academics. In the domain of Low Violence, 58% of elementary students, 66% of middle school students and 77% of high school students did not feel victimized. In the domain of Parent Involvement, 75% of elementary students, 52% of middle school students and 36% of high school students felt their parent was involved in their schooling. Based on the above data from elementary to high school the percentage of students that feel motivated with their academics decreases over time. Also, the feeling from elementary to high school show that as students get older they are less likely to feel victimized at school. There is a trend that parent involvement decreases from elementary to high school as well. There was no indicator or not enough data to show students being bullied during remote learning. However, both middle and high school show an average of 95% of students had no substance use at school, remote or during hybrid learning. To address student motivation and Social-Emotional Learning (SEL), the District has hired academic and social-emotional counselors to work with students in groups and individually. Additionally, Student Services will be implementing a SEL assessment through Panorama Education. This survey is anonymous and looks at the mindsets, skills and attitudes of students to help support their emotional well-being. The survey is given three times per year. Each site administrator will have access so they can work closely with families and counselors to meet the needs of all students. The District will continue to implement the Alternative to Suspension (ATS) program to work with students and families. The District has also adopted the Collaborative for Academic, Social and Emotional Learning (CASEL) Framework that address the five broad and interrelated areas of competence: responsible decision-making, relationship skills, self-management, self-awareness and social awareness competencies. The objective is to help students to address their social-emotional skills, substance abuse challenges, conflict resolution outcomes and develop their cognitive skills at an appropriate age. The District will increase its capacity in restorative practices and provide PD in Positive Behaviors Interventions and Supports (PBIS) and SEL.|2021-06-08|||2021 33669930127142|Highland Academy|6|Highland Academy administers an annual school climate survey - along with less formal, more frequent feedback opportunities - and reports the results to its local governing board. In that survey, over 90% of students and 88% of parents responded favorably to the jobs their teachers were doing over distance learning in the middle of the pandemic. A major concern was and continues to be technology; ensuring that our staff and students have the equipment they need to stay connected. Even as we have returned to primarily in-person learning, we continue to have a significant portion of our students affected by COVID participating in their classes via Zoom. Highland Academy continues to invest in its technological infrastructure, equipment, and resources to remain viable and flexible during these unsettled times.|2021-10-15|||2021 33669930139360|Mission Vista Academy|6|We administered a local climate survey to solicit feedback regarding school safety and student connectedness. The results from the survey suggest a significant percentage of our students feel connected to school, look forward to school each day, and their teacher is supportive. We will administer the California Healthy Kids Survey, California School Parent Survey, and California School Staff Survey this year.|2022-01-27|||2021 33670330000000|Corona-Norco Unified|6|In the 2019-20, CNUSD administered the Panorama Survey to students in fourth, seventh and eighth grade to ascertain student thoughts about social emotional well being. The Panorama Survey measures student mindsets, behaviors, and attitudes that might be related to success in school and beyond the classroom. CNUSD uses several sections of the survey to measure these important facets of student life. With school closures, it has become all important to understand the social emotional well being of CNUSD students. A challenge to the administration of this survey was that when schools closed, the administration was underway of the survey which made follow up for students who had not engaged very difficult. The number of participants fell from baseline of 10,073 to 8,018. Additionally, the student responses show drops in all areas, Knowledge of Fairness, Sense of Belonging, Support for Academics and Safety. Given that this survey was given in real time during the initial school closures, the data demonstrates the changing times and student reaction to the conditions presented by the Pandemic. The results of this survey provided guidance around some of the supports offered to both families and staff to address the social-emotional challenges our students faced.|2021-06-22|||2021 33670410000000|Desert Center Unified|6|Eagle Mountain Elementary School is a very small rural school. It has a total enrollment that fluctuates during the year but is typically under 27 students for its K-8 program. With the small student enrollment the ability to formally take surveys is limited by FERPA restrictions The school is committed to using its won survey developed from questions that other districts would have. This survey will be made available to all stakeholders electronically and thus provide the school great feedback for ongoing school improvement with respect to School Climate.|2021-06-15|The school has had very limited major discipline issues. The student within the the multi grade classes work very well together. Due to the isolation in the local community the school serves as a hub for integration, play, and socialization for the students.||2021 33670580000000|Desert Sands Unified|6|More than thirteen thousand students in grades 3-12 participated in the annual Student Climate survey through Panorama. Grade level spans responded to questions on the following topics: Climate of Support for Academic Learning Safety Knowledge and Fairness of Discipline, Rules and Norms Sense of Belonging/School Connectedness Satisfaction with the District (6-12 only) The rating scale for student responses is: Strongly Disagree Disagree Agree Strongly Agree Panorama includes the top two response categories in the reported “responded favorably” percentage. Key Learnings Elementary School: Elementary students’ responses show an increase in favorable responses from the previous year in the areas of climate of support for academic learning (+5%/86%), knowledge and fairness of discipline rules and norms (+3%/84%), and Safety (+4%/73%). Favorable responses remained the same for sense of belonging/school connectedness at 83%. The only area of concern is students' favorable responses indicating a decline of 12% in having a friend or group of friends that they hang out with at recess to 72%. Most notable is an increase of 12% in favorable responses to students treating teachers with respect. Key Learnings Middle School: Middle school students’ responses show an increase in favorable responses in all areas including climate and support for academic learning (+8%/93%), knowledge and fairness of discipline , rules and norms (+11/88%), sense of belonging and school connectedness (+1%/85%), and safety (+9%/77%). Like elementary, the only area of concern is students having a friend or a group of friends that you hang out with at lunch with a drop of 15% to 80%. Areas of growth are numerous but the most notable is a 23% increase in favorable responses to students treating teachers with respect to 77%. Key Learnings High School: High school students' favorable responses rebounded from last year and showed increases in favorable responses in all areas including climate of support for academic learning (+7%/89%), knowledge and fairness of discipline, rules and norms (+11%/85%), sense of belonging and school connectedness (+4%/82%) and safely (+5%/82%). Like elementary and middle school responses, the only area of concern is decline of 12% in favorable responses to having a friend or group of friends to hang out with at lunch. There are so many specific areas of growth that are notable including a 15% growth in favorable responses to teachers at this school treating students fairly to 83%, a 15% increase in adults at the school treating students with respect to 79%, a 17% increase in students treating teachers with respect to 69% and a 15% increase in favorable responses to teachers going out of their way to help students to 82%.|2021-06-22|Response to Key Learnings The enormity of positive responses validated the work that Desert Sands staff has done to support students and staff including: The impact of distance learning on students' ability to make and spend time with friends. Although this was anticipated, the results of the student SEL survey show resilience and a growth mindset. The continued implementation of a Multi—Tiered System of Support to best support students in areas of academics and social emotional learning. The continued professional development for the Universal Design for Learning (UDL) provides students with choices to show what they have learned. The continued professional development and support for the use of technology including large format displays (LFDs), Hover Cams, voice amplification systems, Google Classroom, and Zoom, to name a few. The continued professional development and support of the i-Ready diagnostic and personalized pathways to monitor student learning. Despite the pandemic and challenges of distance learning, schools continued to connect with students, provide experiences for school spirit and celebrations, and provide a positive learning environment for students.||2021 33670586031959|George Washington Charter|6|Priority 6 reporting is done in narrative format, summarizing the survey results, including an analysis of the differences among student groups, including overall scores if available. Guiding questions are provided asking the district to reflect upon key learnings from the data, explain the meaning of the results, and share information regarding the school’s response to the data. Priority 6 reporting requires LEAs to administer, and report results from a local climate survey at least every other year that provides a “valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students at least one grade within the grade span(s) that the local education agency serves.” Grades 3-5 Winter 2020 School Safety (73% Favorable) SWD 71%, Non SWD 73% SED 71%, Non SED 74% EL 70%, Non EL 73% Hispanic 74% White 71% Asian/Indian 94% African-American or Black 67% Winter 2020 School Connectedness SWD 82%, Non SWD 86% SED 86%, Non SED 86% EL 86%, Non EL 86% Hispanic 89% White 83% Asian/Indian 96% African-American or Black 87% Grades 3-5 Winter 2021 School Safety *SWD 56%, Non SWD 77% EL 70%, Non EL 77% Hispanic 79% White 76% Asian/Indian 88% African-American or Black 78% * Only reported SLD not Speech Winter 2021 School Connectedness *SWD 88%, Non SWD 85% EL 87%, Non EL 85% Hispanic 88% White 84% Asian/Indian 91% African-American or Black 92% * Only reported SLD not Speech|2021-06-16|Washington Charter School (WCS) administered the Panorama Education School Climate Survey in the Winter of 2020 (prior to COVID) and in the winter of 2021 (during COVID while all students were remote learning). The survey was given to 3rd-5th grade students. When looking at the category of School Safety there was a 3 percentage point increase in the favorable rating. The information could be unreliable since students had not returned to in-person instruction, but we can’t say that with certainty as this is how students feel or they may have reflected on the 2019-2020 school year when responding. Looking at data from 2020 when students taking the survey were in school the favorable rating for SWD 71% and non SWD students 73% was similar. SED 71% and non SED 74% only had a variance of 3% and EL 70% in comparison to non EL 73% was equally close. When broken down by race it should be noted that the lowest favorable rating was African American or Black at 67% in comparison to White 71%, Hispanic/Latino 74% and Asian/Indian 94%. The largest student group of respondents is White and Hispanic/Latino. For School Connectedness there is data from the winter of 2020 and winter of 2021. It is heartening to see an 86% favorable rating prior to and during COVID. Looking at the impressive results for 2021 one might conclude that teachers and staff at WCS did an exemplary job of connecting with their students, making them feel welcome, valued and appreciated even though they were not together||2021 33670586031991|Palm Desert Charter Middle|6|In January of 2021, the Palm Desert Charter Middle School students completed a school-wide student survey measuring Student Climate. Specifically, the survey asked questions to gauge their Sense of Belonging (student connectedness), Climate of Support for Academic Learning (academic preparedness), Knowledge and Fairness of Discipline, Rules and Norms, Safety, and Background questions. We administered the survey during class time, giving us an accurate reflection of our student body with 1118 responses out of a student population of 1390. The results are as follows: Climate of Support for Academic Learning 93% (+6%), Knowledge and Fairness of Discipline, Rules and Norms 90% (=11%), Sense of Belonging 86% (-2%), and Safety 79% (+7). The data shows that our teachers are caring, set high expectations, supportive, and are willing to help despite this being a COVID year. In addition, students feel safe at our school site and specifically pointed out that teachers address bully-type behavior when necessary. However, the Sense of Belonging metric decreased slightly this year, most likely due to the Distance Learning mandate running through March. We will implement the following actions during the 2021-2022 school year Panther Academy (focus on school rules and norms), implement multiple school clubs, afterschool tutoring, and afterschool sports opportunities to build connections between teachers and students.|2021-06-16|||2021 33670820000000|Hemet Unified|6|Hemet Unified School District administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. The 2020-21 administration of the California Healthy Kids Survey was provided to students in 5th, 7th, 9th and 11th grade. Students in 5th, 7th, 9th and 11th grade report a sense of being connected to school in a span ranging from 54%-72%. In addition, 63%-81% of students (of the same grade span) report feeling “safe” or very safe on campus. Information regarding school climate is also gathered from staff and used to inform decision making. Additionally, school climate information is gathered in support of work around ensuring equitable outcomes for all students, supporting student behavior and social/emotional health, tobacco/alcohol/drug prevention as well as peer leadership efforts.|2021-06-22|||2021 33670820120675|Western Center Academy|6|In our Senior Exit Survey, we annually ask graduating 12th graders questions on these topics. For the Class of 2021, 100% if seniors responded that Agree or Strongly Agree to the statement, "WCA is a safe, clean, and orderly school." 86% of students responded affirmatively to the statement, "I had adequate access to personal support services such as counseling, health office, etc." 100% of seniors responded affirmatively to the statement, "I feel like there is an adult at WCA who cared about me." 91% of 9th through 11th graders responded positively to, "WCA provides a safe and orderly environment for learning." 91% responded positively to, "I have teachers who care about my success." This data is the culmination of many years of building the culture of the Western Center Academy. It is something that we will not give up on until 100% of our students feel safe and supported. We will continue to build relationships, provide meaningful education, and support the Social Emotional needs of our students.|2021-06-08|||2021 33670900000000|Jurupa Unified|6|The California Healthy Kids Survey (CHKS) is administered every two years in grades 6th, 7th, 9th, and 11th with current results from 2020-21. We also administer an LCAP Parent, Staff, and Student survey to all stakeholders in the LCAP process on Goal 2 of the LCAP on Safe, Orderly, and Inviting environments on an annual basis. On the California Health Kids Survey (CHKS), 6th grade data results reflect 68% of our students feel connected to school, 81% have a caring relationship at school, and 88% feel adults at school have high expectations for them. At the secondary level for Grades 7, 9, and 11, 61%, 56%, 57%, respectively, report they feel connected to school, and having caring adult relationships at school 73%, 60%, 59%, respectively. We hope to continue maintaining a culture of high expectations and caring environment through continued and expanded Social and Emotional Learning (SEL) support. All middle and high schools have an advisory program to help address these secondary student needs. The CHKS will be re-administered in two years, Fall 2022. Relative to the district’s LCAP baseline survey data, parents indicated feeling extremely safe to moderately safe 86.40% (-1.15%), students 86.57% (+8.14%), and staff 89.8% (+32.4). Open ended responses indicated data is reflective of written comments of concern for handling student discipline and better behavior intervention strategies.|2021-06-28|||2021 33671160109843|Santa Rosa Academy|6|1. DATA CA School Dashboard Suspension Rates: 2.4 (Maintained from prior year) +0.2% Student Survey grades 9-12 School Safety: 93.7% of students feel Santa Rosa's facilities are clean and 97.1% of students feel is a safe place for students to attend school. Student Survey grades 9-12 School Connectedness: 79.3% of students feel their families are welcome on campus 46.1% of students believe SRA gives the opportunity to voice ideas that will enhance the school's programs and procedures 66.75 of students feel SRA does a good job with community building activities 67% of students are happy to attend SRA (another 25% are somewhat happy) 46.1% of students feel that their input matters most or all of the time 66.6% of students feel that SRA does a good job clearly communicating events/how to get involved 2. MEANING: Suspension data shows that SRA maintained green on the CA School Dashboard, but the goal is to be blue. The data also reveals a clear strength in school safety. When it comes to school connectedness, most students feel like their families are welcome on campus, but we do need to grow in the area of student input/voice in enhancing the school's programs and procedures. SRA also needs to continue to improving communication for how students can get involved. We also need to develop more opportunities for community building activities. 3. USE: In response to suspension data rates, we will continue to provide staff training and student programs/services to facilitate character and social skills development. We will maintain our high standards for excellence with school cleanliness and safety. To improve student sense of school connectedness we plan to try student led spirit building activities and increase student-body assemblies (pep-rallies, campus spirit events, etc.). We will continue our red track social events and to facilitate on-campus enrichment opportunities for home schooled students.|2021-06-10|||2021 33671240000000|Moreno Valley Unified|6|Moreno Valley Unified School District surveyed students in grades 3-12 in the spring of 2021 in order to have a broader understanding of how our students feel about climate and connectedness during distance learning. 78% of elementary students and 74% of secondary students responded favorably to questions regarding the learning climate during distance learning. 77% of elementary students and 60% of secondary students responded favorably to the topic of school connectedness. MVUSD continued to maintain a strong counseling team, hiring additional counselors to ensure that all elementary schools have their own full-time counselor in preparation for students to return to campus. Each site has one or more full-time counselors who provide social-emotional as well as academic support to students. We continue to grow the numbers of social worker interns who serve our students and their families. We currently house 13 of these interns from various nearby universities. The interns identify at-promise students and work with them to remove barriers to their education (transportation, mental health, and counseling). We continue to collaborate with other district departments to provide mental health associates. We also employ seven behavior support specialists who support students who have needs for such supports. The District is increasing stakeholder capacity in the Positive Behavioral Interventions and Supports and Interventions (PBIS). During distance learning, the Behavior Support Specialists began providing training in restorative practices and trauma sensitive trainings for certificated and classified staff members. Saturday STEAM Academy is still in place to help increase attendance and engage students. In all of the above efforts, we have created a more cohesive system of supports that will continuously build and sustain a positive school climate for students.|2021-10-12|||2021 33671570000000|Nuview Union|6|One of NUSD’s goals is that students will be provided additional supports to ensure equal access to a safe, supportive and nurturing environment that promotes equity, engagement, and school connectedness. After reviewing prior years suspension, chronic absentee rates and data from the California Healthy Kids Survey as well as stakeholder feedback, we see the need for increased supports provided to students in order to ensure their physical and social/emotional well being. As indicated by our 2021 LCAP stakeholder feedback survey: 70.1% of respondents indicated that students feel connected to school 75.9% of respondents indicated that students feel safe at school 54.6% of respondents indicated that the school provides extracurricular activities such as clubs, sports, band, etc. From this data, we see the need to maintain a safe and supportive environment that promotes equity, engagement, and school connectedness. Current district wide data around the areas of chronic absenteeism, student engagement, student suspensions gathered from a variety of state and local sources demonstrates that there is a need to focus on creating a positive and engaging climate at each school, where students feel valued, supported and safe.|2021-06-24|||2021 33671573331014|Nuview Bridge Early College High|6|Combined Nuview Union School District results from 2020-2021 LCAP Stakeholder feedback survey results show that: 70.1% of respondents indicated that students feel connected to school 75.9% of respondents indicated that students feel safe at school 54.6% of respondents indicated that the school provides extracurricular activities such as clubs, sports, band, etc. From this data, we see the need to maintain a safe and supportive environment that promotes equity, engagement, and school connectedness. After reviewing prior years suspension, chronic absentee rates and data from the California Healthy Kids Survey as well as stakeholder feedback, we see the need for increased supports provided to students in order to ensure their physical and social/emotional well-being.|2021-06-24|||2021 33671730000000|Palm Springs Unified|6|In the Winter of 2019, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve through the Panorama Education data collection platform. This annual administration of the school climate surveys occurred immediately prior to COVID-19 school closures. At that time, 65% of elementary students and 65% of secondary students reported favorable perceptions of school safety. Socioeconomically disadvantaged (SED) students and English Learners (ELs) reported similar rates of favorability as their non-SED and non-EL peers, differing by no more than 2% within the grade spans. Hispanic students (elem 67%, sec 67%) reported higher safety ratings than African American (elem 60%, sec 60%) or White (elem 59%, sec 58%) student groups. Sense of Belonging (School Connectedness) items focus on student impressions of being a part of the school. 75% of elementary students and 55% of secondary students responded favorably in this area, placing the district near the 60th and 40th percentiles respectively. Results gaps in this area were like those reported in the safety area for SED students and non-SED students. EL students (59%) in the secondary level reported five-percentage points higher in school connectedness than non-EL peers (54%), while elementary reporting was very similar between the groups (EL 74%, non-EL 75%). Hispanic students (elem 75%, sec 56%) reported higher connectedness ratings than African American (elem 67%, sec 50%) and White (elem 72%, sec 54%) student groups. School Connectedness at the secondary level continues to be a need area for the district. In the Winter of 2021, a Distance Learning Survey was administered to provide insights about school connectedness in the distance learning environment. Results regarding student relationships and connectivity were very low for all student groups on all items, reporting favorability rates at approximately half of the rates collected during more traditional in-person school surveys. This indicates a need to reconnect students to school as part of returning to in-person learning in 2021-2022.|2021-06-08|||2021 33671736032411|Cielo Vista Charter|6|Charter School will maintain an annual suspension rate of less than 4%. Teachers and school counselors will be trained on the Social Emotional Well-being, including Trauma Informed best practices. A component of our school policy will outline the discipline processes and will be restorative in nature. Principal and Assistant Principal work with teachers and families to manage student behavior issues and concerns through restorative practices. The Charter School will maintain an annual expulsion rate of less than 2%. ACTIONS TOACHIEVE GOAL Teachers will be trained in restorative practices as well as understand our district expulsion policy and behavioral approach. Principal, Assistant Principal, and school counselors will work with teachers and families to manage student behavior issues and concerns. Charter School students and staff will adhere to the School Safe Plan. ACTIONS TOACHIEVE GOAL Annually, all school employees will be trained on the elements of the School Safe Plan. Students who attend will participate in regular Fire, Earthquake, and active shooter drills. SCHOOL CONNECTEDNESS MEASURESGOAL TO ACHIEVESUBPRIORITY Charter School staff and parents will host various community building events and activities throughout the year. ACTIONS TOACHIEVE GOAL Charter School will host at least three community events through collaboration with parents, students, and community members. The data shows that overall, our elementary students have a stronger sense of belonging and feeling safe at school. The data shows elementary at 42% and our middle school students are at 32%. The are of opportunity for growth for our school is to provide opportunities in which students can build connectedness to our school through after school extra-curricular and events. We are also increasing opportunities for shared leadership amongst our students via our Tk-8 Leader In Me Student Light house Team. We are continuing to implement our multi-tiered progress discipline policy in which the focus is to provide students with support as well as means of correction. The results we are seeking is that 100% of our students feel a sense of belonging and feel connected to at leas one adult on campus.|2021-06-08|||2021 33671810000000|Palo Verde Unified|6|PVUSD administered the California Healthy Kids Survey (CHKS) to 5th, 7th, 8th, and 11th grade students throughout the district.The CHKS is to be administered every other year; however, school closures and COVID-19 pandemic issues has disrupted this schedule. The most recent CHKS Survey showed the following: Elementary (5th grade): 230 enrolled, 76 participated (33%) Two survey results: Happy to be at school? 8 never, 13 some of the time, 37 most of the time, 41 all of the time Do you feel safe at school? 7 never, 21 some of the time, 31 most of the time, 40 all of the time Secondary (7th grade): 239 enrolled, 188 participated (79%) (9th grade): 243 enrolled, 189 participated (78%) (11th grade): 248 enrolled, 159 participated (93%) Two survey results: Happy to be at school? 9 strongly disagree, 8 disagree, 28 neither disagree nor agree, 39 agree, 14 strongly agree Do you feel safe at school? 4 strongly disagree, 6 disagree, 18 neither disagree nor agree, 46 agree, 25 strongly agree Because of this data and other data from CHKS, PVUSD has added a fourth counselor at the secondary level (PVHS). PVUSD has also added other social emotional support personnel. PVUSD is also focusing on positive behavior Tier 1 and Tier 2 to improve school climate.|2021-06-29|||2021 33671810138610|Scale Leadership Academy - East|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Both students and parents are satisfied with the curriculum and engaging with the curriculum. Parents and students feel the interactions with staff are respectful, supportive, helpful and comfortable. Elementary students feel empowered to seek help from adults when they witness bullying or violations of school rules as well as when they don't understand classroom concepts. Middle school students subsequently reported the same outcome. Additionally middle school students indicate they feel their instructors give them opportunities to grow and learn from their mistakes. High school students have indicated they would like more opportunities to have ways to use what they have learned in the classroom in their daily lives. Additionally, they feel more empowered to problem solve on their own, in lieu of asking for administrative assistance. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? Strengths: Students and parents are able to self advocate. Students are eager for real-world and hands-on learning experiences. Growth Areas: Informing students and families of the reasons for policy and institutional changes and soliciting input when making changes. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? Actions: Implementation of a CTE program to improve student engagement and additional outcomes. Additional counseling resources for students. Increases the access of the parent committee.|2021-10-23|||2021 33671990000000|Perris Elementary|6|Perris Elementary chose to administer the California Healthy Kids Survey to students in Grade 5 and 6th as a measured goal established in the LCAP. The survey reflected that 44% of 5th graders and 48% of 6th graders felt safe at school. The survey also reflected that 59% of 5th graders and 56% of 6th graders felt their teachers and other adults cared about them. The district continues to ensure the students feel safe on campus and continues to focus on strengthening relationships between staff, families, and students. There is a need for additional information in this area. Recently adopted survey tools from Panorama will be administered in the following years to determine the root causes and develop adequate courses of action.|2021-06-17|||2021 33671996105571|Innovative Horizons Charter|6|IHCS administered the the LCAP to students with the goal of obtaining feedback connected to the measured goals established in the Local control Accountability Plan.|2021-06-02|IHCS has been working diligently on MTSS. As a testament to the hard work and focus on MTSS, IHCS received a Gold recognition award from the state PBIS. The goal will be to continue demonstrating achievement through growth of positive student behavior and decline of incidents reports and suspensions, as well as an increase of student attendance and academic participation on campus. In addition, by developing a positive and safe environment, students will strive to become role models and leaders within our school and community. Ultimately students will be academically successful and productive members of society.||2021 33672070000000|Perris Union High|6|Grade 7: Target Sample 640; Final Number 61; Response Rate 10% Grade 9: Target Sample 2526 Final Number 135; Response Rate 5% Grade 11: Target Sample 2091; Final Number 129; Response Rate 6% Alt. Sites: Target Sample 85; Final Number 1; Response Rate 1% SUMMARY OF KEY INDICATORS SCHOOL ENGAGEMENT and SUPPORTS -Maintaining focus on schoolwork -Caring adult relationships -High expectations-adults in school -Meaningful participation -Promotion of parent involvement in school Summary: Based on student responses they felt there was a teacher or some other adult from school who really cares about them, who notices when they are not there, who listens when they have something to say. Given the limited number of respondents and in Distance Learning, this is positive feedback from the students. STUDENT WELL-BEING, REMOTE LEARNING, and SOCIAL and EMOTIONAL HEALTH Routines Eating breakfast Physical exercise Learning from Home Average days worked on schoolwork Synchronous instruction Meaningful opportunities Adult and Peer Relationships Adult supports Peer support Cyberbullying 17% of students responding to the survey had experience cyberbullying at least once to four times over a twelve month period. This included spreading rumors or lies, or hurtful pictures, about them online, on social media, or on a cell phone. Social and Emotional Health Experienced chronic sadness/hopelessness Approx. 63% of students responding from grades 9 and 11 felt sad and hopeless almost everyday for more than two weeks where they stopped doing some usual activities.|2021-06-16|||2021 33672070101170|California Military Institute|6|Areas of strength: - High Expectations and caring relationships - Overall low violence and substance abuse Areas of growth: - Opportunities for meaningful participation - School connectedness Other indicators: Parents continue to feel welcome to participate at CMI and students continue to feel low levels of bullying or harassment. LEA Actions: This data indicates that students desire to be heard and have a voice in the decision making process of the school. In addition, data indicate that students may not feel as connected to their teachers and the school. The school will provide more resources in order to support student groups such as ASB, WEB and Link Crew. School administration and leadership will provide opportunities to students to provide their input by organizing grade level meetings without any agenda where students can freely speak on any topic of their choosing and provide feedback to staff. Staff will be more intentional about improving relationships with students by attending professional development put on by the “Flippen Group” such as “Capturing kids hearts”. In addition CMI administration and staff designed a multi day event called “ Week of Welcome” (WOW) designed to support the building of positive relationships between students and staff. Based on student and staff feedback the event is a huge success and both students and staff feel positive about enjoying getting to know each other.|2021-06-16|||2021 33672150000000|Riverside Unified|6|In the Winter of 2021, RUSD administered the 2020-21 California School Climate, Health, and Learning Survey (CalSCHLS) System. The system is comprised of three individual surveys: the California Healthy Kids Survey (CHKS), the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS). These research-based surveys were developed for the California Department of Education by WestEd and they are administered by school districts across California annually. One of the many advantages to using the CalSCHLS surveys is that all three share many common constructs or domains so that results can be compared across stakeholder groups. There are 13 shared constructs across the three surveys. RUSD has focused closely on supporting our students and community in six of these shared constructs, including: Students’ Academic Motivation, Adult High Expectations for Students, School Supports for Learning, Social Emotional/Behavioral Supports for Students, Parent Involvement, Perceived Safety for All. When asked about academic motivation for students, on average, 71% of RUSD stakeholders responded they Agreed or Strongly Agreed that RUSD students are motivated to do well academically. On average, 81% of RUSD stakeholders responded that they Agreed or Strongly Agreed that the adults in RUSD hold high expectations for all students. In terms of supports for student learning, 70% of RUSD stakeholders responded that they Agreed or Strongly Agreed that RUSD schools provide support for student learning. When asked about non-pandemic, systemic social emotional/behavioral supports, on average, 80% of RUSD stakeholders responded they Agreed or Strongly Agreed that RUSD schools provide these supports. On average, 69% of RUSD stakeholders responded that they Agreed or Strongly Agreed that parents have the opportunity and are encouraged to be involved in school. Finally, on average, 83% of RUSD stakeholders responded that they Agreed or Strongly Agreed that RUSD schools are safe places for students and staff.|2021-06-17|||2021 33672150126128|REACH Leadership STEM Academy|6|Narrative : Overall, parents, students, and staff report a high degree of satisfaction related to how well the school is doing around safety, academic rigor, and treatment of all stakeholders. Satisfaction surveys are administered to all stakeholders at least once per year. Survey data is used to determine focus areas for growth and areas that are worthy of celebration. Annually, school administrators review survey data in an effort to make key decisions related to curriculum purchases, classroom instruction, staffing levels, campus safety, staff and teacher training, staff and teacher coaching, etc. The 2020-21 survey responses varied depending on which subgroup was being polled, but overall, stakeholders reported a general satisfaction for the way the school is being run. Some key takeaways from last year’s survey results were as follows: (1) DATA (Key Learning): Parent Climate Survey responses suggest that an overwhelming majority of respondents felt that REACH is a safe place for their child (98%) and that all students are treated with respect (97%). The majority of parents felt that the school keeps them informed (97%). School Staff Climate Survey results showed that a majority of respondents felt supported by the school (95%) while 100% of respondents felt that REACH promotes the academic success of all students and treats all students fairly. Areas of Concern: Survey data results showed growth opportunities in a few key areas, namely in the realm of social emotional support, student safety concerns, and responsiveness to parent concerns. For example, only 60% of teachers felt that they had the adequate resources to deal with the social emotional needs of their students. And only 73% of students on the Student Climate Survey felt safe at school. And while a majority of parents felt that the school keeps them informed, only 85% reported that the school responds promptly to messages, emails and phone calls when reaching out to school personnel. (2) MEANING (Growth Opportunities): The school has opportunities for growth in the areas of: (1) student perceptions around campus safety, (2) responding to parent concerns, and (3) equipping teachers with the tools needed to support students’ social emotional health and wellbeing. (3) USE: (Actions): Continuous improvement is an ongoing goal of the LEA. The data from the different climate surveys is used to identify areas of growth for the school and its various departments. In areas such as teachers feeling that they lack the resources to support students’ social-emotional needs, the school will facilitate training and provide resources so that teachers feel equipped to connect students to the right supports where needed. As it relates to students feeling safe while on campus, the school will conduct an additional climate survey to drill down further on factors contributing to feelings of insecurity while at school. In the followup survey, for instance, the school will ascertain whether the feelings|2021-06-28|N/A||2021 33672310000000|Romoland Elementary|6|The California Healthy Kids Survey (CHKS) is administered to Romoland School District students in grades 5 and 7 annually. Results are analyzed to inform school climate and safety needs and actions as noted in each school’s School Plan for Student Achievement (SPSA) and School Safety Plan. The district Local Control and Accountability Plan Steering Committee analyzes the results annually to inform needs and actions for inclusion in the Local Control and Accountability Plan (LCAP). Due to the COVID-19 pandemic and corresponding school closures, the CHKS was not administered in Spring 2020. The CHKS was administered in Spring 2021 to students in grades 5-7, and results are currently being aggregated. Results from the Spring 2021 survey will be available at the start of the 2021-22 school year. Thus, the 2019 results are shared here. CHKS Spring 2019 Data, % “Yes, most of the time” or “Yes, all of the time” Ratings: School Connectedness-- Grade 5: 73% Grade 7: 51% Academic Motivation-- Grade 5: 85% Grade 7: 62% Caring Adult Relationships-- Grade 5: 74% Grade 7: 49% High Expectations of Adults in the School-- Grade 5: 86% Grade 7: 63% School Safety-- Grade 5: 71% Grade 7: 53% Key learnings from the 2019 data were: -School Connectedness, Academic Motivation, Caring Adult Relationships, and High Expectations improved greatly from the previous year -Elementary students have higher ratings than middle school students across all areas -Academic motivation is high for most students -Most students feel that adults in school have high expectations for them -Student feelings of safety at school is an area for continued growth Meaning: The data reflect that investments in full-time school counselors, multi-tiered systems of support for academics and behavior, and bullying prevention plans at each site have contributed to improvements in students feeling supported at school. Continued implementation and refinement of multi-tiered systems of support for academics and social-emotional behavior, an increase to school-based mental health services, a focus on school culture and relationship development, and personalized student goal setting will support improvement in all areas. Use: Each elementary site has one full-time school counselor. Elementary sites also share the services of a contracted School-Based Mental Health Therapist. The middle school has two full-time school counselors and one full-time School-Based Mental Health Therapist. Counselors meet as a district-wide group monthly for professional collaboration. The group uses the results of the CHKS to guide their instructional program development for the year. The school counselors teach guidance lessons monthly to all students. Site administrators and stakeholder groups analyze the CHKS data to make site Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs to improve the school climate in an ongoing manner.|2021-06-22|District-wide data and stakeholder feedback from 2020-21 indicated the need to support students’ mental health, and those actions for 2021-22 are being implemented via the LCAP process with an increase to current School-Based Mental Health Therapist services, an addition of a contracted Board Certified Behavior Analyst (BCBA), and continuing with CareSolace services.||2021 33672490000000|San Jacinto Unified|6|In the Sping of 2021, San Jacinto Unified School District administered school climate surveys to students in grades three through twelve via the Panorama Student SEL Survey. The survey consisted of two portions one focused on student competencies and the other focused on student supports. Approximately 4,201 surveys were completed. Survey items around School Connectedness and School Safety results are as follows. Data is reported as the percentage of students responding favorably to the items in each area. 61% of elementary students and 57% of secondary students reported favorable perceptions of school safety. School Connectedness items focus on student impressions of being a part of the school. 69% of elementary students and 34% of secondary students responded strongly agree in this area. The district is addressing these connectedness perception differences as part of efforts to improve student connectedness by organizing a district mentoring program. The Starfish mentoring program has grown to now a team of 70 district staff that now has members outside of the management ranks to include both certificated and classified employees. To help support School Climate the district is implementing peer transition programs districtwide. By empowering students through programs like The Leader in Me, Challenge Day, and Rachel's Challenge will give them a voice to improve their school's environments. The district has also been heavily invested in the use of Restorative Practices to engage students in healthy relationships and problem solving while on campus.|2021-06-15|||2021 33736760000000|Coachella Valley Unified|6|Students in grades 3-12 participated in the annual Student Climate survey through Panorama. The district measured growth from from the Fall of 2019 to the Spring of 2021. The survey data shows that secondary students SEL responses increased in all areas. Elementary students showed both increases and decreases. Sense of Belonging: The elementary students surveyed indicated a slight decrease (3%) in Sense of Belonging , whereas secondary students indicated an increase of 7%. Any increase in Sense of Belonging is notable as we are comparing survey results from when students were physically on school campuses in the Fall of 2019 to survey results from the Spring of 2021 when most students were engaged in distance learning. Knowledge and Fairness of Discipline, Rules and Norms: The elementary students indicated a sharp decline in Knowledge and Fairness of Discipline, Rules & Norms with 78% of students responding favorably in the Fall, 2019 and 58% of students responding favorably in the Spring 2021 survey ( a 20% decline). Whereas the opposite is true for our secondary students. 67% of secondary students responding favorably about Knowledge and Fairness of Discipline, Rules & Norms in the Fall of 2019, and the favorability increased to 83% in the Spring 2021 (a growth of 16%). The secondary students, at this point in their school careers, have had more exposure to school expectations for a safe, responsible, and respectful school climate, and have had more training in the Transformational Justice Model, than the elementary school students have had. The high favorability rate for secondary students (83%), indicates that the PBIS and Restorative Justice training and implementation is having a positive effect on our secondary school campuses. Climate of Support for Academic Learning: 76% of elementary students responded favorably about the Climate of Support for Academic Learning in the Fall of 2019, compared to 65% of students in the Spring 2021 survey (a decline of 11%). 71% of secondary students responded favorably about Climate of Support for Academic Learning in the Fall of 2019, and the favorability increased to 78% in the Spring 2021 ( a growth of 7%). Having been in school longer, and likely more familiar with where and how they can get academic support, it is logical that secondary students would have a higher favorability with the Climate of Support and Academic Learning. Key Learnings - Safety: The elementary students surveyed indicated an increase (5%) in the feeling of Safety going from 63% to 68%. The secondary students surveyed indicated an increase (4%) going from 67% to 71%. In the Fall of 2019, they were on campus when they completed the survey and they were in Distance Learning when they completed the survey in the Spring of 2020. With all of the stresses that COVID 19 has put on students and families, it is encouraging that students sense of Safety has increased over the last year.|2021-06-24|The district administered the Panorama Core Social Emotional Learning (SEL) survey in grades 3-12. For all areas of the survey, it is encouraging to see that the favorability rates for both elementary and secondary students increased from the Fall of 2019 to the Spring of 2021. Given that our students were in Distance learning during that time we are happy to see that they haven't lost ground in these areas, and we look forward to building on the foundation when we return to on-campus learning. We attribute the increase to our continued implementation of the Transformational Justice model. Throughout 2020-21 in Distance learning, educators and staff continue to model expectations and best practices. SEL lessons are incorporated into the daily lessons. The sense of belonging and connectedness for elementary students has declined since the Pandemic and the implementation of Distance Learning in 2020-21. To address this decline, CVUSD hosted in-person summer school for all students focused on academics, social emotional learning and enrichment activities. Summer school was also a way to connect with students and help them transition back into the classroom setting. At the beginning of the 2021-22 school year, all schools devoted time to helping students transition back into the classroom setting. The continued implementation of a Multi—Tiered System of Support will enable us to continue to best support students in areas of academics and social emotional learning.||2021 33736760121673|NOVA Academy - Coachella|6|The 2019-2020 Student Climate Survey feedback indicates that students are overall positively inclined. Looking at the support for the academic learning climate portion of the survey, the students indicated at an 81-percentile level that there was a positive climate in academic learning. The knowledge and fairness of discipline, rules, and norms section of the survey indicated that students were 70% positive towards the school. Three points are concerning in that section, and those areas would be how students treat teachers, how students are treated when they break school rules and the fairness of school rules. In the safety section of the survey, students indicated that they were 78% satisfied with the safety of the school, with 80% showing that they have never experienced certain types of bullying behavior that are common at this age level. In the school connectedness section of the survey, students indicated that they were 61% connected, much of which can be attributed to attitudes towards the school and a large number of students choosing the middle. The 2019-2020 Family-School Relationship Survey feedback indicated that families were most concerned about safety, which is reflective of the concerns they faced with COVID-19 at the time of the survey. There are four sections to this survey. The first section, School Fit, is about how the students and the school fit together, and families indicated with a 97.96% satisfaction rate that they feel the school and their students fit well together. The School Climate section reports a 97.96% satisfaction rate dealing with student relationships in peer-to-peer and peer-to-staff matters. The Grit section indicates an 89.28% positive notification indicating some areas where students struggle in getting through challenging or perceived challenging areas in their academic lives; these become areas of focus for future student engagement. The section addressing School Safety indicated a 73.22% satisfaction rate. A handful of questions could be skewed to relate to COVID-19, which was causing the shutdown of schools during the time all of the participating families answered the survey (per timestamps for the responses received). This response data indicates that students have an overall positive outlook on the school climate. The lowest scores in the survey were related to the prompts of “Students treat teachers with respect,” “the school rules are fair,” and “I feel close to people at this school,” with the average scores (out of 5) being 3.96, 3.94, and 3.54, respectively. Students in the Leadership class were asked about these results and for their opinion about why their fellow students made those choices. The Leadership students explained that there is sometimes a lack of consistency in rules being followed, or at least there is a perceived lack of consistency. Many of the students interviewed feel that the rules themselves are fair, but how consequences are handled n|2021-10-14|||2021 33751760120204|Sycamore Academy of Science and Cultural Arts|6|SASCA provides an annual student perceptions survey and an annual parent satisfaction survey. SASCA’s efforts to solicit student perceptions of school safety and connectedness through our annual survey for students in both TK-8 was overall positive. SASCA’s strengths according to the parent survey include: parents working with teachers to support student goals, teachers providing access to lesson plans online, the school providing access to curriculum materials at home. SASCA’s relative areas for improvement include: providing parent workshops, parent participation in decisions about programs/services, and families opportunity to review curriculum. SASCA’s strengths according to the student survey include: skills students have learned when working with peers, feeling safe and being willing to intervene when peers have negative conversations, safety in asking for help. SASCA’s relative areas for improvement include: having skills to study for tests, feeling like every day is just another school day, skills they are learning helps them finish a task. This feedback will inform future professional development plans and guide our path in building relationships so students feel safe. Engaging in outreach and surveying stakeholders will provide staff valuable input to inform the district’s planning in school safety.|2021-06-21|Goal met||2021 33751920000000|Temecula Valley Unified|6|Parents, staff, and students completed the Quality Counts survey through our online survey platform, K-12 Insight. The purpose of the survey was to gather feedback regarding school climate and to gather input to help inform the LCAP. The survey addressed these main areas: Basic Services, Implementation of State Standards, Course Access, Student Achievement, Other Student Outcomes, Student Engagement, Parent Involvement, and School Climate. For school safety and connectedness, 90% of employees, 85% of parents, 79% of students, and 72% of community members responded favorably. Recognizing that a positive school culture and climate is essential, TVUSD has made both of those areas a district-wide priority to maintain moving forward. New actions and services related to meeting the social and emotional learning needs of TVUSD students have been added each year to the LCAP based on input and feedback from all stakeholders, including social workers and counselors, Tier II Behavior Assistants, and Counseling Specialists. Administrators receive professional development in support of continuing to develop their individual school’s climate and culture, which is particularly essential for students as they return to in-person learning after instruction was provided remotely. In response to the results for continuous improvement, Social Workers were added at the Middle School level to allow for this provision to be offered in the 21-22 school year for all grade spans and to provide additional support in improving student perceptions of safety and connectedness.|2021-06-29|||2021 33752000000000|Murrieta Valley Unified|6|Our schools continue to be a place of choice, even during the 2020-21 school year, in our area with 1550 transfers into Murrieta schools. Most students transfer into the district for continued enrollment in MVUSD, childcare, employment, siblings enrolled, and specialized programs that include visual and performing arts programs, AP, IB and Dual Enrollment courses, CTE pathways, and JROTC programs. 58% of families, 91% of district staff, and 88% of site staff are concerned about students’ social emotional well-being. 59% of families, 86% of district staff, and 85% of site staff are concerned about students’ academic growth. 51% of students indicated that they felt they could do well in school. 62% of students indicated they are putting forth effort into their classes. 37% of students indicated they are trying hard in school. 27% of students are satisfied with the amount of time they spend with friends. As a result of stakeholder survey and individual stakeholder group feedback and data analysis, the following are some key areas that informed the development of the 2021-24 LCAP. • Continue to provide a variety of learning models to support the needs of students and families • Provide additional counseling and mental health supports for students • Provide additional academic supports and opportunities for students to accelerate learning • Provide professional development for staff to build capacity in academic intervention and supports for students • Provide additional student and family engagement opportunities to support the transition to full-time in-person learning • Create an inclusive environment for all student groups to meet their individual needs|2021-06-17|||2021 33752420000000|Val Verde Unified|6|Val Verde Unified administers a local Climate and Culture survey annually to students in grades 3 through 12. Two of the key indicators report on the student’s positive attitudes towards school connectedness and school safety. We have identified that students feel more connected to the schools initially (grades 3, 6, and 9), but that sense of connectedness declines as they progress through the school. Additionally, we have identified the groups of students with the least sense of connectedness are African American, Foster Youth, and Special Education at the elementary and secondary levels. The sense of connectedness for African American students has increased from 71% in 2018 to 77% in 2021 at elementary and from 50% in 2018 to 56% in 2021, indicating that actions taking are having an impact. Student groups with the least sense of safety are African American, Foster Youth, and Special Education at the secondary level. There were increases in the sense of safety at both elementary and secondary, but these are most likely attributable to the online learning model of the 2020-2021 school year. This will continue to be an area of focus for modifications to current actions and services including the introduction of a new social-emotional curriculum and bully prevention curriculum at the elementary and middle schools. No significant difference in sense of connectedness or safety was seen for income level or gender student groups at the elementary level nor income level, gender, or foster status student groups at the secondary level. In response to the student data, we have continued to build capacity around Social-Emotional Learning (SEL) and Positive Behavioral Intervention and Supports (PBIS) with the addition of 29 Counseling Therapists and a Teacher on Special Assignment. Our annual survey was modified to monitor the areas of School Connectedness and Sense of School Safety in 2017-2018 to help inform progress along with an SEL survey administered multiple times during the school year to proactively identify students in need of additional support.|2021-06-15|||2021 34103480000000|Sacramento County Office of Education|6|SCOE utilizes the Gallup Student Engagement Survey and a staff-developed survey to annually measure student perceptions of school safety and connectedness. Survey questions include measures of how safe students feel on their campus and available opportunities to communicate what they like most about their school. The student survey was completed by 199 individuals. In 2020-21, students attending SCOE court and community schools indicated that 97% of them feel safe at school. Results disaggregated by grade span and program type revealed that high school students felt safer than middle school or elementary students. As a measure of how connected students feel to school, the most common responses from students were that they felt supported by their teachers (66%), and that they have open communication with teachers and staff from their school (56%). Students in the Senior Extension program reported the highest level of connectedness, and the lowest percentages were reported by court school students. SCOE’s programs are known for providing alternative education programs, placements, and settings to students who are not a good fit for the traditional educational model. That said, a very large proportion of students in these programs are able to report that they are supported by their teachers and have open communication with teachers and staff during distance learning, and feel safe at their school - statements that a number were unlikely to make at their prior school or placement. The SCOE schools pride themselves on the connections they make with students and the flexibility of their educational programs and it shows. Overall, the program model is strong in this area, however the survey results do identify areas for growth as follows: • School Safety – most of the safety-related issues were related to students’ personal concerns anxiety issues, likely which contributed to the placement in the SCOE program. Students rarely indicated that other students made them feel unsafe. SCOE has added mental health clinicians to reduce concerns by recognizing the mental health needs of the younger students and expanding program and behavioral supports. • Teacher Support – By program design, the CARE, Senior Extension, and community school programs utilize strong relationships between teachers and students as a foundational underpinning. This is different for the court school where students attend classes in a youth detention facility and where positive relationships with adults are less common. Stronger, active inclusion of students in the plan development and review might help with the identification and delivery of supports. • Open Communication – The survey found that face-to-face communication while learning remotely was very to extremely important for most students. SCOE increased opportunities for students to engage with staff who are not their teachers, who will be supportive and understanding which is critical in a distance learning model.|2021-06-22|||2021 34103480136275|Fortune|6|In fall 2021 we conducted a survey of scholars in grades 5-12. In terms of Academic Learning, 75% of scholars thought they were learning as much or more this year as two years ago (before COVID-19). Additionally, scholars scored higher than the pre-pandemic state average on questions about Academic Motivation. In terms of Creative Outlets, 38% of students felt that they got to be sufficiently creative in classes like art or music. In terms of Social-Emotional Wellness, scholars scored somewhat lower than the pre-pandemic statewide average on questions about School Connectedness, Caring Relationships, and Opportunities for Meaningful Participation. Finally, 80% of scholars reported knowing and practicing COVID-19 safety measures at all times while in school.|2021-08-26|||2021 34103480140160|American River Collegiate Academy|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, Rocklin Academy Family of Schools seeks input from stakeholders, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey which was administered in grades 6, 7, 9, and 11 in the winter of 2021. Results serve to measure the organization’s progress on state Priority Six, School Climate. Although American River Collegiate Academy currently does not serve students in these grades, we saw similarities across our sites and want to ensure that these students are supported as well. We have also addressed these topics with our students through our social-emotional learning lessons. This data is telling us that a high majority of our students feel safe at school, showing increases in the number of students who reported feeling safe at school all or most of the time. The percentage of students who reported feeling a high level of connectedness with the school also increased. The COVID-19 pandemic has impacted students across the country. We have worked very hard to support our students and families during this time by taking steps to ensure that our students feel a sense of connectedness. Examples of this include social-emotional learning lessons, Family Otter Nights, working in the garden, and other teacher-student and student student interactions that have been coordinated for both the in-person and virtual settings. As our schools return to normalcy in the coming year, we expect the level of connectedness to increase as students will be allowed to interact with their teachers and peers in many of the ways that were restricted during the 2020-21 school year. Traditionally, the Rocklin Academy Family of Schools host Core Knowledge Showcase Nights, performances, in-person family nights, etc. that are very well received and help build a strong family/school community. We look forward to continuing this tradition at American River Collegiate Academy in the near future.|2021-06-14|||2021 34672800000000|Arcohe Union Elementary|6|The district took the CHKS survey during Spring 2021 to students in grade 5-8. From this survey, the district identified student connectedness and perception of safety as key areas to focus on. To address these areas, the Middle School Professional Learning Community is focusing their attention on these areas to create a better school climate. Through activities such as Restorative Circles, advisory, and other team building activities, the group expects to see a rise in the school to student connection. Students will retake the CHKS survey at the end of the 2021-2022 school year to track results.|2021-10-21|||2021 34673140000000|Elk Grove Unified|6|EGUSD’s practice is to annually survey students, parents, and school staff to capture school climate around: • School Connectedness and Sense of Belonging • Climate of Support for Academic Learning • Knowledge and Fairness of Discipline, Rules, and Norms • Safety Due to COVID-19, climate surveys were replaced by a host of student, parent, and staff feedback that was needed to inform educational program adjustments and provisions. The district’s climate surveys will be administered in 2021-22. Student climate survey data through Fall 2019 is summarized below, with some recent measures added. Student climate ratings (grades 3 through 12) increased from 69% in Fall 2018 to 71% in Fall 2019. Ratings were varied across ethnicities, ranging from 66% for African American students to 76% for Filipino students, and student groups, ranging from 65% for Foster students to 71% for EL students. Among climate themes, students rated school connectedness and sense of belonging as the lowest of the four themes (65%), though it has been increasing over time. During distance learning instruction in 2020-21, only 45% of the students surveyed felt connected to classmates. Knowledge and Fairness of Discipline, Rules, and Norms was rated the highest at 77%. The following two items stand out as strengths: students knowing school rules (85% for Elementary) and students taking part in classroom discussions (81% for Secondary). During distance learning instruction, 89% of students felt that everyone at the school was doing their best to help them. Students spreading rumors or lies (52% for Elementary) and students feeling like they are part of their schools (54% for Secondary) are areas for improvement. The primary districtwide initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which EGUSD monitors and evaluates annually. PBIS implementation has increased across the district and was found to be associated with improved student outcomes like off-campus suspensions. In 2021-22, district efforts will focus on sustaining full implementation of the first tier of PBIS at sites and transitioning to the next tier of training and implementation. Another key districtwide initiative targeted at improving school culture and climate for students is promoting educational equity. In 2019-20, the Education Equity Office implemented regular reporting cycles and Student Equity Councils. In 2020-21, work continued with an action plan focused on advancing racial justice. Actions in alignment with the EGUSD Educational Equity Strategic Plan included the development of a diversity community webinar and staff workshop series, antiracist leadership training, professional learning connecting Social Emotional Learning to racial justice and equity, expansion of the equity coalition and related affinity groups, and expanding partnerships with families and community members aligned with our goals for advancing racial justice|2021-06-25|||2021 34673140111732|California Montessori Project - Elk Grove Campus|6|CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. Surveys administered during the 2020-2021 school year have predominantly been centered around the COVID pandemic. It was imperative to learn from the CMP learning community prior to decisions becoming finalized. Examples of these are distance learning information surveys, multiple planning for the 2020-2021 school year surveys, summer Club Montessori surveys, distance learning feedback surveys, hybrid learning planning surveys, COVID vaccine information surveys. Also, during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking suggested improvements and/or changes. These stakeholder meetings are an integral part of the LCAP process as the gathering of community input sets forth the goals and directs the budget for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued as every stakeholder is a partner in the education process.|2021-06-14|||2021 34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|6|School climate surveys are administered to both school staff and students on an annual basis. Both surveys indicated a positive school environment overall where students feel safe and supported. Staff indicated a positive, collaborative culture where Capturing Kids Hearts is being implemented school-wide. The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|2021-06-25|||2021 34673146112254|Elk Grove Charter|6|EGCS’s practice aligns with the district’s to annually survey students, parents, and school staff to capture school climate around: • School Connectedness and Sense of Belonging • Climate of Support for Academic Learning • Knowledge and Fairness of Discipline, Rules, and Norms • Safety Due to COVID-19, climate surveys were replaced by a host of student, parent, and staff feedback that was needed to inform educational program adjustments and provisions. The district’s climate surveys will be administered in 2021-22. Student climate survey data through Fall 2019 is summarized below, with some recent measures added. In 2019 EGCS only had 11 respondents to the districtwide climate survey and only 5 in 2020. However, as EGCS has open enrollment throughout the school year and enrolls students from all EGUSD schools it is important for the school to understand districtwide data and trends. On the most recent available districtwide survey data from the 2019-20 school year, overall student ratings improved. School Connectedness/ Sense of belonging had the highest favorability rating of 83% with and overall rating of 71%. The lowest rating was in safety at 67%. From a survey administered during distance learning instruction in 2020-21, only 45% of the students surveyed felt connected to classmates. Though, 89% of students felt that everyone at the school was doing their best to help them. In the past, EGCS developed and aligned its climate survey with the district’s to increase response rates and capture more locally driven perceptions. However, due to COVID-19, EGCS did not administer the same survey as in previous years. For the 2020-21 school year, EGCS altered the survey to better capture student perception and connectedness during the COVID-19 pandemic. Unfortunately, EGCS had very low response rate with only 19 responses on the 2021 survey. The survey asked families to rate their experience at EGCS on the following categories: overall experience with the school, technology connectedness, overall connectedness, and school-to-home communication. School communication scored the highest with 78.9% of respondents rating the school at a 5 with overall connectedness the lowest with 52.6% rating a level 4. However, this data is statistically unreliable due to the low participation rate. Based on the low response rates, EGCS needs to work on increasing participation rates on both school and districtwide surveys. As the school captures more data it will be more statistically relevant and EGCS will be able to make more information decisions based on data rather than relying on subjective anecdotal information. However, with the absence of reliable data, EGCS needs to also concentrate on capturing overall favorability rates and comparing that information to student return rates. Currently, EGCS has a transiency rate of near 25% which has increased over the years. The next phase of information gather will be to better determine why students leave EGCS.|2021-06-25|||2021 34673220000000|Elverta Joint Elementary|6|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 (LCFF) in the Local Control and Accountability Plan. Surveys indicate an overall satisfaction with the school climate. The district has implemented many changes since 2012. The Positive Behavior Intervention and Support (PBIS) program was begun district-wide in 2011. Full implementation of PBIS was realized in 2015. Disciplinary referrals and suspensions have been reduced in each succeeding school year, and there have been zero expulsions from school. There is an annual review and revision of School Safety Plan. The district has markedly increased student supervision at all grade levels before, during, and after school. The Elverta Joint Elementary School 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. The district contracts with the Twin Rivers Police Department to provide school resource officers. An MOU and partnership was developed with a neighboring school district for School Attendance and Review Board (SARB) services in 2012. Additionally, an MOU for transportation services, with goal of decreasing absenteeism, was developed with a neighboring school district and implemented in 2012. Further, other initiatives resulted from student and stakeholder input. A dedicated classroom at Elverta Elementary was renovated for an on-campus preschool program in 2016; Little Eagles preschool opened in the spring of 2017. A new website went online at the beginning of the 2016-2017 school year. The district has expanded the enrichment opportunities at all grade levels, including an expanded music and drama program. Multicultural Club was established at Elverta Elementary School. The magnet programs at Alpha Middle School and Alpha Charter High School have resulted in an expansion of programs such as the Jerry Manuel Foundation baseball program, California Comets fast-pitch softball, Alpha Garden Arts, a mobile music studio, and visits from distinguished guests such as Dr. Cornel West, documented Tuskegee Airmen and their families, and various community leaders. It is the goal of the Elverta Joint Elementary School District to actively seek student, parent, and stakeholder input on a continuous basis. As such, the district has an ongoing commitment to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCFF) in the Local Control and Accountability Plan. This input has, and will continue to, drive the goals and initiatives of the district.|2021-06-15|||2021 34673220127860|Alpha Charter|6|Alpha Charter has chosen to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCFF) in the Local Control and Accountability Plan. Surveys indicate an overall satisfaction with the school climate. The district has implemented many changes since 2012. The Positive Behavior Intervention and Support (PBIS) program was begun district-wide in 2011. Full implementation of PBIS was realized in 2015. Disciplinary referrals and suspensions have been reduced in each succeeding school year, and there have been zero expulsions from school. There is an annual review and revision of School Safety Plan. The district has markedly increased student supervision at all grade levels before, during, and after school. Security features, including security cameras, at Alpha Middle School, Alpha Charter High School were upgraded in 2016-2017. The district contracts with the Twin Rivers Police Department to provide school resource officers. An MOU and partnership was developed with a neighboring school district for School Attendance and Review Board (SARB) services in 2012. Additionally, an MOU for transportation services, with goal of decreasing absenteeism, was developed with a neighboring school district and implemented in 2012. Further, other initiatives resulted from student and stakeholder input. A new website went online at the beginning of the 2016-2017 school year. The district has expanded the enrichment opportunities at all grade levels, including an expanded music and drama program. The magnet programs at Alpha Middle School and Alpha Charter High School have resulted in an expansion of programs such as the Jerry Manuel Foundation baseball program, California Comets fast-pitch softball, Alpha Garden Arts, a mobile music studio, and visits from distinguished guests such as Dr. Cornel West, documented Tuskegee Airmen and their families, and various community leaders. It is the goal of the Alpha Charter School to actively seek student, parent, and stakeholder input on a continuous basis. As such, the district has an ongoing commitment to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCFF) in the Local Control and Accountability Plan. This input has, and will continue to, drive the goals and initiatives of the district.|2021-06-15|||2021 34673300000000|Folsom-Cordova Unified|6|School climate plays an important role in student success at school. Folsom Cordova Unified School District (FCUSD) administers the California Healthy Kids Survey (CalSCHLS) annually to students in 5th, 7th, 9th, and 11th grades and to all students who attend non-traditional schools. Our most recent survey results are from spring 2021 where we administered the core school climate module and for the first time, the new social-emotional health module. Together, these survey modules provide important information about the learning environments of our schools and gives us insight on students’ social-emotional development which is linked to academic achievement and overall student well-being. Supports and engagement play an important role in creating a positive school climate. Specifically, positive relationships amongst students and adults in schools are characterized by warmth and closeness and enable students to feel safe and secure in their learning environment and promotes greater student motivation (Baker et al., 2008). At all grade levels, more than 86% of students felt that there was at least one teacher or other adult who really cared about them. When students believe in themselves, they have greater self-awareness, a greater likelihood of persisting through challenges and feel more efficacious; all qualities that are important for school and life success. An area of concern that stood out was around secondary students’ levels of social-emotional distress which encompasses anxiety, fear of embarrassment, tense feelings and/or an inability to relax. A quarter of all 7th graders and over a third of 9th, 11th, and non-traditional students reported frequent bouts of social-emotional distress. Low incidences of violence, victimization, and substance use are necessary to create a positive school climate. 5th graders reported low incidences of bullying and felt that teachers are clear about the rules and treated with respect when they do make mistakes. Approximately 1/3 of secondary students reported being harassed at school due to race, religion, disability or any other reason.|2021-06-17|Per CHKS survey results, FCUSD has met the standard for a safe and connected school climate, however, FCUSD has room to grow. One strategy that the district is employing to aid in the creation of safe, supportive, and connected school communities is through Positive Behavior Interventions and Supports (PBIS) teams and the enactment of a robust SEL action plan that includes objectives, goals, and suite of strategies that are being piloted and assessed across the district. Also, at monthly principals’ meetings, leaders are looking closely at data to inform the focus of our PLCs . Finally, staff across the district are participating in specialized training focused on empathy, implicit bias, equity, bullying prevention, LGBTQ issues, and suicide awareness.||2021 34673480000000|Galt Joint Union Elementary|6|The California Healthy Kids Survey (CHKS) was administered annually over the last two years to 5th-8th grade students. In April, a month after returning to on-campus instruction, 753 students completed the CHKS. Survey results are providing us with great insight into areas of strength and areas we need to strengthen. Based on the patterns of engagement from our initial distance learning during the spring 2020 school closure we learned that many low-income students, foster or homeless youth and English learners were less likely to participate daily in the live virtual learning sessions and access the other online learning programs. Lack of participation and engagement will lead to significant learning loss for high needs groups of students. Barriers to participation and engagement included lack of connectivity, technology issues, parent/caregiver support and unfamiliarity with navigating the learning management platform. The shift to full-time online learning in the wake of the coronavirus pandemic also brought social emotional change and challenges for all of the district’s 3,350+ students. Results from the CHKS demonstrate that children are very resilient. Many of the indicators or school climate actually dropped very little from the prior year's results. Overall, elementary students average percentages were higher than middle school average percentages. Areas of relative strengths included: • High expectations of adults in school- elementary 88.5%, middle 72.5% • Caring adult relationships- elementary 77.5%, middle 64% • Parent involvement in schooling- elementary 79%, middle 54% • Feel safe at school- elementary 83.5%, middle 67% Some areas of concern that are being addressed through LCAP actions and services: • 39% of middle school students reported "Experienced chronic sadness/hopelessness" in the past 12 months and only 24% reported "meaningful participation" pretty much or very much true. • Approximately 42.5% of elementary students reported having "Meaningful Participation" pretty much or very much true. For middle school students, the disaggregated results varied 10% or less between ethnicity and gender breakdowns. However, 8th graders in both groups tended to have lower average ratings. Informing LCAP Development: CalSCHLs Survey results, feedback from multiple stakeholder groups and the recent district assessment data have contributed greatly in the development of the 21-22 through 23-24 LCAP. This ongoing analysis and reflection of successes and challenges shaped the two broad goals proposed in the new LCAP: • Engaging learners in PreK-8 through a focus on equity, access and academic rigor with inclusive practices in a variety of learning environments • Promoting PreK-8 whole learner development through social and emotional learning opportunities in a variety of learning environments. All Metrics on the new district LCAP were developed to measure the growth towards meeting the two broad goals.|2021-06-21|||2021 34673550000000|Galt Joint Union High|6|In the spring of 2021, we administered the Panorama Education Secondary Student Survey instruments to students in all grade levels (9-12), which include question sets specific to school safety and school connectedness. This year, we had 43% of our students participate in the survey. In student responses on these surveys, 70% of students responded favorably to questions about school safety. Compared to other high schools nationwide who asked the same questions to their students, Galt Joint Union High School District ranks in the top 1% of high schools in this area. While there are small differences between schools (73% at Galt High vs 68% at Liberty Ranch High) and in some subgroups (66% of English learners and 67% of students with disabilities), students generally feel safe on our campuses. These percentages are similar to the student surveys that were conducted in 2019. When looking more closely at the specific questions that were asked on the survey, 86% of students never or rarely worry about violence at school and 83% of students feel that is unlikely that they will be bullied online from someone at school. On the other hand, only 56% of students feel that is easy to get help from an adult if bullying were to occur. Also, 50% of students feel that some people are frequently disrespectful toward others. Regarding School Connectedness and Belonging, the results are more concerning. In 2019, 57% of students responded favorably to questions about feeling connected to their school and their teachers. This year, only 32% of students expressed feeling connected. This ranks in the bottom 10% of schools who asked the same set of questions to their students. There were not any significant differences in these results between schools (34% at Galt High vs 29% at Liberty Ranch High) nor among English learners (29%) or low-income students (33%). Interestingly, 40% of students with disabilities responded reported a strong connectedness with their school. In response to specific questions, only 20% of students responded that they have a strong connection with the adults on campus, and only 25% feel that others at school understand them or that they matter to others at school. The tremendous drop in favorable responses since 2019 seems to indicate that the school closures and a year of distance learning had a drastic impact on students and their sense of belonging to their school and teachers. While this is definitely an understandable and predictable result of the challenges students faced over the past year, this is of great concern to district staff and is a focus of the District for the 2021-22 school year. The District will be investing heavily in increasing access to mental health and counseling services for students and focusing on the social-emotional well-being of our students. Sites will be focusing on reinvigorating the positive school climate and culture that has always been a defining characteristic of the high schools in Galt.|2021-06-10|||2021 34674130000000|River Delta Joint Unified|6|In March 2021, students in Grade 7, 9, and 11 completed the California Health Kids Survey. The data was reviewed and analyzed by district and school personnel. The findings and goals from that analysis were used to support future plans as we returned for in-person instruction and support in the spring of 2021. As a result of survey feedback, RDUSD recognized a need for overall school connectedness. RDUSD continues to prioritize student need for connectedness in the 2021-2022 school year by providing social emotional learning curriculum support through the addition of a Social Emotional and Academic Development coordinator who provides district wide supports to meet student needs.|2021-11-09|||2021 34674210132019|Paseo Grande Charter|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 72% of the students reported that they felt safe * 43% reported that they felt connected to the school (the pandemic had an impact) This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. From our survey, 50% reported being concerned about their health. During the school year, 100% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-09|||2021 34674210137950|Marconi Learning Academy|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 96% of the students reported that they felt safe * 51% reported that they felt connected to the school (the pandemic had an impact) This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 92% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-09|||2021 34674390000000|Sacramento City Unified|6|SCUSD administers an annual climate survey to assess student perceptions of safety and connectedness. In spring 2021, the survey was completed by 8,714 students in grades 3-12, 3,121 parents, and 523 staff. While participation was encouraged, fewer students and staff participated this year as compared to previous years. This may be a result of the remote/virtual setting. Parent participation did increase by 55%. Previously, students were given time during class to complete the survey and staff was allocated staff-meeting time to complete the survey. Overall, while the results do show some gains, the district’s goal of 90% positive responses for all students/student groups was not achieved. For all students, there was a 10.6% increase in perception of safety to 73.1% from the previous year (see note below) and 6.3% increase in connectedness to 71.8%. K-8 schools outperformed other grade-level groups in student perception of connectedness at 77.8%, while middle schools had the highest at 76.9% (K-8 students perception of safety was a close second at 76.7%). When disaggregated by ethnicity and race, the most critical area was the perception of safety for African American students, who had 68% positive responses, followed by Asian students with 68.2% positive responses. When disaggregating to specific Asian race, the lowest level of connectedness was for the Hmong student group at a 61.6%. When compared to White students, who had the highest rate of both Connectedness (77.7%) and Safety (78.6%), African American students had 10.6% lower positive responses to safety and Hmong students had a 16.1% lower positive responses to connectedness. Results by program for safety include: 65.6% for ELs, 72.2% for FY, 67.2% for SWD, 70.9% for low-income students, and 64.4% for HY. While there has been improvement for all students with a 9.6% increase for connectedness and 17% increase for safety from the previous year, there continues to be a concerning disparity for African American students, Southeast Asian student groups, EL, FY, SWD and Homeless student groups. Also important to reiterate is the significant improvement needed for ALL students/student groups to reach the district’s goal of 90%. While the small high schools continue to have positive results (73% for connectedness and 75.3% for safety), the K-8 and the Middle schools have improved to demonstrate slightly higher perception of safety and connectedness. While there are certainly size-specific conditions present in a small high schools, K-8, and middle schools that facilitate positive school climate, the district’s Continuous Cycle of Improvement (CCI) work is emphasizing the identification of successful practices that can be replicated and scaled. The ongoing success of small, K-8, and middle schools in is an area of focus. Disparities in student perceptions of safety and/or connectedness for African American students, Southeast Asian, ELs, FY, SWD, and HY are critical areas for growth.|2021-06-24|SCUSD uses the survey results with school sites as part of their needs assessment process. This process is a key component of the district’s CCI and helps sites to form school climate/culture goals. These goals are supported by the district’s SEL, PBIS, and School Safety Initiatives. District efforts to increase student engagement through a range of expanded/extended learning opportunities, decrease chronic absenteeism as a focal point of the differentiated assistance process, and to address issues of bullying through training and prevention will all be continued. Ongoing areas of need and focus include: 1) Focus work with teachers and staff around Trauma Informed Practices and Culturally Responsive Teaching 2) Expand Implicit Bias professional learning 3) Create opportunities for the schools to share best practices. 4) Continue training and explicit practice to develop growth mindsets for students and staff. Note on Safety Perception: It should be noted that context matters given some of the “improvement” in overall positive responses to Safety. Respondents completed this survey during remote learning where school climate may have been influenced by home learning environments and their distance learning experiences. While there is variation in students' home environments, distance learning may have offered a reprieve from harassment or unfair disciplinary actions for some. As context changes, people’s experience and perceptions of school climate is also subject to change.||2021 34674390101048|St. HOPE Public School 7|6|St. HOPE Public School 7 (PS7) surveys scholars each school year and every scholar is encouraged to share their thoughts on a variety of metrics. In the 2020-21 school year, the school surveyed 7th and 8th graders and had 70% of the scholars respond. A focus area for these surveys is gauging scholars' level of safety and connectedness at school. In 2020-21, 91% of PS7 scholar respondents said they agree or strongly agree that their family knows how they’re doing in school, which indicates families and PS7 are connected and in communication in a way that is easily perceptible to scholars. Survey results also indicate scholars feel connected to their teachers and believe their teachers are guiding them appropriately toward their long-term goals. 90% said their teachers have high expectations for them, and 80% said they think doing well in school is important for the future. In addition, 88% agreed or strongly agreed they know what it takes to be promoted to the next grade, 87% agreed or strongly agreed that they understand what they have to do to get to college, and 83% said their school is preparing them for college.|2021-06-29|||2021 34674390101881|New Technology High|6|In Spring of 20-21, 95% of the students who completed the climate survey reported positive responses to the survey questions. Here are the positive response percentages for each category: Self-Management 92%; Growth Mindset 83%; Self-Awareness 67%; Social Awareness 97%; Relationship Skills 42%; Belonging/Connectedness 83%; Self-Efficacy 58% These data points make sense since the majority of the school year was spent in distance learning. While the school made many attempts to create a welcoming online school environment, it was very difficult to engage students through the computer while they were at home. Now that the students are back in school, the school is committed to creating a safe and engaging school environment where students enjoy and look forward to coming to each day. We will do this through culture and climate activities and programs such as our advisory program as one example.|2021-09-29|||2021 34674390101899|George Washington Carver School of Arts and Science|6|Due to the COVID-19 pandemic and closure of schools in March 2020, a full California School Dashboard was not published in fall 2020. As a small high school, Carver is a safe place that focuses on each individual. Due to COVID and school closure, we have not assessed students in two years. Despite the move to online learning, we found that our strong school culture and bonds between teachers and students helped carry students and teachers through the transitions. The school Climate Survey results showed very positive growth in school culture and a sense of belonging. The overall rate of Belonging/Connectedness increased from 65% in 2019-20 to 80% in Fall 2020- 21. There was a double-digit increase in the “Almost all of the time” and “Often” markings by students on each of the five surveyed areas: “At least one adult at this school thinks I’m smart” (increase of 11%), “I have at least one adult at school that I can go to for support” (increase of 14%), “Adults at this school encourage me to work hard and help me when I need it” (increase of 15%), “I am happy to be at this school” (increase of 16%) “I have chances at school to share my voice and give ideas” (increase of 18%).|2021-06-03|||2021 34674390101907|The MET|6|SCUSD annually administers a local climate survey to assess student perceptions of safety and connectedness. In Spring of 2021, the survey was shared however there were no responses gathered from Met students and families. In 2019 we had a response rate of 4/254 and in 2018 we had a response rate of 2/277. For the 2021 year we using the SCUSD survey but will send out directly to families to get better participation.|2021-09-23|||2021 34674390102038|Sacramento Charter High|6|Sac High surveys scholars each school year, and every scholar is encouraged to share their thoughts on a variety of metrics. In 2020-21 11th graders were surveyed with 40% of scholars responding. A focus area for these surveys is gauging scholars’s level of safety and connectedness at school. In 2020-21, 84% of Sac High scholar respondents said they agree or strongly agree that their family knows how they’re doing in school, which indicates families and Sac High are connected and in communication in a way that is easily perceptible to scholars. Scholar survey results also indicate scholars feel connected to their teachers and believe their teachers are guiding them appropriately toward their long-term goals. 82% said their teachers have high expectations for them, and 79% said they think doing well in school is important for the future. In addition, 79% agreed or strongly agreed they know what it takes to be promoted to the next grade, 74% agreed or strongly agreed that they understand what they have to do to get to college, and 69% said their school is preparing them for college. Scholars responded somewhat positively to questions specifically about safety. 55% said their school is a safe environment for them to learn (an additional 40% were neutral on the subject).|2021-06-29|||2021 34674390102343|Aspire Capitol Heights Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 34674390106898|The Language Academy of Sacramento|6|Excerpt from LAS LCAP Annual Update (Board approved, June 2021) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% or above (LAS Actual: 97%) DATA 2 - 95% of Gr3-8 students participated in the student survey completion DATA 3 - Q1: 92% stated, “I like my school.” Q3: 95% stated in agreement that yes, “The teachers and other grown up from LAS want you to do your best.” Q4: 96% stated yes to the question, “Do you keep doing your schoolwork even when it’s hard for you?” Q5: 80% stated yes to, “Do you finish your school assignments?” Area for further research would be Q5 where 20% of students had difficulty with actual work completion. The question remains, is this a result of distance learning context, digital platform usage, socio-emotional or a combination of variables?|2021-06-25|||2021 34674390111757|California Montessori Project - Capitol Campus|6|CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. Surveys administered during the 2020-2021 school year have predominantly been centered around the COVID pandemic. It was imperative to learn from the CMP learning community prior to decisions becoming finalized. Examples of these are distance learning information surveys, multiple planning for the 2020-2021 school year surveys, summer Club Montessori surveys, distance learning feedback surveys, hybrid learning planning surveys, COVID vaccine information surveys. Also, during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking suggested improvements and/or changes. These stakeholder meetings are an integral part of the LCAP process as the gathering of community input sets forth the goals and directs the budget for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued as every stakeholder is a partner in the education process.|2021-06-14|||2021 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|6|This summary captures the findings from the end-of-the-year scholar climate survey results. The top three strongly agree and agree survey questions are: 1. My teacher tells us what we will be learning about in a lesson. (99%) 2. I respect my teacher. (98%) 3. My teacher expects me to do my personal best. (99%) The top three strongly disagree and disagree survey questions are: 1. Scholars at my school fight a lot. (90%) 2. There are some scholars bullied at once. (80%) 3. Scholars carry knives and guns to school. (94%) Growth: There is a need to strengthen the relationship and discipline process between students and classroom teachers. Challenges & Barriers: There is a need for teachers and adults to understand the students’ home environment, background, culture, and learning styles. This may be the effect of misaligned understanding of disciplined life process. To improve in this area, the LEA will refine its “cultural competency training” to target this need and offer training/guidance of the “Disciplined Life” process. Currently, the YPSA Cultural Competency Program increases staff capacity to understand and implement culturally responsive curriculum and related instruction in the classroom to not only improve stakeholder relationships, communication and cooperation; but also to improve the academic, personal and social success of all students. Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures. The seven tenets of culturally responsive pedagogy are the following: 1. It acknowledges the legitimacy of one’s cultural heritage that shapes dispositions and attitudes; 2. It builds bridges of meaningfulness between home and school; 3. It uses a wide variety of instructional strategies that are connected to learning styles; 4. It incorporates multicultural information, books and other educational resources; 5. It promotes the idea of the classroom family and all students are in it together; 6. It teaches students that they can be successful and that they are appreciated by educators who have high expectations of them; and 7. It develops the social consciousness of students to better handle the world of prejudice and racism.|2021-11-08|In addition, YPSA’s, Disciplined Life Process was approved by a panel of parents, teachers, consultants, etc. to support behavior and guide restorative structures. It works through the three levels below. Level I- Teacher Responsibility: When infraction is inside the classroom and scholar chooses NOT to, including but not limited to: Follow instructions, respect peers and other adults, refuse to work, cheat, vulgar language, hit/kick/push/punch/, allow teacher to teach and scholar to learn. Level II- Admin. Responsibility: When the infraction is unresolved, continues and/or violates 48900 a-r, 48915 c. Scholar arrives with blue behavioral referral form (BRF) filled out, and gathering of information has started. Level III- Everyone Responsibility: When in infraction is outside of classroom and scholars choose NOT to, including but not limited to: Follow instructions, respect peers and other adults, refuse to work, cheat, use vulgar language, hit/kick/push/punch/, theft, fight, assault, absolute defiance, threaten, bully, use profanity and/or aggressive behavior and/or refuse to follow staff directions, etc.||2021 34674390135343|Growth Public|6|GPS 3rd and 4th grade students took the Highlight survey. The survey measures the student experience across five critical conditions of learning—Basic Needs, Belonging, Self-Efficacy, Rigor, and Hope. The survey data can be analyzed across key student demographics: gender, grade level, race and ethnicity, language, parent education level, and home ZIP code. We used the data from the areas of Basic Needs and Belonging to analyze our students’ perceptions of school safety and connectedness. From the survey, we learned that in general, students feel that the school is a clean, safe place to attend- both physically and emotionally. Overall, most students feel welcomed at the school, and many feel that their opinion matters at school. This is an area of strength for the school- our students feel safe and connected to the school, and that their voices are heard and listened to. The survey revealed that many students, from a broad range of cultural backgrounds, do not feel that their individual cultures are celebrated enough at school. As a diverse by design school, this is striking, and an area of focus for our school. It is important that we are intentional and explicit about how we recognize and celebrate the many cultures and backgrounds that are represented in our school. Some next steps for us in this area include creating more opportunities for inviting families to share their individual cultures with the school community in a variety of ways, incorporating more culture focus into our project based learning component, along with more cultural arts integration into the school and learning program.|2021-06-29|||2021 34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|6|School climate surveys are administered to both school staff and students on an annual basis. Both surveys indicated a positive school environment overall where students feel safe and supported. Staff indicated a positive, collaborative culture where Capturing Kids Hearts is being implemented school-wide. The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|2021-06-25|||2021 34674470000000|San Juan Unified|6|School Safety: 83.7% of students agreed/strongly agreed that they felt safe on campus. 82.5% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agree/strongly agree that they felt safe on campus. The results varied by school type (97% of Elementary Schools, 88% of the K-8 schools, 88% of the middle schools, and 43% of the high schools) and by poverty level (94% of low-density schools, 85% of the medium density – non-title schools, and 77% of the title 1 schools). Student Connectedness through Meaningful Participation: 68.7% of students agreed/strongly agreed that they felt connected to school because of their meaningful participation. 50.8% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agreed/strongly agreed that they felt connected to school because of their meaningful participation. The results varied by school type (88% of Elementary Schools, 13% of the K-8 schools, 0% of the middle schools, and 14% of the high schools) and by poverty level (47% of low-density schools, 45% of the medium density – non-title schools, and 58% of the title 1 schools). Student Connectedness through High Expectations/Caring Relationships: 77.8% of students agreed/ strongly agreed that they felt connected to school due to high expectations and caring relationships. 76.2% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agree/strongly agree that they felt connected to school due to high expectations and caring relationships. The results varied by school type (100% of Elementary Schools, 88% of the K-8 schools, 38% of the middle schools, and 29% of the high schools) and by poverty level (82% of low-density schools, 65% of the medium density – non-title schools, and 81% of the title 1 schools). School Culture: 67.7% of students agreed/strongly agreed that they felt a part of a positive school culture. 48.4% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agree/strongly agree that they felt a part of a positive school culture. The results varied by school type (73% of Elementary Schools, 13% of the K-8 schools, 0% of the middle schools, and 29% of the high schools) and by poverty level (53% of low-density schools, 38% of the med – non-title schools, and 46% of the title 1 schools). Based on these results, along with other data collected about school climate, culture and safety, actions in the LCAP focused on strengthening a welcoming environment, strengthening school safety support, and providing professional learning around strategies to improve school climate.|2021-06-22|||2021 34674470112169|California Montessori Project-San Juan Campuses|6|CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. Surveys administered during the 2020-2021 school year have predominantly been centered around the COVID pandemic. It was imperative to learn from the CMP learning community prior to decisions becoming finalized. Examples of these are distance learning information surveys, multiple planning for the 2020-2021 school year surveys, summer Club Montessori surveys, distance learning feedback surveys, hybrid learning planning surveys, COVID vaccine information surveys. Also, during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking suggested improvements and/or changes. These stakeholder meetings are an integral part of the LCAP process as the gathering of community input sets forth the goals and directs the budget for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued as every stakeholder is a partner in the education process.|2021-06-14|||2021 34674470114983|Golden Valley River|6|GVRS administers an annual survey that includes school climate questions. Students in grades 5 through 8 participate in this annual survey. Based on the data from the survey, over 90% of the students at GVOS feel heard by their teacher, cared for, feel their cultural background and identity is accepted, feel safe and secure, and identify as having friends. 90% of the students reported that they learned a lot last year. Less than 75% reported that they had made new friends last year, and roughly 85% reported they were happy. Less than 50% of the students reported that they had been sad or worried over the course of the school year. Distance learning as a result of school closures due to COVID-19, have created a real need for extra social-emotional support for students. Extra resources such as professional development for staff and SEL programs and/or interventions will be implemented at the school site to help address some of the needs identified in the survey.|2021-06-02|||2021 34674470120469|Aspire Alexander Twilight College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 34674470121467|Aspire Alexander Twilight Secondary Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 34674470128124|Gateway International|6|2021 Stakeholder Survey data: 1. 86% agree the school's program is of high quality and meets expectations of parents. 2. 90% are well informed about their student's progress at school. 3. 93% agrees the school respects all cultures, ethnicities, and languages. 4. 98% feels the school is a safe place. 5. 91% say their child knows and understands the behavior expectations at school. 6. 86% agrees the school addresses behavior concerns in a positive and fair manner. 7. 83% say their child feels like they are part of the school community. 2021 Student Survey data: 1. 93% My teachers treat me nicely. 2. 88% My teachers care about me. 3. 81% When students break rules, they are treated fairly. 4. 68% Students at this school treat each other respectfully. 5. 69% Teachers and other adults compliment students or find ways to celebrate achievements. 6. 69% If I have a problem, I have at least one teacher whom I can go to in confidence. 7. 43% I have one or more teachers who know more about me than my grades. 8. 58% Students are involved in helping to solve school problems. 9. 80% Teachers make it clear to students that bullying is not tolerated. 10. 74% Generally, I feel safe at school. 11. 65% Generally, I receive personal encouragement from my teachers. 12. 62% I have a good relationship with most of my teachers. 13. 50% I look forward to school on most days. 14. 58% My teachers have found ways to encourage. Our climate results are generally positive. The majority of stakeholders and students feel safe on campus and that people are treated with respect. GIS has already implemented actions in years past to address the suspension rate and had positive outcomes with a reduced suspension rate. The actions that we implemented and will continue include; PBIS (Positive Behavior Incentives and Supports), mentor meetings, tutoring, assemblies, small class discussions, and SEL instruction. A goal for next year is to increase the perception by students that teachers pay attention to them as a person and truly care about them and their well-being.|2021-06-25|||2021 34674470132399|Golden Valley Orchard|6|GVOS administers an annual survey that includes school climate questions. Students in grades 5 through 8 participate in this annual survey. Based on the data from the survey, over 90% of the students at GVOS feel heard by their teacher, cared for, feel their cultural background and identity is accepted, feel safe and secure, and identify as having friends. 80% of the students reported that they learned a lot last year. Less than 70% reported that they had made new friends last year, and roughly 75% reported they were happy. Less than 50% of the students reported that they had been sad or worried over the course of the school year. Distance learning as a result of school closures due to COVID-19, have created a real need for extra social-emotional support for students. Extra resources such as professional development for staff and SEL programs and/or interventions will be implemented at the school site to help address some of the needs identified in the survey.|2021-06-02|||2021 34674473430691|Options for Youth-San Juan|6|The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center in April 2021 encompasses thirteen different dimensions that measure a variety of topics: Safety, teaching and learning, interpersonal relationships, institutional environment and social media. OFY-SJ observed the following rates of participation across the three main sub-groups: students (41%), staff (82%) and parents (12%). The OFY-SJ leadership team will focus on creating a system that will ensure that participation rates will improve during the next survey administration. Many of the strengths of our program were reported utilizing the CSCI scale of 1 (lowest) to 5 (highest). Within this scale, CSCI has determined that median scores of 3.5 or higher fall into the positive range. For OFY-SJ, the categories of Safety Rules and Norms, Sense of Social-Emotional Security, Support for Learning, Social and Civic Learning, Virtual Learning Environment, Respect for Diversity, Social Support for adults, School Connectedness and Environment, Social Media, and Social Inclusion all fell into the positive range across all respondents. Median Scores: Safety Rules and Norms Students: 4 Staff: 4.14 Parents: 3.97 Sense of Social-Emotional Security Students: 3.9 Staff: 3.6 Parents: 3.75 Support for Learning Students: 3.9 Staff: 3.6 Parents: 4 Social and Civic Learning Students: 3.5 Staff: 3.8 Parents: 4.1 Virtual Learning Environment Students: 3.6 Staff: 4.16 Parents: 3.5 Respect for Diversity Students: 3.9 Staff: 4.2 Parents: 3.97 Social Support for Adults Students: 4 Staff: 4.3 Parents: 4 School Connectedness and Environment Students: 4.1 Staff: 3.7 Parents: 3.9 Social Media Students: 3.5 Staff: 4.1 Parents: 3.6 Social Inclusion Students: 3.7 Staff: 4.1 Parents: 3.46 The feedback of our areas of strengths supports what the charter has implemented during distance learning and building a positive learning environment. Safety Rules and Norms have been an area of focus as we return to the school sites and during distance learning ensuring students are aware of the expectations of distance learning and internet safety. Social emotional support for adults is a priority for our charter to ensure staff's mental health is at the forefront. The students' perception of school connectedness and environment demonstrates the staff’s commitment to make distance learning an environment where students are connected with staff and building meaningful relationships.|2021-06-18|Areas of improvement were also reported similarly. Median scores between 2.5 and 3.5 fall into the neutral range. For OFY-SJ, the category of Social Support for Students scored the lowest across all respondent groups. Median Scores for Social Media Students: 3 Staff: 3.5 Parents: 3.1 This feedback points to a need to increase resources that the school provides for social support for students. With distance learning, mental health has been highlighted as an area of focus for the charter. As we work on returning to in person learning, resources and supports are being created to support the transition with counseling hours, school psychologists and student engagement opportunities.||2021 34674473430717|Visions In Education|6|There are several measures used at Visions In Education to determine school climate. One measure is the school suspension rate. This is a statewide indicator that is captured on the CDE dashboard independently of local indicators. Visions currently has a suspension rate of 0%. With regard to the Local Indicator for school climate, there are two areas that are measured, school connectedness and safety. Each of these components were addressed in the 2021 LCAP survey. School Connectedness- The 2020 LCAP survey sought to capture the school climate by asking parents and students whether or not Visions was a “fit” for their student. The current educational landscape provides families a wide variety of educational options for students to attend. As a result, it is imperative that schools work to ensure that instructional programs, resources, and staff match the academic and personal growth goals of students. The results showed that for 96.0% of students and parents, Visions was identified as a “fit” for their student. This number also captured the increase in the total number of stakeholders who participated in the survey. School Safety- The 2020 LCAP survey additionally sought to capture school climate by asking parents and students whether or not they felt safe when participating in school events or enrichment activities (classes). This was significantly impacted by the COVID - 19 pandemic. Survey results showed that for 90.0% of students and parents, Visions was perceived as a safe place for students to attend. As a school of choice, program enrollment is also a measure of school climate. The school is in a constant state of continuous improvement. The school utilizes multiple surveys to monitor service and performance. The school regularly gathers information through its advisory boards, social media feeds and parent emails as data to reflect on practice. The goals of the school's LCAP plan are based upon broad community feedback. Under each goal ,several actions and services are implemented to improve student achievement and school climate for all students.|2021-06-24|Visions continues to explore strong engagement with the community we serve to ensure that the climate is one in which individuals feel safe, valued, and respected. Visions has revised the the 2021-24 LCAP with a goal that targets specific ways to address school climate in a strategic way. Due to COVID 19, the school learned that digital safety as well as safety in face to face settings are critical areas of focus.||2021 34739730000000|Center Joint Unified|6|Panorama Student Survey results (administered May 2021) Grades 3-5 (722 responses) School Belonging: 71% School Climate: 74% School Engagement: 59% School Safety: 72% Teacher-Student Relationships: 80% Grades 6-12 (1,425 responses) School Belonging: 32% School Climate: 54% School Engagement: 27% School Safety: 70% Teacher-Student Relationships: 51% Panorama Teacher/Staff Survey baseline: 0 We found during the global pandemic and students learning from home reported feeling unengaged from school and staff. As a result of the survey findings, the LEA took steps to create a School and Family Engagement department to create relationships with families and schools. We are seeing increases in some previously disengaged families reengage in the schools as a result of their work and partnerships with families.|2021-11-17|||2021 34752830000000|Natomas Unified|6|NUSD surveys students in grades 4 through 11 on their perceptions of academic support, school safety and school connectedness. These survey questions are part of a social emotional climate culture survey used across the California by large urban districts in the CORE Collaborative. Results of the School Climate Surveys were shared with the Board of Education and Natomas stakeholders on September 11, 2019. For students in grade 4, 88% reported feeling safe and 90% reported feeling connected to school. For 8th grade students, 87% reported feeling safe or neutral about that question. Also, 83% reported feeling connected or neutral about that question. For 11th grade students, 92% reported feeling safe or neutral about that question and 83% reported feeling connected or neutral about that question. In 4th grade there was a slight decrease in feelings of safety and connectedness but in 8th and 11th grade there were large increases from the year before. Due to the pandemic a similar survey was not implemented in 2020-21, but will resume starting in 2021-22.|2021-06-23|||2021 34752830126060|Leroy Greene Academy|6|In the Natomas Unified School District School Climate and Culture Student Survey, our site has shown growth in the areas of Climate of Support for Academic Areas; Knowledge and Fairness of Discipline, Rules & Norms; Safety; Safety, Sense of Belonging (School Connectedness); Sense of Belonging (School Connectedness). Our areas of growth are surrounding teachers working with and for their students, students knowing expectations, and feeling a sense of belonging and connectedness with other students. While our survey results were overwhelmingly positive, if we had to identify an area for growth it would be around the area of campus behavior such as bullying and interpersonal relationships. Due to this, we are launching an anti-bullying campaign that will continue throughout the immediate future. We launched restorative practices with phase one of community circles, and we will continue to enrich and train our staff on these practices. We have begun implementing restorative conversations as well. We also have trained a small contingent of our staff surrounding PBIS strategies, and are preparing for an initial rollout of PBIS. We have brought in outside organizations, such as Learning for Living with Breaking down the Walls, and are using cyberbullying lessons within our Advisory class. The goal of all of these systems is to reduce bullying and gossip and sexual harassment or jokes on our campus. Administration is also aligning our progressive discipline model with our tiered interventions in such a way as to ensure students understand our campus is a bully free zone.|2021-10-28|||2021 34752833430659|Natomas Charter|6|Natomas Charter School prides itself in creating small, supportive learning environments for all students. Students have opportunities to be involved in school decisions. The overall small school environment creates a place in which students are treated and respected as individuals. To assist with this effort, NCS has five social emotional counselors and collaborates with California State University to host counseling interns each school year. The school continues to refine initiatives such as WEB (Where Everyone Belongs) in middle school and Link Crew in high school to provide additional student leadership opportunities and peer-to-peer mentoring. These programs were expanded to have peer-to-peer academic support as well. Families participated in an annual school climate survey to provide feedback on school climate and provide feedback on the school environment, educational support, and school safety. Key findings from the parent survey include: 78% of parents report that the school values their child’s diversity, background, experiences and the school communicates well with their culture. Over 90% of parents reported feeling satisfied with the levels of support of COVID health, safety measures and communications. 85% of parents reported feeling like a valued partner in their child’s education. In addition, parents gave feedback about their child’s growth and educational progress in 2020-2021. Key findings include: 70% of parents reported that their student was engaged in school. 64% of parents reported that their child made expected academic growth. 73% of parents reported that their child felt well connected to staff. Natomas Charter School will continue to use parent and student feedback each year to refine our practices. Overall, Natomas Charter School tends to perform well in all areas measured under school climate. There was a drop in climate survey results this year due to distance and hybrid learning. Despite the pandemic challenges of the 2020-2021 school year, the school built connection points for students and families. The school will continue to invest in programs that ensure students are well connected to school, such as WEB and LinkCrew. Additionally, the school is focusing all professional development on implementing effective strategies to support academic, behavioral, and socioemotional learning. We expect these professional development activities to help us sustain and grow in the areas of school climate.|2021-06-14|||2021 34765050000000|Twin Rivers Unified|6|Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 7 63% Grade 8 66% Grade 9 54% Grade 10 51% Grade 11 62% Grade 12 64% Staff 87% Academic Motivation Grade 7 66% Grade 8 61% Grade 9 59% Grade 10 57% Grade 11 56% Grade 12 63% Staff 69% Caring adult relationships Grade 7 64% Grade 8 59% Grade 9 53% Grade 10 53% Grade 11 51% Grade 12 61% Staff 96% In general, the data reveals that staff have a much higher perception of school climate than students in grade 12. 9th and 10th grade have the lowest percentage of student favorability while 12th grade shows a slight increase. The area of greatest disparity is in caring adult relationships. The question from the survey is " My school has adults that care about the students. What we have learned from this data is that the perception of the adults is vastly different than that of the students. It is evident that an area of improvement will be the connection between students and their campuses. This data is one way that actions were informed that are in our LCAP. The district implemented Kelvin and GoGuardian software to monitor mental health needs and activity during distance learning. This action is continued as and will serve as a real time monitoring tool for individual student needs and also school climate and culture. Utilizing these tools to act on the data in real-time is a step toward bridging the gap between adult and student perceptions. Additionally, student engagement-especially that for unduplicated students--is a focus that can be seen in the expansion of activities such as VAPA, athletics, clubs, and programs for newcomers. Mentoring programs and community outreach are expanded as well. A robust MTSS department has expanded to offer additional intervention for students in secondary grades. Creating a new department of Equity and Inclusion will help TRUSD analyze root causes and develop a comprehensive needs assessment and action plan in this area. Stakeholder input ranked mental health and school culture responses in the top 5 in our LCAP engagement process. We will continue to monitor and prioritize climate and culture. Our Kelvin response data revealed an overall favorability rating of 55.3% across all grades and students. When disaggregated, the only disparity was evident in the questions regarding drug use which were higher in the Foster Youth population. We will use this data as part of our services to students and families in the upcoming school year.|2021-06-22|||2021 34765050101766|Community Outreach Academy|6|COA administered a survey, and reported the results to its local governing board (GCC). This data appears to show a high correlation between students' feelings of connectivity to their school, classroom, teacher, and to one another. In addition, it shows that our work in sustaining positive school culture based on Capturing Kids Hearts principles is having a great effect on the atmosphere of the school as far as connectedness. The areas for growth appear to be how COA staff members embrace change. As COA Administration, we are always working to make improvements to our school, which inevitably brings changes. This year’s hardships are very unique and life-changing. We are grateful for the challenges we are currently facing because it is teaching us how strong and brave we can be when our only choice is to be strong and brave. We are also grateful for the victories because they show how hard we work. We cannot wait to come out on the other side of this pandemic and see how our hard work paid off for our students and school, because “Whatever it takes, our kids are worth it.” This will be a challenge that will need to be further investigated in the coming school year.|2021-06-25|||2021 34765050101832|Futures High|6|Future's uses multiple tools to measure school climate throughout the year. The school administered surveys to the parents and students to gather feedback and input on the school culture's improvement and program implementation. The surveys indicated high scores (94%) for the welcoming and positive culture at the school. The majority of parents (92%) are satisfied with the level and the manner of communication that the school provides to them about students' progress (90%), school's policies and procedures (94%), and opportunities for parental engagement such as committees and volunteer opportunities (88%). The parents expressed interest in improving access to supplementary resources to help them with students' learning (86% are satisfied). The students' survey results indicate similar trends - high satisfaction with the positive culture in the classrooms and the school overall (83%). In addition, the students feel that the staff cares about them (84%), listens to them (88%), and provides valuable strategies that are helpful in their learning (78%). Interestingly to note, that 11 and 12-grade students show higher satisfaction with the school's culture than nine and 10-grade students. In the past year, these two grade levels struggled the most during distance learning by being unable to have in-person instruction and a closer connection with the staff and peers. Future's plans to integrate SEL into academics schoolwide and provide additional support to re-integrate the students into classroom learning.|2021-06-25|||2021 34765050108795|Creative Connections Arts Academy|6|The California Healthy Kids Survey (CHKS) is administered annually to students in grades 7 – 12. The district adopted Kelvin Pulse this year to receive ongoing feedback from all students and staff bi-weekly. The surveys includes items in a variety of domains measuring school climate and safety. . • School Connectedness responses were only for in-person or hybrid. Our results for academic motivation are: 6th grade 74%, 7th Grade 62% 8th Grade 53%, 9th grade 58%, 10th Grade 46%, 11th grade 40%, 12th grade 49% Caring adult relationships 6th grade 77%, 7th Grade 62% 8th Grade 53%, 9th grade 69%, 10th Grade 50%, 11th grade 37%, 12th grade 35% ? School Safety responses were for in-person and hybrid only in 2020-21. –Efforts to increase academic motivation and adult relationships will be via professional development in these areas and the offering of after school support at CCAA for 2021-22. Kelvin pulse indicators show a favorability rating of 59.72% amongst staff and students. This metric is new for 2020-21 and will be used and monitored in subsequent years.|2021-06-22|||2021 34765050108837|Community Collaborative Charter|6|School climate surveys are administered to both staff and students on an annual basis. Both surveys indicated a positive student environment overall where students feel safe and supported. Staff indicated a positive culture where Capturing Kids Hearts is being implemented school-wide. The results of the school surveys are reported to the School Site Council and governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|2021-06-25|||2021 34765050113878|Higher Learning Academy|6|All 3-8 grade scholars were surveyed at the beginning of the school year to support our efforts towards our culture and climate. We had 223 students (92%) respond to our nine question survey. The 3rd-8th grade staff looked at the data to support our efforts to engage and support our students. Based on the information we provided our students with books to read during distance learning (44 students asked specifically for books), created weekly student learning schedules (36 students asked specifically for this), and provided some students with work packets (33 students specifically asked for this). Our survey showed that our 3-8 grade students believe their teachers want them to do their best (88.8% agree or strongly agree) and their teacher truly cares about them (80.7% agree or strongly agree). We used this data to support our conversation and decision to integrate more student agency in our lessons and unit plans. We will conduct our equity work next year in an effort to support our students and their success at HLA.|2021-06-25|||2021 34765050114272|SAVA - Sacramento Academic and Vocational Academy|6|School climate surveys are administered to both school staff and students on an annual basis. Both surveys indicated a positive school environment overall where students feel safe and supported. Staff indicated a positive, collaborative culture where Capturing Kids Hearts is being implemented school-wide. The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|2021-06-25|||2021 34765056033336|Smythe Academy of Arts and Sciences|6|Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 7 63% 2021-22 Local Performance Indicator Self-Reflection for Twin Rivers Unified School District Page 10 of 14 Grade 8 66% Staff 87% Academic Motivation Grade 7 66% Grade 8 61% Staff 69% Caring adult relationships Grade 7 64% Grade 8 59% Staff 96% There is a gap in the adult relationship perception between 7th and 8th graders. This will be monitored and analyzed in the 2021-22 school year to find root causes. Our Kelvin response data revealed an overall favorability rating of 60% across all grades and students. When disaggregated, the only disparity was evident in the questions regarding relationships which were lower in the Foster Youth and homeless population. We will use this data as part of our services to students and families in the upcoming school year.|2021-06-22|||2021 34765056112643|Westside Preparatory Charter|6|Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 7 63% 2021-22 Local Performance Indicator Self-Reflection for Twin Rivers Unified School District Page 10 of 14 Grade 8 66% Staff 87% Academic Motivation Grade 7 66% Grade 8 61% Staff 69% Caring adult relationships 2021-22 Local Performance Indicator Self-Reflection for Twin Rivers Unified School District - Westside Preparatory Charter Page 10 of 13 Grade 7 64% Grade 8 59% Staff 96% There is a gap in the adult relationship perception between 7th and 8th graders. This will be monitored and analyzed in the 2021-22 school year to find root causes. Our Kelvin response data revealed an overall favorability rating of 53.77% across all grades and students. When disaggregated, there were no evident disparities. The greatest need evidenced was that of adult relationships.|2021-06-22|||2021 35103550000000|San Benito County Office of Education|6|During the 2019-20 school year, the San Benito County Office of Education (SBCOE) administered the California Healthy Kids Survey (CHKS) to students in grades 7, 9 and 11 at each of its four sites. The CHKS is administered every two years and will be administered again during the 2021-22 school year. Results from the 2019-20 CHKS administered at the alternative schools revealed several areas that were preventing students from being successful. Overall, 38% of students reported feeling connected to school (up from 6%) and 28% reported having at least one caring adult relationship (up from 15%). Regrading Peer Violence and Bullying, 22% of students reported being harassed or bullied (up slightly from 20%) and 48% said the schools were safe (up from 45%). On a more positive note, 9% reported using drug or alcohol (down from 43%) however 14% stated that they had considered suicide (up from 10%). Based on the CHKS results, the San Benito County Office of Education has implemented several actions which are outlined in the LCAP including: 1) providing counseling services from Behavioral Mental Health and Substance Abuse; 2) implementing the Restorative Justice Program with staff and student training; 3) exploring the implementation of PBIS (Positive Behavior Intervention System); 4) implementing a Multi-Tiered System of Support to match student needs to appropriate resources.|2021-06-24|In addition, SBCOE is leading a TUPE Cohort with all LEAs in the county to meet the needs of our most at-risk students. Our goal through this work is to utilize the CHKS survey and the results to address county and LEA specific needs around School Engagement, School Safety, Mental Health, Alcohol, Tobacco and Other Drugs.||2021 35674540000000|Bitterwater-Tully Elementary|6|The Local Climate Survey results were 78% strongly agreed and 21% agreed that children feel safe in school. When asked if a child receives the help they need and if a child is receiving help learning English, 57% strongly agreed, 35% agreed, and 7% were neutral. The percentages were also the same for students receiving academic support. Teachers help my child to look at his/her work to learn from his/her mistakes, 57% strongly agreed and 42% agreed. When asked if students treat others with respect, it was reported that 21% strongly agreed, 57% agreed, and 21% were Neutral. As a result of these findings, our LEA has created Monthly Kindness Themes and send home newsletters promoting the monthly theme. Some examples are Bullying, Self-Control, Mindfulness, and Conflict Resolution. Since the implementation, we have notice students are expressing their feelings and the school climate has improved in both the classroom and playground.|2021-10-13|||2021 35674620000000|Cienega Union Elementary|6|The School Climate survey was administered in April 2021 to the following stakeholder groups: parents, staff members, and students. Parent feedback provided the following trends: In the area of academic instruction, parents expressed a need for improved Physical Education (PE) and art instruction. To improve academic instruction, parents overwhelmingly selected additional hands-on learning opportunities and updated curriculum as ways to improve instruction for their students. In the area of social-emotional learning, parents indicated that providing student access to in-person counseling was of great importance to them, as well as parent and family educational opportunities. In the area of technology improvement, parents indicated a need for improved online curriculum access for their students. When students were surveyed, the following trends emerged: Overall, students feel safe, cared for, and happy at school. Students indicated that they would like to have a counselor available for in-person counseling services. Additionally, students would like to have improved online curriculum that they can access at school and at home. Further, students expressed the need for PE instruction to return to in-person learning as quickly as possible. Staff surveys provided the following trends: Staff members indicated a need for updated ELA and social studies curriculum, as well as improved math curriculum. Staff members also overwhelmingly indicated a need for social-emotional support for our students in the form of in-person counseling. Finally, staff members shared the desire to have additional online curriculum resources for students, with teacher training.|2021-08-24|||2021 35674700000000|Hollister|6|The Hollister School District works with The Flippen group implementing "Capturing Kids' Hearts'" which is a process that focuses on relationships at every level. HSD had seven out of the ten schools in the district that were awarded National Showcase School status in the 2020-2021 school year. Capturing Kids’ Hearts National Showcase School awardees are evaluated and selected based on survey and performance data from administrators, teachers, staff, and students. Decreases in discipline referrals as well as positive campus culture and climate are common themes among the data from awarded campuses. Campuses are celebrated that go above and beyond in building a safe and welcoming environment where students are relationally connected and eager to learn. National Showcase Schools are chosen annually through a rigorous selection process that includes measuring key performance indicators, gathering campus data, and surveying staff and students. The results represent the implementation of CKH processes as well as the culture and climate on each campus. The Hollister School District has not administered a local climate survey since the 2017-2018 school year. The district has now established clear metrics that provide a valid measure of perceptions of school safety and connectedness, specifically, the California Healthy Kids Survey administered to students in at least one grade within the grade span/s K-5 and 6-8 and also to be administered to staff and parents. Hollister School District has included actions in the LCAP that: - Ensure the administration of the California Healthy Kids Survey to students, staff, and parents - Will establish student and parent baseline school climate data and survey response rates, specifically with underrepresented students and families. - Set goals for improved perceptions of school safety and connectedness and survey response rates, specifically with underrepresented students and families.|2021-10-07|||2021 35674880000000|Jefferson Elementary|6|Jefferson district has fewer than 10 students, therefore, Dashboard Data is not available. The areas of performance addressed in this section are based on the achievement of 6 students as measured by local indicators. Because of the extremely low sample size, the assessment results vary widely from year to year. Formal and informal survey results indicate that 100% of families feel that Jefferson is safe, inclusive place for their children to learn. Based on these survey results, teacher and county staff observations, we want to maintain this environment in the coming year and will continue the programs that led to these results such as our school spirit days, Fun Friday activities, the Meet the Masters program, field trips, parent communication, and instructional practices such as PBIS programs, restorative justice strategies, and character education. To further build on this success, Jefferson will be using COVID relief funds to hire a social worker to support individual students with more intense emotional learning needs and to help all students reflect and build on their strengths and challenges.|2021-06-16|||2021 35675040000000|North County Joint Union Elementary|6|Every other school year, the District administers the CA Healthy Kids Survey to 5th and 7th grade students. 5th grade students must have written permission from parents. 7th grade students may take the survey unless a parent opts out. The results of survey were shared with the Board of Trustees and staff in Fall 2019. Based on the survey, 90% of 5th grade students felt safe and cared for by all staff. They did not feel that drugs or alcohol were an issue on campus. 70% of 7th grade students felt safe and cared for at home and at school. A small percentage of students felt that drugs and alcohol were a concern or had experienced one or both. Based on the results, the District will continue with Wonder Woofs, drug free education, and work to make better connections with students in the classrooms and on the campus. The District has made social emotional wellbeing a priority for the coming year. A school psychologist intern has been hired to support the school climate. The Cornerstone Assets Building Champions program is implemented throughout the school as well to support students ad focus o the school safety and climate.|2021-10-14|NA||2021 35675200000000|Panoche Elementary|6|During the 2020-2021 school year, Panoche School administered a School Climate Survey to all students in grades K-8. The survey data showed that 100% of students felt happy to be at school each day and cared for by their teacher. The survey revealed several areas that were preventing students from being successful, the majority of which were focused on the area of campus safety and security. 75% of students reported feelings of worry or fear regarding unauthorized persons on campus, and 38% of students expressed a desire from stronger campus safety measures. Based on the School Climate Survey results, Panoche School has implemented several actions which are outlined in the LCAP including: 1) Plans for purchase and installation of a wireless gate system 2) plans for purchase and installation of updated signage at perimeter entry points 3) repairs to perimeter fencing 4) classroom upgrades to create a welcoming environment.|2021-07-12|||2021 35675380000000|San Benito High|6|San Benito High School administers the Healthy Kids Survey every alternate year to all ninth and eleventh-grade students. The majority of all questions on the Healthy Kids Survey are school-specific. The survey provides self-reported data on student engagement (grades, truancy, motivation, connectedness), supports to promote positive academic-social-emotional outcomes (caring adults, high expectations, meaningful participation), and perceived safety (harassment, bullying, violence, and substance use). SBHS students reported the following: School Connectedness- Students reported agree and strongly agree at a notably higher percentage that disagrees and strongly disagree: 9th grade 58% and 11th grade 53%. Meaningful Participation at School- Students reported “Not at all true” and a “little true” at a notably higher percentage than “pretty much true” and “very much true”: 9th grade 49% and 11th grade 58%. Perceived Safety- Students answered whether they feel safe at school. More than half of the students perceived school as safe or very safe. 61% in 9th grade and 56% in 11th grade. The Healthy Kids Survey will be administered again in the 2021-22 school year to all 9th and 11th-grade students. Additionally, SBHS has started the implementation of Positive Behavior Intervention Systems (PBIS). The school has two devoted leadership classes that have worked toward supporting a Positive Behavior message through school announcements, school-wide rules, and expectations, as well as increasing regular student recognition. The district will continue to monitor the effectiveness of the PBIS initiative and work of the PBIS leadership classes through our yearly student surveys, Healthy Kids Survey, and School Climate and MTSS data. New for the 2021-22 school year is the use of a Universal Screener through the platform Panorama. This screener will be given twice a year to collect SEL data from students as well as other survey data from both teachers and families.|2021-10-12|||2021 35675530000000|Southside Elementary|6|During the 2020-201 school year, distance learning was the primary method of engagement between teacher to student, teacher to parent, and school to parent. Primary communication methods were through email, surveys, or virtual platforms. A number of different surveys were sent to parents to collect feedback on the distance learning program and parent satisfaction in the virtual environment. -Distance Learning Parent Survey - Administered on-line from May 15th 2020 to June 15th 2020 This survey asked parents/guardians about the spring 2020 Southside distance learning program and how individual student needs where being met, learning loss and ways to strengthen the distance learning program. 74 families participated in this survey.-Budget Advisory Survey - Administered on-line from May 21st 2020 to May 27th 2020. This survey was for the budget advisory committee to prioritize budget items in anticipation of possible budget reductions for the 2020-2021 school year. Survey items asked participants to consider areas of certificated staff, classified staff, curriculum programs and school related programs and services. Four committee members participated in this survey.-Southside Re-opening of School Survey - Administered on-line from June 8th 2020 to July 3rd 2020. This survey asked parents/guardians about the 2020-2021 school program models, health and safety priorities and technology needs. 107 families participated in this survey.-On-line Chrome book technology Survey - Administered from August 8th 2020 to August 31st 2020. This survey and form asked parents if they needed chrome books at home for distance learning instruction. The survey included the acknowledgment of the Southside Elementary technology loan agreement. 79 families participated in the survey and the survey included a Spanish language version. -Extended Learning Opportunities Summer School Survey - Administered online from April 10th 2021 to April 21st 2021 This survey was to measure the parent interest in providing extended learning opportunities and a summer school program. Seventy (70) parents participated in the survey and the survey included a Spanish language version. -Parent Engagement and Feedback Survey - Administered on-line from April 21st 2021 to May 2nd 2021.|2021-01-13|||2021 35675610000000|Tres Pinos Union Elementary|6|Tres Pinos Union School has provided all stakeholders with surveys on specifically COVID-19 changes and on-line learning. The surveys provided the school with information on how to progress with the COVID-19 restrictions for the 2020/2021 school year. With this information, Tres Pinos School was able to open up in August of 2020 with a hybrid model. This model consisted of specific grade levels attending school on specific days. When they were not in person, they were on-line learning. Teachers provided instruction both on-line and in-person each day. This was done to keep the classroom sizes small. Students attended either Monday, Tuesday in person or Thursday Friday in person. Wednesday was on-line for all students. Due to the awareness of learning loss which was 42% met or exceeded in Language Arts and 18% met or exceeded in Math. As we progressed through the 2020/2021 school year, interventions were put into place along with the hybrid model. For the 2021/2022 school year, Tres Pinos is in full normal sessions. Tres Pinos students took the CAASPP assessment at the end of the 2020/21 school year and these results showed 18% met or exceed in Language arts and 20% met or exceeded in Mathematics.|2021-10-14|Our school climate has been hit with the pandemic and our enrollment has declined over the last two years. We continue to develop programs that will appeal to parents and students such as Lego Robotics which will be implemented in the 2021/22 school year. We also provided a summer school program for four weeks and had positive results with this program. Students were immersed in intense language arts and mathematics.||2021 35675790000000|Willow Grove Union Elementary|6|Willow Grove has designed a Climate Survey, similar to the California Healthy Kids Survey for use at Willow Grove School. Using the Climate Survey, students reported feeling safe in the classroom at 100% of the time and feeling safe outside at school at 88% (up from 85% last year). The staff and Board are working on increasing the safety of the school yard with improved fencing and a main gate. Only 2% of students feel bullied at school and the staff and administration 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 28% (down from 35% last year). All students (100%) felt it easy to communicate with their teachers and school staff as well as they felt their teacher was trying to help them with their learning.|2021-09-16|Due to the pandemic, students having to be at home because of COVID constraints, and several of the students and their families having experienced COVID illness, many of the students now have difficulty with anxiety and other stress related issues. Willow Grove School administration has worked with the local community to procure counseling on the school site for a few of the students with these needs. A few parents are also participating in some of the counseling sessions and have expressed their appreciation for this service.||2021 35752590000000|Aromas - San Juan Unified|6|ASJUSD conducts an annual student survey every two years through the California Healthy Kids Survey. The comprehensive Survey related to School Climate and Student Well-Being. The last Survey was administered in 2019-20 and will be administered again in 2021-21. The Survey addresses School Engagement and Support, School Safety, and Substance Use and Physical/Mental Health. Students in grades 7, 9, and 11. See the table below for the results of the Survey. School Engagement and Supports • The most significant percentage of students were in grade 7 fell in the following areas o Feel connected to school o Are motivated by academics o Have caring adult relationships o Are meaningfully participating in school o Parent involvement is promoted at school School Safety • The most significant percentage of students were in grade 7 fell in the following areas o School perceived as very safe or safe o Experienced harassment or bullying in the past 12 months o Had mean rumors or lies spread about them in the past 12 months o Afraid of being beaten up in the past 12 months o In a physical fight in the past 12 months o Saw a weapon on campus in the past 12 months Substance Use and Physical/Mental Health • The most significant percentage of students were in grade 11 fell in the following areas o Current alcohol or drug use – Past 30 days o Current marijuana use – Past 30 days o Very drunk or "high" 7 or more times, ever o Been drunk or "high" on drugs at school, ever o Vaping – Past 30 days o Sleep deprivation *less than 8 hours) o Experienced chronic sadness/hopelessness – Past 12 months The Survey indicated that students in middle school were more engaged and felt supported than high school students. In addition, middle school students felt safer than students in high school. Further, students in high school demonstrated an increased use of substances and experienced more physical/mental health concerns.|2020-06-24|||2021 36103630000000|San Bernardino County Office of Education|6|In a review of 2020-21 LCAP surveys, the following findings were present: 90% of students feel that SBCSS schools do a good job of keeping students engaged (interested in learning), 90% of students feel that SBCSS campuses are a place where students feel safe and protected. 87% of students feel that SBCSS schools have enough instructional materials and technology to meet student’s needs. 92% of students feel their teachers are concerned about them learning When asked about if they knew the school provided the following services, the following findings were present: 58% of students knew about School Site Council opportunities to provide input. 65% of students knew about FREE individual and family counseling sessions. 72% of students knew about the varied resources available for homeless students, foster youth and unaccompanied youth and families in need. 83% of students knew that we provide bus passes to students who qualify for transportation assistance. When asked, "I believe this school can better meet the needs of its students because........", 63% of students listed Teachers and staff work hard at building positive relationships with students as their number one reason. It is clear from survey results that our students continue to value the services we provide. We take pride in that our survey results have remained consistently positive over the past three years. Since our surveys are anonymous, we are confident in the reliability of the survey results received, which has a direct impact on the programs/services we provide. Our survey questions (survey instrument) were developed internally with our administrative team to discern the perceptions and expectations of our students concisely and accurately in the core accountability domains (state & local priorities). Our Special Education School staff recognizes the importance of a school climate that is conducive to learning as well. Over the past six years, our Special Education School has implemented Positive Behavior Interventions and Supports (PBIS) across multiple campuses across all three regions. The success of PBIS implementation has resulted in 5 of our school campuses receiving regional recognition as “PBIS Spotlight Schools”. The focus on school climate is important for all students, but imperative for students with disabilities (cognitive, emotional and or physical). As we continuously strive to improve on the services we provide, SBCSS recognizes that having authentic student engagement is critical to effectively meet the needs of our student body. One of the greatest challenges we face is how do we balance smaller classroom sizes with the need for ADA generating revenue. This dilemma seems unique to schools in “special settings”. Moving forward, we will have to strategize what effective changes can be made to our programs that will still let us deliver the same high-quality services.|2021-06-07|||2021 36103630115808|Norton Science and Language Academy|6|In the fall of the 2021-22 school year, Norton Science and Language Academy conducted a climate survey to the following groups: School Personnel, Families, Elementary grades 3-5 and Middle/High School grades 6-9. Personnel Data - School personnel responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Staff Connectedness Mean of 3.38 Structure of Learning Mean of 3.31 School Safety Mean of 3.43 Physical Environment Mean of 3.35 Peer/Adult Relations Mean of 3.16 Parental Involvement Mean of 2.97 Family Data - Family responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Teaching and Learning Mean of 3.53 School Safety Mean of 3.55 Interpersonal Relationships Mean of 3.42 Institutional Environment Mean of 3.65 Parental Involvement Mean of 2.93 Elementary Student Data - Elementary students in grades 3-5 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.91 Feel Like they Do Well Mean of 2.65 School Wants Student to Do Well Mean of 3.54 School has Clear Rules on Behavior Mean of 3.6 Teachers Treat Students with Respect Mean of 3.5 Good Behavior is Noticed Mean of 2.81 Get Along Well with Others Mean of 3.05 Feel Safe at School Mean of 3.04 Students Treat each Other Well Mean of 2.6 Adults at School will Help Mean of 3.36 Student Behavior Allows Teachers to Teach Mean of 2.47 Middle/High School Student Data - Middle and High School students in grades 6-9 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.92 Feel Successful Mean of 2.8 School has High Standards of Achievement Mean of 2.98 School has Clear Rules on Behavior Mean of 3.22 Teachers Treat Students with Respect Mean of 3.26 Student Behavior Allows Teachers to Teach Mean of 2.91 Good Behavior is Recognized Mean of 2.75 Feel Safe at School Mean of 2.94 Adults at School will Help Mean of 2.85 Data indicates the areas of strength are in school safety, the school’s environment, student understanding of the rules, and teachers being respectful to students and each other. Areas for growth would be in reinstating parent volunteers once it’s safe to do so. Implementing a program to help students be more respectful towards each other so that students can enjoy their school experience and learn. The school also needs to help students feel successful and recognize good behavior.|2021-11-08|||2021 36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|6|Local Climate Surveys were sent to staff, students, and parents, in order to understand stakeholder perception regarding school culture, safety, instruction, and connectedness. The survey results are shared with the school’s board of directors each year, and the results indicate an overall positive school climate. SASCA-CV used the Cognia- Advanced Ed surveys for staff, students, and parents. A thorough review of the surveys shows that all stakeholders are satisfied in most areas. The interpretation provided is based on an average of scores. The parent survey is on a scale of 1 to 4 (with 1 being strongly disagree and 4 being strongly agree) and the staff and students surveys are on a scale of 1-5 (with 1 being strongly disagree and 5 being strongly agree). Parent Results: Parents indicated overall satisfaction with the school with an average score of 3.18. Areas of strength include: Teacher support, communication and access to curriculum) Areas for growth include: Offering parenting workshops Staff Results: Staff indicated overall satisfaction with working at SASCA-CV. Areas of strength include: Governance and leadership, purpose and direction, teaching and assessing for learning, resources and support systems and using results for continuous improvement. Areas for growth include: a formal process to support new staff members Student Results: Students indicated areas of strength include: Students report that they are engaged and eager to learn new things, that teachers and Mentors are available to help students in need and teachers and mentors help the students feel successful. Based on the results of the survey, the school has prioritized appropriate actions in the Strategic Plan, Action Plan, and LCAP to address areas of growth and continued support of areas of strength.|2021-06-21|Goal met||2021 36103633630761|Excelsior Charter|6|To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. Excelsior's Staff strategic planning process was modified during the 2019/2020 and 2020/2021 school year due to the COVID-19 in-person restrictions. Staff, Parent, Student surveys were administered in March of 2020. A second survey was administered between May 2020 through the end of June 2020. A third survey was administered July 2020 through September 11, 2020. The school's website, Facilitation meetings, board meetings and social media platforms were used to solicit survey completion from all stakeholder groups. Parents and Students Parents and students both communicated the preference for Excelsior to provide distance learning, live instruction over the previously offered Independent Study for core subjects. Parents and students also communicated a preference to continue the usage of the Zoom platform for parent meetings, board meetings and Education Team meetings. Parents and students communicated the preference for Excelsior Charter Schools to add breakfast to the NSLP nutritional program. Parents desired increased support to address student learning loss. Excelsior Staff Excelsior staff communicated the preference to lower the teacher/student ratios in order to provide better instruction and feedback. Excelsior staff communicated the preference to improve the distance learning teaching technology in order to better support our students that learn from home. Excelsior staff communicated the preference to separate the roles of Workshop Teacher and Facilitator. Excelsior staff communicated the preference to provide expanded opportunities for the Special Education credentialed staff to co-teach and train on qualifying conditions and instructional best practices. Excelsior staff communicated the request to have additional, ongoing English Learning support professional development to better support our English Learner population. Community input was limited during the 2019/20 and 2020/21 school year beyond the feedback received from authorizer site visits. The feedback was overwhelmingly positive in all school functions. A suggestion was made to continue our teaching and learning professional development around the levels of questioning when checking for understanding during instruction. Broader community feedback from surveys and social media indicated a need to provide additional learning loss support.|2021-10-19|||2021 36675870000000|Adelanto Elementary|6|We administer a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that we serve.|2019-10-29|AESD has a new Superintendent and Cabinet. We are currently monitoring the information this year as a new staff and will be providing a survey to parents/staff and students by March of 2022 to collect input/information on the needs of the district and what parents feel is going well and what they would like addressed, etc.||2021 36675870128462|Taylion High Desert Academy/Adelanto|6|Taylion High Desert Academy provides an annual School Climate survey for all stakeholders (Parents, Students, Staff, and Community Members). Students are able to provide their feedback on all programs: Academic, Activities, Events, Staff, LCAP, etc. They are also welcomed to attend virtual board meetings and provide one-on-one feedback with staff and board members. Surveys are implemented in the fall and spring of each year. Previous surveys had resulted in the following feedback: 98% of students feel welcomed and connected at school. 98% of students shared - "My teacher gives me individual attention when I need it." 94% of students stated - "I feel successful while attending Taylion." 99% shared - "My teacher helps me to gain confidence in my ability to learn." Results from the updated surveys of the fall and spring of 2021-22 school year will be made available to all stakeholders.|2021-10-21|||2021 36675950000000|Alta Loma Elementary|6|Based on the January 2020 Local Control Accountability Plan Stakeholder Surveys, 98% of students reported they participate in a variety of activities that connect them to their school. 88% of elementary students reported they feel safe at school, while 84% of junior high students reported they feel safe at school. When asked the same question regarding school safety, 97% of parents reported they feel their children are safe at school.|2021-06-09|||2021 36676110000000|Barstow Unified|6|The California Healthy Kids Survey was administered during the 20-21 school year. The participation rate for each grade levels was as follows: 52% fifth grade, 48% seventh grade, and 76% ninth grade students. In effort to enhance the overall learning experience of its students, Barstow Unified School District is focusing on teacher-student relationships, as well as Safety. In elementary schools, 63% of fifth grade students reported that there is a “high number of caring adults at their schools", while 70% said they "feel safe at school". At our secondary (middle and high) schools, 52% of seventh grade students reported that there is a “high number of caring adults" at their schools; Ninth Grade: 48%; Eleventh Grade: 51%. It was also reported on the survey that 78% of 5th graders felt they "were treated with respect" while 31% of 7th graders, and 21% of 9th graders have "been afraid of being beaten up".1% of 5th graders, 8% of 7th graders and 14% have "witnessed drug or alcohol use on school grounds". Finally, 38% of 7th graders "experienced chronic sadness/hopelessness", and 16% of 9th graders have "considered suicide". Across all of our schools in the Barstow Unified School District, it is evident from the data that it is imperative that we improve the social emotional learning and behavioral learning opportunities at all sites. A large number of our students do not feel safe at school and have witnessed or experienced harassment and/or bullying during the school day. School disconnectedness is an area of concern as well. The data reveals that too many students feel a lack of academic motivation and meaningful participation while at our schools. USE: In response to this data, BUSD has included more resources for students in the area of social emotional and behavioral learning. Each elementary school site now has a counselor and are part of a district-wide counseling network. The secondary schools also each have multiple counselors and a peer counselor that helps students help each other through difficult times. As a district, BUSD administers a Culturally Responsive Positive Behavior Interventions & Supports system. There is a district coach to support school site CR-PBIS coaches with implementation and resources.|2021-06-22|||2021 36676370000000|Bear Valley Unified|6|BVUSD administered a locally prepared Social Emotional Learning Survey to K-12th grade students. Youth Truth Survey was given to 6th – 12th grades. In Elementary, K-1st (173 responses), 93% felt good about school, 85% felt good about the work they were doing at school, 97% felt good about their relationship with their teacher, 94% felt good about their friends, and 88% felt good about themselves. In 2nd - 5th grades, (112 responses), 71% felt good/great about school, 71% felt very/always happy about the time spent talking with their teacher, 63% were almost always/frequently happy about what they were learning in school, 67% were always/frequently happy about being in school, 57% almost never felt sad about school, 29% almost never worried about homework. After analysis of this data, being at school as well as teacher and peer relationships appear to be a strength. There are some concerns about the 43% who may have some sad feelings toward school and the 71% who expressed concerns about homework. Due to this analysis, a Social Emotional Team consisting of the new Elementary counselor position, administration, and staff was formed to work in conjunction with the Behavior Intervention and Support personnel from Lutheran Social Services. In addition, the use of the Second Step Social Emotional Learning curriculum will be continued TK - 8th. The results of the Youth Truth Survey were analyzed. At the Middle School level (86% responded), there was a dramatic increase in all five areas: Engagement, Academic Challenges, Relationships, Culture, and Belonging and Peer Collaboration. This is a testament to the work done by the Middle School Staff to continue to engage their students and families as well as maintain relationships during the transition to Distance Learning. At Big Bear High School (80% response rate) and Chautauqua High School (80% response rate), the results were more of a challenge. At Big Bear High School, the culture area was the only one that increased, and all other areas decreased slightly. At Chautauqua, culture was also the only area that increased, while there was a slight decrease in each of the other areas as well. These ratings are indicative of the challenges presented by COVID restrictions and the transitions from 100% Distance Learning, to cohorts, to a Hybrid model, and finally to 5 days a week on campus. For 2021-2022, a full time counselor will remain at Chautauqua High School to continue to focus on preparing these students for college and careers upon graduation. A Secondary Counseling Collaboration Team will be formed. School Connect, the Social Emotional Learning curriculum adopted by the district will continue to be implemented at the high school level. A full time counselor at BBMS runs the Where Everyone Belongs (WEB) program that involves collaboration among peers with 8th grade leaders working directly with 6th and 7th graders. At BBHS, there are two full time counselors and a Drug and Alcohol support counselor.|2021-06-14|||2021 36676520000000|Chaffey Joint Union High|6|The District has always valued engagement with stakeholders and students to gather feedback about conditions of learning, school safety, and school climate. Prior to the COVID-19 pandemic, the District administered its school climate survey, LCAP survey, incoming freshmen parent survey, and senior exit survey, in addition to other surveys. However, many of these survey practices changed due to the disruption caused by COVID-19, and new surveys were devised to reflect the unique circumstances presented by the pandemic. New one-time surveys focused more on students’ immediate needs, and LCAP surveys focused on the needs of students, staff, and families looking forward to school reopenings in the 21-22 school year. Additionally, the District increased the number of student forums by using teleconferencing, a positive practice the District will continue in the future. The priorities stakeholders and students established in the LCAP surveys indicated that all were most concerned with having the opportunities needed to continue and complete their high school education in a timely manner, school safety and climate, and mental health and well-being. In 2019, a majority of all stakeholders (90% of students, 92% of staff, and 90% of parents) agreed or strongly agreed that their schools offered a safe environment that provided opportunities to engage students in learning and in school activities. However, when students return to in-person instruction in the fall of 2021, school safety will be anchored in the context of a post-pandemic world, and stakeholders indicated that school safety and climate must be a high priority. This trend has informed the development of the District’s LCAP and Expanded Learning Opportunity Grant Plan in that resources are allocated to provide services and programs that ensure physical and mental safety, positive school climate, social and emotional programs and supports, and equitable, inclusive environments. School leaders are prioritizing the “reculturing” of their schools to bolster social relationships, emotional well-being, and mental health, all of which were affected by school closures, according to the responses to school climate questions on surveys administered during the 20-21 school year. Evidence illustrates that Social-Emotional Learning (SEL) implementation with essential mental health services and programs can support school and classroom climate positively. The District continues to train staff in SEL and Mental Health First Aid, and it will implement increased programs and services to improve school climate, increase engagement and connection in school, support positive, healthy relationships, and promote equity and inclusivity at all District schools.|2021-06-16|||2021 36676780000000|Chino Valley Unified|6|The California Healthy Kids Survey is scheduled to be administered for the 2021-2022 school year to students in grades 5,7, 9, and 11. Based on the results of the 2019-2020 California Health Kids Survey, 78% of 5th grade students agreed to strongly agreed that their school was safe, and 72% reported that they agreed or strongly agreed that there were structures, supports, and staff members at school to keep them connected to school. 69% of 7th students agreed to strongly agreed that their school was safe, and 68% reported that they agreed or strongly agreed that there were structures, supports, and staff members at school to keep them connected to school. 9th grade students agreed to strongly agreed that their school was safe, and 57% reported that they agreed or strongly agreed that there were structures, supports, and staff members at school to keep them connected to school. The School Quality Survey was administered for the 2020-2021 school year to students in grades 6-11. Based on the responses from 5036 students, 76% reported that their school was safe, and 67% of the students reported that there were structures, support, and staff in place to keep them connected to school and to assist them with personal problems. Positive Behavioral Interventions and Support (PBIS) began with grades Preschool through 8th grade in 2016-2017. PBIS implementation was initiated at the comprehensive high schools in the 2018-19 school year. Implementation at the alternative secondary programs began in 2019-2020 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers benefit greatly from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships. There were 26 schools that were recognized in 2018-2019 for their work and commitment to our students.|2021-05-06|||2021 36676940000000|Cucamonga Elementary|6|CSD administered the California Healthy Kids Survey in the spring of 2020 to all fifth and seventh grade students. Students at the fifth grade level overall felt that there were school engagment and support with an average of 77%. Students at the seventh grade level overal felt that there wer schoole engagement and support with an average of 43%. Students at the fifth grade level ranked the catergory of school safety as 50% and seventh grade 35%. Students at both the fifth and seventh grade levels scored extremely limited drugh use, however sleep deprivation, sadeness, hopelessness and suicide thoughs were rated 45%, 31%, and 16% respectively. While students overall felt somwhat engaged the CSD is offering an increased opportunity by expanding and enhancing electives through after school enrichment and elective opportutnites. In addtion, the CSD has expanded its social, emotional, and mental health services to provide increased services and supports to studnets in need. Student services and supports will be monitored by student particiaption and upon the next data collection of healhty kids survey data will be reivewd and analyzed.|2021-06-17|||2021 36677020000000|Etiwanda Elementary|6|To assess school climate, ESD administers an annual student survey to all students in grades 3-8. The Student Survey was administered during class with parent permission during the month of January 2021. In the 2020-21 school year, 7,210 students completed the survey. The Student Survey consists of twenty-five survey questions focused on school climate. The 2020-21 Student Survey results indicate 98% of students agree that school personnel want students to succeed, 88% of students agree teachers make class interesting, 94% of students agree teachers encourage students on a regular basis, 91% of students agree teachers value students’ background and culture, 91% agree counseling services are available and 93% of students would recommend their school to friends. School connectedness is supported through the district-wide implementation of Positive Behavioral Intervention and Supports (PBIS), Rachel’s Challenge of Random Acts of Kindness program, the Character Counts curriculum and the inclusion of at least two annual family involvement events at each school. Student surveys are analyzed by the Local Control Accountability Plan (LCAP) Advisory Committee which is comprised of administrators, teachers and parents to monitor progress in the area of developing positive school climates and determine if adjustments to LCAP actions should be considered.|2021-06-23|||2021 36677360000000|Helendale Elementary|6|The Helendale School District administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 2-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward or stable trend over the past six years in all areas. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. It should be noted that during the last survey administration bullying perceptions were reduced significantly at the high school and in the parent climate survey input was more than doubled.|2021-06-21|||2021 36677360116723|Academy of Careers and Exploration|6|The Academy of Careers and Exploration administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 7-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward or stable trend over the past six years in all areas. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. It should be noted that during the last survey administration bullying perceptions were reduced significantly at the high school and in the parent climate survey input was more than doubled.|2021-06-21|||2021 36677360128439|Empire Springs Charter|6|In 2020-21, as part of the 2021 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: yes, Neutral/I don’t know, or no. Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment. Students in grades 3-12 were surveyed. Students responded positively to 88% of the questions, indicating an overall positive perception of the school’s climate. The two statements with the highest ratings were: “I think teachers tell me I did a good job,” and “I think teachers make it clear bullying is not ok.” The two statements with the lowest positive ratings were: “I think the school has helped me learn about colleges,” and “I think students pay attention in class.” More detailed survey results analysis were reviewed by school leadership in order to evaluate trends and address areas of need. The school plans to include a segment of the CHKS again in the 2021-22 school year, meeting the State Priority 6 requirements.|2021-06-10|||2021 36677360130948|Independence Charter Academy|6|Independence Charter Academy administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 7-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward or stable trend over the past six years in all areas. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. It should be noted that during the last survey administration bullying perceptions were reduced significantly at the high school and in the parent climate survey input was more than doubled.|2021-06-21|||2021 36677360136069|Sage Oak Charter|6|Parent participants w/ student groups: EL 12.4% Foster Youth .5% Homeless Youth 0 Student with a Disability 9.2% Title 1 5% None of Above 77.1% Parent participants w/ student ethnicity: White 50.5% Hispanic/Latino 14.2% African American 1.4% Asian 5% Filipino .9% American Indian/Alaskan Native .9% Two/more races 20.2% Declined to State 6.9% Overall % Parent in agreement: Improving the Academic Achievement of Students 95.1% Positive School Climate & Connectedness 96.9% Establishing Connections and Partnerships 96.7% College and Career Readiness and Technical Education 94.4% Overall Satisfaction and Input 98.2% Meaning: Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrates stakeholder engagement and the school's building partnerships with parents. Use: Collaborate on strategies to invite and encourage participation of all parent groups. Student Participants: EL 17.1% Students with a Disability 14.3% Foster Youth 0 Homeless Youth 0 Title 1 2.9% None of Above 71.4% Overall % Students in agreement: My teacher is available to speak with me when I need guidance and support 100% The curriculum provides challenging grade level instruction and assessment 97.1% The curriculum and instruction are engaging and I complete my work on time 94.3% My teacher cares about my education and is committed to helping me succeed 100% I feel safe and welcome to meet with my teacher to discuss my progress 97.1% Overall, I feel satisfied with my school 94.3% Overall, I feel satisfied that the school does a great job communicating with me 97.1% There is additional support for my academic or developmental needs 94.3% If I need mental health support, I know I have someone at school that I can talk to 88.6% I am aware of the student mental health resources offered by the school 80% Meaning: Overall high student satisfaction with the school program. There is a need to focus on ensuring students are aware of mental health supports offered. Use: Continue to collaborate on all areas to maintain and continue student perception of the school's academic program. As well as increase our advertisement and knowledge of mental health supports through social media, stakeholders emails, and discussions at learning period meetings. Positive School Climate Student Survey results Student Participants: EL 17.1% Students with a Disability 14.3% Foster Youth 0. Homeless Youth 0 Title 1 2.9% None of Above 71.4% Overall % students in agreement: School's High Expectations for Student Performance 98.6% Respectful School Climate 100% Caring Adults at School that Support Students 91% Growth Mindset 95.6% Meaning: Strength in overall student satisfaction with positive school climate. Use: Teacher collaboration on strategies/skills in effective communication during teacher/student meetings and monitoring student work w/ follow-up on students not completing their work w/ check-in calls and emails. Focus on improving student connectedness w/ adults at school.|2021-07-21|||2021 36677360136937|Vista Norte Public Charter|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 89% of the students reported that they felt safe at school * 32% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic has had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention, support, and outreach, so that they will feel connected to the school. Additionally, our survey results show that teachers were also adversely impacted and that 44% of them were concerned for their health. Of the respondents, 93% felt they had a teammate they could count on at school. The challenge for us is that many of our students have had traumatic experiences prior to (and during) the pandemic and, in some instances, even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-14|||2021 36677360139576|Excel Academy Charter|6|Data: Student Input Survey EL 11.9%, Student w/ IEP 4.8%, Low Socio-economic 2.4% White 44.1%, Hispanic 14.6%, American Indian 7%, African American 14.3%, Asian 10.7%, Declined to State 14.3% Overall % agreement with: 96.4% of the LCAP Input Survey respondents agree that there is school/teacher communication of opportunities for them to be actively involved in their child’s education. 86.8% agree that they feel connected to the school, valued and respected. 96.4% of the LCAP Input Survey respondents agree that they feel safe and welcome to meet with their child’s teacher or school staff to discuss student progress. 92.9% of the LCAP Input Survey respondents agree that the school has developed partnerships with them to support their child's academic achievement. 81% agree that their child's teacher values their students background, culture and diversity. 92.8% LCAP Input Respondents agree that Excel provides a rigorous curriculum and resources.. 92.8% agree that the school and teacher clearly communicates academic expectations and encourages academic excellence 82.1% agree that students set personal academic achievement goals and works independently 75% agree that the WIN program provides extra support that has helped their child improve in the academic areas he/she has been struggling with. Meaning: High Expectations: Increases confidence and improves academic performance. 99.3% of the survey respondents “agree” that Excel provides a rigorous core content curriculum and resources for students to master grade level standards. Use: Maintain student connection and engagement by continuing staff positive school climate collaboration and training. Provide professional development in cultural diversity in education.|2021-08-19|School Safety- 98.6% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. Respectful Climate: Promotes positive school climate - 86.8% agree that they feel connected to the school, valued and respected. 92.9% of the LCAP Input Survey respondents agree that the school has developed partnerships with them to support their child's academic achievement. Caring Adults: Having one or more caring adults increases students experiencing success at school. 96.4% of the Input Survey respondents agree that they feel safe and welcome to meet with their child’s teacher or school staff to discuss student progress. Social and Emotional Learning: The process through which students effectively apply the knowledge and skills necessary to set and achieve positive goals. 82.1% of survey respondents “agree” that their student(s) set personal academic achievement goals.||2021 36677770000000|Morongo Unified|6|The California Healthy Kids Survey was administered in the Morongo Unified School District during the 17-18 school year. The participation rate for each grade level was as follows: (365) 54% fifth grade students, (417) 67% seventh grade students, (460) 76% ninth grade students, and (325) 61% of eleventh-grade students. 2021-22 Local Performance Indicator Self-Reflection for Morongo Unified School District. Data: In an effort to enhance the overall learning experience of its students, Morongo Unified School District is focusing on teacher-student relationships, student motivation/performance, school/student safety, and harassment. In elementary schools, 96% of fifth grade students reported that there is a “moderate/high number of caring adults at their schools", 97% of fifth grader students reported that there is a “moderate/high number of adults with high expectations, 92% of 5th grade students feel connected and 84% of 5th grade students feel academically motivated. Perceived student safety at school: 71% of 5th graders either responded, Yes, most of the time or all of the time. Harassment/bullying (been hit or pushed) 20%, (mean rumors spread about you) 25% and (been called bad names or mean jokes made about you) 25%. At our secondary (middle and high) schools, the data focus was on teacher-student relationships, student motivation/performance, parent involvement, school/student safety, alcohol/drug use, and teenage suicide. 79% of seventh grade students reported that there is a “moderate/high number of caring adults" at their schools; Ninth Grade: 82%; Eleventh Grade: 76%. Student academic performance or feel motivated, 7th grade students, 62%, 9th grade students, 70%, 11th grade students, 69%. Parents feel welcome to participate at schools, 7th grade, 42%, 9th grade, 32%, and 11th grade, 45%. Perceived safety at school: 7th grade, 37%, 9th grade, 40%, 40%, with 41% responding neither safe nor unsafe. Harassment on School Property (in the last 12 months 2 or more times): 7th grade, 24%, 9th grade, 21%, and 11th grade, 15%. Use of alcohol, marijuana, pills or medication to get high: 7th grade, 11%, 9th grade, 30%, and 11th grade, 37%. Considering attempting suicide: 7th grade, N/A, 9th grade, 24% and 11th grade, 24%. Meaning/Use: The Morongo Unified School District has identified through the desegregation of the CHKS data that a continued emphasis on Multi-Tiered Systems of Support (MTSS), Positive Behavior Intervention and Support (PBIS), and Social-Emotional Learning (SEL) for all our students is necessary to increase the number of students who feel safe at school and decrease the number of students who feel harassed at school. At the secondary level, a focus on building student-teacher relationships and improving the motivation to learn and increase academic performance is always a focus area and continued concern. Programs and student education opportunities around alcohol/drug use and suicide prevention are extremely import|2021-06-29|Due to the COVID 19 Pandemic and school closures, the 2019-2020 California Healthy Kids Survey was suspended. The survey is being administered during the 2020 - 2021 school year in grades 5, 7, 9 & 11. The Morongo Unified School District participates in the California Healthy Kids Survey administration every other year. District overall results from the previous two administrations indicate an increase in school climate satisfaction.||2021 36677850000000|Mountain View Elementary|6|Mountain View School District administered the California Healthy Kids Survey (CHKS) during the 2019-20 school year. Students in grades 5 & 7 completed this survey, which provides a valid measure of student perceptions of school safety and connectedness. Results are intended to serve to measure the district’s progress on state Priority 6: School Climate. A review of the key indicators of school climate show some variations in elementary and middle school ratings by students. In regards to school safety, fifth graders reported feeling safer than 7th graders. Seventy-seven percent of participating 5th graders and 66% of 7th graders perceived their school as “very safe or safe.” For grade 7, 28% of our students indicated that they felt “neither safe nor unsafe.” This means that 6% of students reported feeling “unsafe or very unsafe.” Ninety-two percent of staff and 88% of parents felt that the school setting was “very safe or safe.” The district continues to implement enhanced safety procedures such as fingerprinting volunteers, security entrances and lockdown of school facilities (LCAP, Goal 4). Student supervision and the safety of students is always a top priority. Positive Behavior Interventions and Supports (PBIS) continues to be implemented across the district to enhance the environment for all students (LCAP, Goal 2). Training and supports are provided to staff on dealing with behavioral challenges. For school connectedness there was more of a variation: 72% of the 5th graders and 65% of the 7th graders reported feeling connected to the school “most or all the time.” There was also a variance in academic motivation of students. Eighty-seven percent of 5th graders and 74% of 7th graders reported being academically motivated. Goal 2 & 3 of the LCAP are focused on connecting students to the school. Multiple opportunities are provided to students to participate and engage in supplemental activities, both during the school day and outside of the school day. A review and discussion of these actions and services will occur during the annual LCAP student engagement meeting with our middle school students to drive the direction of the LCAP.|2021-06-17|||2021 36677930000000|Mt. Baldy Joint Elementary|6|Mt. Baldy School understands the link between emotions and students’ ability to learn. By integrating social emotional strategies, protocols, language and practices, the LEA will be able to support student wellness, in turn, supporting students’ academic success. We conduct two types of student surveys to monitor students’ emotional needs. Aggregate data follows on four items specifically addressing school safety and connectedness. This data reported is from within the 3-8 grade span from a survey conducted in Spring 2021. One of the LEAs strengths is in school connectedness. 96% of students responded with a 3 or 4 on the scale of 1 as “Do not belong at all” and 4 as “Completely belong” to the question, “Overall, how much do you feel like you belong at Mt Baldy School?” On a scale of 1 to 4 with 1 as “No respect at all” and 4 as “A tremendous amount of respect” to the question, “How much respect do students at Mt Baldy School show you?” 92.2% of students responded with a 3 or a 4. When asked, “Do you have an adult on campus that you trust?” 100% of students responded yes. However, when asked, “If a student is bullied at Mt Baldy School, how difficult is it for him/her to get help from an adult?” 21.6 % responded with “difficult” or “extremely difficult.” Bullying is one area that has been identified for growth. The LEA will continue practices to support student social-emotional learning and wellness such as social emotional learning strategies and lessons, Commonsense Media Lessons, mindfulness practices, and teacher professional development as evidenced in LCAP goal 2, “Mt Baldy School will focus on excellent first instruction to expand our integrated, whole child, student-centered learning so all students have equitable opportunities to grow and develop.” In addition, SEL lessons and focused conversations will be conducted with student groups to understand and problem-solve issues of bullying.|2021-06-15|||2021 36678010000000|Needles Unified|6|The Healthy Kids Survey is scheduled to be administered for the 2021-2022 school year at the 6-7-8 grade levels. School climate was surveyed on the LCAP and ESSER III surveys. Results of these surveys are aligned to the District's goals in these plans. These results include: o Provide on-site counselling services for students o Adult support for students with home issues that impact coming to school, i.e., mentors/check-in programs o Provide assemblies to promote positive social emotional learning o Provide more social activities for positive student interaction/engagement ? How should funding be used to support student mental health needs? o Provide professional development for staff on well-being and health o Provide a space at school to “chill” after an incident o Provide mental health professionals for students o Provide health professional access for students o Provide support for students with pets o Provide in-school activities and organized events for healthy student engagement and interaction o Organize resources/support for families in need o Support for students to engage in school activities as necessary o Provide personnel to work with families and community o Provide food drives for our students o Provide supplies to support students attending school (clothing/food/backpacks) The data revealed that students are requesting better supporter their health and welfare, including food and clothing, counseling and someone to talk to, and locations on campus to take a personal time out and to regroup. Proposed actions in the LCAP and ESSER III Plan address counseling services, food services, parent training on topics selected by parents, personnel to work with families to address needs, organize in-school events for students to connect, tutoring support for students and student training in mental health solutions. Actions will be implemented during the 2021-2022 school year.|2021-10-19|||2021 36678190000000|Ontario-Montclair|6|Question: I feel like I am part of this school Grade 5 27% - Strongly Agree 33% - Agree Grade 7 49% Yes, all of the time 27% Yes, most of the time Question: Do you feel safe at school? Grade 5 31% Very Safe 41% Safe Grade 7 53% Yes, all of the time 26% Yes, most of the time During the first half of the 2019-2020 school year, the district quickly began providing Restorative Practice training and training for staff to recognize signs for determining whether a student is in crisis. Professional development, case management, and mental health services were all administered in person. On March 13, 2020, the district worked to quickly adapt to providing online resources and services for students. Successes were attained by working collaboratively to create a Distance Learning website to include an SEL section to use with students, resources for families (including free access to videos, songs, and podcasts) so parents can support and expand SEL with their children. As students shifted to online learning and teachers began to see the impact of COVID-19 on students and their families, school staff utilized the existing referral systems to match student and family needs. Another success we experienced was the ability to quickly adapt to the needs of our students and community by shifting case management and mental health services to Telehealth and other online supports. School Mentors and Outreach Consultants connected with students and their families to ensure SEL needs were met so students could engage appropriately in school. Through the District's Multi-Tiered System of Support, services were principally dedicated to our unduplicated students to ensure a system of supports for students' social/emotional learning. Over the summer of 2020, teams of teachers worked to create an SEL Curriculum to support teachers with intentional, daily SEL instruction for the 2020-2021 school year. Additional services to the unduplicated were provided, including the social/emotional counseling of students and the services of the district support team to assess and provide services to high-need students and families. Some challenges we encountered initially were a result of the COVID-19 pandemic. This impact was felt by the community which created high levels of worry and stress due to the disruption of daily lives and concern about the physical health of oneself and others. Many families experienced job loss and, with that, financial strain. With this added stress, the demand for supports increased. We knew that without adequate SEL support, students would be unable to focus on the task of learning and engaging in school.|2021-06-17|||2021 36678270000000|Oro Grande|6|Oro Grande Elementary administered a School Climate survey (Hanover Research) to all parents, and students in grade 4th-6th. All staff also completed the survey. The survey revealed that 82% of parents agree or strongly agree that “school[s] effectively keep parents informed about events and activities. Nearly 97% of parents believe that their child wants to learn and believe that their students want to do well in school. Student safety and connectedness continues to be a priority at Oro Grande Elementary and many programs have been implemented to ensure students are safe and feel connected. The school will continue to look for new ways to engage students and give them opportunities to share their concerns. Oro Grande continues to build programs that promote a safe school environment for students and staff. I-School and Student Leading Education Development (SLED) programs give students a platform to voice concerns and allow them the tools to find their own student lead solutions to these problems. This year the students are working towards opportunities to engage with students that are not feeling connected at school. Oro Grande added personnel and programs to address the issues of school promote healthy social and emotional growth for students. A School Resource Officer was hired to train staff and provide additional security to all campuses. A registered nurse and licensed vocational nurses were employed to work with parents, students, and staff on physical health concerns and healthy living. An elementary school counselor works to provide students assistance with social issues that affect their academic progression. The second year of social-emotional curriculum, along with professional development for staff has resulted in all students having tools to advocate for their emotional health.|2021-10-13|||2021 36678270113928|Riverside Preparatory|6|Riverside Preparatory School administered a School Climate survey (Hanover Research) to all parents, grades TK-12. All staff also completed the survey and students grades 4th grade to 12th grade. The survey revealed that 82% of parents agree or strongly agree that “school[s] effectively keep parents informed about events and activities. Nealry 97% of parents believe that their child wants to learn and believe that their students want to do well in school. Student safety and connectedness continues to be a priority at Riverside Preparatory and many programs have been implemented to ensure students are safe and feel connected. The school will continue to look for new ways to engage students and give them opportunities to share their concerns. Riverside Preparatory continues to build programs that promote a safe school environment for students and staff. I-School and Student Leading Education Development (SLED) programs give students a platform to voice concerns and allow them the tools to find their own student lead solutions to these problems. This year middle school and high school SLED teams will work on a national campaign to promote the dangers of vaping and give Riverside Preparatory students opportunities to engage with students that are not feeling connected at school. Riverside Preparatory added personnel and programs to address the issues of school promote healthy social and emotional growth for students. A School Resource Officer was hired to train staff and provide additional security to all campuses. A registered nurse and licensed vocational nurses were employed for the elementary, middle and high school site to work with parents, students, and staff on physical health concerns and healthy living. An elementary school counselor works to provide students assistance with social issues that affect their academic progression. The second year of social-emotional curriculum, along with professional development for staff has resulted in all students having tools to advocate for their emotional health.|2021-10-13|||2021 36678270137174|Mojave River Academy - Gold Canyon|6|The Mojave River Academy students, parents, and staff participated in a local WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678270137182|Mojave River Academy - National Trails|6|The Mojave River Academy students, parents, and staff participated in a local WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678270137190|Mojave River Academy - Oro Grande|6|The Mojave River Academy students, parents, and staff participated in a local WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678270137208|Mojave River Academy - Route 66|6|The Mojave River Academy students, parents, and staff participated in a WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678270137216|Mojave River Academy - Rockview Park|6|The Mojave River Academy students, parents, and staff participated in a local WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678270137224|Mojave River Academy - Silver Mountain|6|The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678270137232|Mojave River Academy - Marble City|6|The Mojave River Academy students, parents, and staff participated in a local WASC survey. Students at Mojave River Academy feel connected to school (85%%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% of staff feel that their school is a safe environment for all students. The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|2021-10-13|||2021 36678430000000|Redlands Unified|6|To measure student and family perceptions more effectively, Redlands Unified School District has partnered with Kelvin Education to conduct district-wide surveys for parents and students in grades 4 through 12. Each Kelvin Pulse is intended to be completed quickly – taking approximately 3-4 minutes. Pulses are presented to parents and students via Google suite, text, and email. This method has greatly streamlined the process of collecting survey data. Using Kelvin, parent participation has increased from approximately 500 responses using our previous survey method in 2019, to more than 8,000 in 2021. Through these surveys, the district gains valuable information about the social-emotional needs of our students, as well as the climate and culture of our schools. The use of Kelvin Education’s research-validated survey instruments and data management platform provides RUSD with relevant questions as well as comprehensive, user-friendly reports to assess and inform district programs. Elementary: 92% of the students surveyed reported that they feel safe at school. 92% of the students feel that their teachers really care about them, and 86% of them feel adults take them seriously. 87% of the students feel that teachers are available when they need someone to talk to. 89% of the students feel that the school has high expectation for them, while 76% of the students feel that the rules are made clear to them. Secondary: 86% of the students surveyed reported that they feel safe at school. 84% of the students feel that their teachers really care about them, and 76% of them feel adults take them seriously. 78% of the students feel that teachers are available when they need someone to talk to. 85% of the students feel that the school has high expectation for them, while 60% of the students feel that the rules are made clear to them. Key Learnings: Kelvin pulses were sent to students during the 2020-21 school year when instruction was primarily from home during Distance Learning. Still, the district was encouraged that students generally felt that their teachers cared about them and were there for them if needed. There was a discrepancy between how safe and supported elementary students felt compared to the secondary students. 76% of secondary students felt adults take them seriously, and only 60% of the students feel that rules are made clear to them. Revisions/Decisions based on the data: There is a very strategic 3-pronged districtwide effort to address school climate through 1) multi-tiered systems of support, 2) equity training, and 3) Universal Design for Learning. Through clear site, district, and LCAP metrics, RUSD will more effectively measure the impact of its programs based on 2021-22 survey results.|2021-06-15|||2021 36678500000000|Rialto Unified|6|The District's Healthy Kids Survey data indicates that our students struggled with social and emotional health issues throughout the pandemic. Levels of social emotional distress and sadness were higher for older students. Our data also revealed that as students move from elementary to secondary, they feel less connected to their school. The data helped inform several Local Control and Accountability (LCAP) Actions. Next school year, schools will implement Tier 1 Social Emotional Learning curriculum in the classroom. The District will also provide staff to support the educational related mental health needs of our students, including providing services in the Wellness Centers at each secondary school site. Monthly training on Restorative Practices and Trauma Informed Practices will be offered to build staff's capacity to do this work.|2021-06-23|||2021 36678680000000|Rim of the World Unified|6|DATA: For the 20-21 school year Rim of the World Unified School District chose to administer student climate and culture surveys through Kelvin. The Kelvin system provides short questions periodically throughout a student work period. These quick check-ins are called “pulses” and are designed to provide data, which is precise and actionable in real-time, like taking your own “pulse”. The “pulses” are administered 5 times throughout the year to students in grades 4-12. Survey questions are available for parents, staff, and the community to review upon request. We identified three dimensions of focus: Climate of Support for Academic Learning, Instructional Environment, and Relationships. 40% of our students districtwide participated in the survey with 75% of the responses reporting favorable. The relationship dimension reported the highest results with 80% of the responses favorable. The instructional environment dimension reported 75% favorable responses and climate of support for learning 69%. MEANING: The survey results were reviewed with staff, students, stakeholders, and the school board and used to highlight areas of strength and needed improvement. We saw a parallel between what parents and students reported on the pulses. Both groups identified a climate of support for academic learning as the lowest dimension and relationships as the highest. The specific attributes of climate of support for academic learning include: Students feel that teachers use supportive practices, such as encouragement and constructive feedback; varied opportunities to demonstrate knowledge and skills; support for risk-taking and independent thinking; atmosphere conducive to dialog and questioning; academic challenge; and individual attention to support differentiated learning. Schools reviewed the Kelvin pulse data at their PBIS team meetings and used the information to target needed interventions, adjust instruction, and drive school initiatives. Participation rates were lower than expected. We attribute this to the ramifications of the COVID pandemic and the challenges of distance learning. RESPONSE TO THE DATA: PBIS programs are implemented at each site within the district. The district has seen a rise in the need for mental health services and social-emotional lessons since returning to in-person instruction. We have partnered with local community mental health providers and Care Solace to offer services to students, staff, and families. The elementary teams are utilizing The Leader in Me, and Second Step resources to address the culture at their sites. In addition, we are providing professional development in Universal Design for Learning (UDL), and schoolwide AVID strategies at the secondary level. Site teams incorporate strategies to reduce suspension rates, create welcoming and engaging learning environments and provide incentives for students with positive attendance. Attendance is a heightened area of challenge due to the impacts of the pandemic.|2021-06-24|||2021 36678760109850|Public Safety Academy|6|Public Safety Academy administered an internal student survey using the Likert scale measuring the school’s LCAP goals and priorities. It is found that (72%) of students in grade 6-12 participated in the survey. Key findings from the student survey: The highlights of student input were state priorities that include academics, school climate, and safety. 70% of students feel that access to technology and other instructional materials are important basic school services. Students also report that it is important to them that there are custodians and a clean school. School-family communication using text and social media was ranked highest for parental involvement. However, students’ preferred method of communication is email. Most students are aware of how to check their grades to keep up with school assignments. Overall, 65% of students feel satisfied with the way PSA conducted distance learning during the 20-21 school year. Students have identified the need to receive additional academic, social-emotional support as a result of recent world events. Examples include interest in offering positive culture programs and an increase in extracurricular activities to “make up what we missed during the pandemic.” Students also feel that there is a need to address learning loss to increase school engagement and achievement. For example, students would like access to specialized programs to support learning such as remedial courses and extra tutoring. Students report that they miss being at school and seeing their friends. They give suggestions on what they may need when learning is no longer virtual. Some examples of this feedback are: • Masks • Hand sanitizer • Motivation to learn • Social distancing • Patience and understanding on how do do school again • Extra help with work • Mental health counseling Highlights of the school climate survey include course access, social and emotional needs, and safety. 100% of students have access to chromebooks and hotspots to take home as needed, as well as any materials and classes related to students’ academic success. To address the need for a clean campus, PSA has employed a full time janitorial service to ensure that PSA’s school campus is properly maintained and sanitized for all students and staff. Janitors will be available during school hours, as well as after school hours to ensure deep cleaning is maintained. PSA will continue to use the web tool ParentSquare as the main form of communication for all stakeholders and that is what the students indicated they prefer. PSA continues to employ staff members who are able to translate information for our Spanish speaking families and act as family liaisons. Students' and parents concerns regarding emotional and academic losses sustained as a result of the COVID-19 pandemic are being addressed by using funds to hire learning loss|2021-09-16|||2021 36678760120006|New Vision Middle|6|Through the survey results we were able to identify that New Vision Middle School has 96% of the student population who feel cared about at school. This indicates that the staff and adults on campus are working to provide a nurturing environment where students feel supported and cared for. The data also revealed that 90% of the students feel that conflicts were resolved at school. This supports our implementation of restorative practices including peace circles and the peach path. Students also provided feedback that 90% of them knew where to go for help with a personal problem which indicates trusting relationships with staff and adults on campus that are consistent and reliable. At New Vision Middle School, it is clear that students have identified that addressing bullying is an area of growth. 40% of the students surveyed recognized that bullying is a problem at the school either sometime or always. The result of this data illustrates the need to identify when a student is being bullied and provide a systematic way to share or report issues of bullying. All other climate and culture data scored within the 90% percentile. Students often struggle to define and identify what bullying is within the proper context. The challenge often is shifting the language and understanding of students to better address any unsafe and underlying issues that a student may be facing on the school campus. The school has implemented several strategies to improve awareness and their response to bullying. New implementations include the following: -Anti-bullying campaign - Bullying Awareness Month -Assemblies -Student Compact/Pledge -Mini Lessons -Students are invited to participate in conflict resolution conversation -Restorative Circles -Parents of all parties involved are notified and are invited to attend a restorative conference As a result of this survey data, New Vision Middle School is continuing to focus on climate and culture to ensure the safety both physically and social emotionally of all students. The school has shifted to a greater emphasis on the social emotional learning (SEL) of the entire student body to mitigate the effects of COVID-19. New Vision Middle School launched a full implementation of a SEL program called Getting Along Together (GAT) during the 2019-20 school year. Getting Along Together is a program developed by the Success for All Foundation, Harvard University, and the University of Michigan that helps students build social and emotional skills and apply them both in and out of the classroom. Getting Along Together has a three-pronged focus: students learn thinking and cognitive skills, emotional management, as well as interpersonal and social skills. Collectively, these skills and strategies create a peaceful school environment where students are empowered to manage their own behavior, decrease conflict, and increase receptivity to learning. Getting Along Together helps students with focus, memory, and self-control.|2021-06-24|New Vision Middle School has been collecting data on a weekly basis to determine the impact of our interventions and programs including referral data, suspension data, total number of restorative circles, etc. The preliminary data analysis shows a decline in student incidents and infractions. The work continues and students will be surveyed again this year.||2021 36678760120568|Options for Youth-San Bernardino|6|The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center in April 2021 encompasses thirteen different dimensions that measure a variety of topics: safety, teaching and learning, interpersonal relationships, institutional environment, and social media. The results indicate that 36.76% of students from the targeted grade levels (7th, 8th and 10th) participated in the survey. 95.83% of school personnel participated in the survey and 31.87% of parents participated in the survey. Overall, students, families, and school personnel scores are indicative of positive perceptions of the school. The percentage of parents with a positive rating of Safety Rules and Norms and School Connectedness averaged to 71.25% and 69.75%, respectively. 67.25% of students across the charter positively rated Safety Rules and School Norms, 67% positively rated School Connectedness, and 61% positively rated the Virtual Learning Environment. The percentage of School Personnel with a positive view of Safety Rules and Norms averaged out to 87.75% charter wide while the average positive rating amongst staff in terms of School Connectedness was 91.5%. Findings show consistent positive perceptions across stakeholders and subgroups. According to student responses, support for learning and respect for diversity are areas of strength for our school. This is indicative of the concerted efforts made by school staff to provide all and modify all available academic supports throughout the pandemic. In addition, the charter takes pride in making all students feel safe, seen, heard and welcome; the diversity of the student population at OFY-SB is one of our greatest assets. Moreover, school staff identified school connectedness, social inclusion, and school safety as areas of strength. Students and teachers both identified available student social supports as an area of need. This is in keeping with the charter’s plan to create more opportunities for staff and students to build meaningful relationships. Parents also identified available student social supports as an area of focus. This further supports a need to create more opportunities for staff and students to build meaningful relationships. The distance learning platform that the school was in for the last year due to the COVID-19 pandemic could have impacted students being able to develop a network of support among their peers. The LEA will continue to offer opportunities for students to engage with one another in order to develop student to student relationships that will sustain students academically and socially. The programs offered include Virtual Student Council, Sports, and college tour programing, and experiential learning opportunities.|2021-06-17|||2021 36678760121343|iEmpire Academy|6|Through the survey results we were able to identify that iEmpire has 97% of the student population who feel cared about at school. This indicates that the staff and adults on campus are working to provide a nurturing environment where students feel supported and cared for. The data also revealed that 97% of the students feel that conflicts were resolved at school. This supports our implementation of restorative practices including peace circles and the peach path. Students also provided feedback that 97% of them knew where to go for help with a personal problem which indicates trusting relationships with staff and adults on campus that are consistent and reliable. At iEmpire Academy it is clear that students have identified that addressing bullying is an area of growth. 55% of the students surveyed recognized that bullying is a problem at the school either sometime or always. The result of this data illustrates the need to identify when a student is being bullied and provide a systematic way to share or report issues of bullying. All other climate and culture data scored within the 90% percentile. Students often struggle to define and identify what bullying is within the proper context. The challenge often is shifting the language and understanding of students to better address any unsafe and underlying issues that a student may be facing on the school campus. The school has implemented several strategies to improve awareness and their response to bullying. New implementations include the following: -Anti-bullying campaign - Bullying Awareness Month -Assemblies -Student Compact/Pledge -Mini Lessons -Students are invited to participate in conflict resolution conversation -Restorative Circles -Parents of all parties involved are notified and are invited to attend a restorative conference As a result of this survey data, the school is continuing to focus on climate and culture to ensure the safety both physically and social emotionally of all students. The school has shifted to a greater emphasis on the social emotional learning (SEL) of the entire student body to mitigate the effects of COVID-19. The school launched a full implementation of a SEL program called Getting Along Together during the 2019-20 school year. Getting Along Together is a program developed by the Success for All Foundation, Harvard University, and the University of Michigan that helps students build social and emotional skills and apply them both in and out of the classroom. Getting Along Together has a three-pronged focus: students learn thinking and cognitive skills, emotional management, as well as interpersonal and social skills. Collectively, these skills and strategies create a peaceful school environment where students are empowered to manage their own behavior, decrease conflict, and increase receptivity to learning. Getting Along Together helps students with focus, memory, and self-control, as well as building empathy, friendship skills, and cognition.|2021-06-24|||2021 36678760122317|Hardy Brown College Prep|6|In fall 2021 we administered a survey to scholars in grades 5-8. In terms of Academic Learning, 88% of scholars thought they were learning as much or more this year as two years ago (before COVID-19). Additionally, scholars scored higher than the pre-pandemic state average on questions about Academic Motivation. In terms of Creative Outlets, 33% of students felt that they get to be sufficiently creative in classes like art or music. In terms of Social-Emotional Wellness, scholars scored lower than the pre-pandemic statewide average on questions about School Connectedness, but scholars were above average on questions about Caring Relationships and Opportunities for Meaningful Participation. Finally, 63% of scholars reported knowing and practicing COVID-19 safety measures at all times while in school.|2021-08-26|||2021 36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|6|BAAS – San Bernardino administered a school climate survey to students. A total of 40 students participated and completed the survey. During the 2020-21 school year, all students participated in distance learning most, if not the entire school year. On March 31st, our school opened for hybrid instruction (2 days/week). Approximately 60% of our students (families) opted for in-person/hybrid instruction, and 40% remained in distance learning. As a result of the low participation rate and atypical school year, student survey results should be interpreted with caution. - 55% enjoy school - 53% feel they do well in school - 98% agreed that their school wants students to do well - 84% agreed the school has clear rules for behavior - 80% agreed teachers treat students with respect - 60% agreed good behavior is recognized at school. - 75% agreed there is an adult at the school that will help them if needed. - 50% agreed student treat their peers well. Survey results will be shared with stakeholders and used to improve school climate and SEL services.|2021-05-25|||2021 36678760136952|Entrepreneur High|6|Through the survey results we were able to identify that eHigh San Bernardino has 92% of the student population who feel cared about at school. This indicates that the staff and adults on campus are working to provide a nurturing environment where students feel supported and cared for. The data also revealed that 87% of the students feel that conflicts were resolved at school. This supports our implementation of restorative practices including peace circles and the peach path. Students also provided feedback that 85% of them knew where to go for help with a personal problem which indicates trusting relationships with staff and adults on campus that are consistent and reliable. At eHigh San Bernardino, it is clear that students have identified that addressing bullying is an area of growth. 35% of the students surveyed recognized that bullying is a problem at the school either sometime or always. The result of this data illustrates the need to identify when a student is being bullied and provide a systematic way to share or report issues of bullying. All other climate and culture data scored within the 90% percentile. Students often struggle to define and identify what bullying is within the proper context. The challenge often is shifting the language and understanding of students to better address any unsafe and underlying issues that a student may be facing on the school campus. The school has implemented several strategies to improve awareness and their response to bullying. New implementations include the following: -Anti-bullying campaign - Bullying Awareness Month -Assemblies -Student Compact/Pledge -Mini Lessons -Students are invited to participate in conflict resolution conversation -Restorative Circles -Parents of all parties involved are notified and are invited to attend a restorative conference As a result of this survey data, eHigh San Bernardino is continuing to focus on climate and culture to ensure the safety both physically and social emotionally of all students. The school has shifted to a greater emphasis on the social emotional learning (SEL) of the entire student body to mitigate the effects of COVID-19.|2021-06-24|||2021 36679180000000|Victor Elementary|6|Students in grades 2-6 are surveyed annually. The results from the statement “I feel safe at my school” show that 93.12% of student respondents agree with the statement. This is an increase of 0.67% from the prior year. For the upcoming school year, our principals will conduct student focus groups at each trimester to further understand student concerns and/or input about safety. Based on student, parent and staff input, Victor Elementary School District is continuing with its 3 year MTSS plan. Lead teams at each site meet weekly to review data and refine processes. VESD leadership meets with the school MTSS teams twice yearly to review and refine MTSS planning.|2021-06-16|||2021 36679186101927|Sixth Street Prep|6|Students in grades 2-6 are surveyed annually. The results from the statement “I feel safe at my school” show that 93.12% of student respondents agree with the statement. This is an increase of 0.67% from the prior year. For the upcoming school year, our principals will conduct student focus groups at each trimester to further understand student concerns and/or input about safety. Based on student, parent and staff input, Victor Elementary School District is continuing with its 3 year MTSS plan. Lead teams at each site meet weekly to review data and refine processes. VESD leadership meets with the school MTSS teams twice yearly to review and refine MTSS planning.|2021-06-16|||2021 36679186118350|Mountain View Montessori Charter|6|Students in grades 2-6 are surveyed annually. The results from the statement “I feel safe at my school” show that 93.12% of student respondents agree with the statement. This is an increase of 0.67% from the prior year. For the upcoming school year, our principals will conduct student focus groups at each trimester to further understand student concerns and/or input about safety. Based on student, parent and staff input, Victor Elementary School District is continuing with its 3 year MTSS plan. Lead teams at each site meet weekly to review data and refine processes. VESD leadership meets with the school MTSS teams twice yearly to review and refine MTSS planning.|2021-06-16|||2021 36679343630670|Options for Youth-Victorville Charter|6|The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center encompasses thirteen different dimensions that measure a variety of topics: Safety, teaching and learning, interpersonal relationships, institutional environment and social media. The results indicate 50.83% of students from the targeted grade levels (7th, 8th and 10th) participated in the survey. 98.84% of school personnel participated in the survey and 31.56% of parents participated in the survey. Findings show consistent positive perceptions across stakeholders and subgroups. Out of the three groups that participated in the survey, staff scored the organization the highest, followed by students, then parents. Scores within each group were high with the median score for Staff being 4.13, Students 4.10 and Parents 3.89 on a 5 point scale. The scores were low in Sense of Social-Emotional Security (3.33, 4.00, 4.00) likely due to stresses caused by the pandemic. The top categories that were scored high within each stakeholder group were: social support from adults, respect for diversity, safety rules and norms, school connectedness and engagement, sense of physical security, and support for learning. The programs, culture, and vision at OFY Victor Valley drives a high level of support and safety throughout its daily efforts for students. The staff pride themselves on ensuring that students feel welcomed within the school, and that they also feel supported by all staff. LCAP Goal 4 has an emphasis on school safety and connectedness. The results of the survey demonstrates a trend among all three stakeholder groups that they feel this area is a strength for the school. Areas of growth include the following categories: social media, social and civic learning and sense of social-emotional security. To address these categories, the school has implemented multiple intervention programs. Mental health awareness info and strategies are incorporated into the school culture which has been incorporated into LCAP Goal 4. Each month, a different mental health issue is highlighted. The school has a Student Council, Chess Group, Game Group , Drama Group, and Cadet Corps to help support students’ social emotional growth. Our Student Council has taken a proactive role in providing additional social engagement opportunities for students. Sports program participation continues to be a strength for the school. This has helped contribute to school pride, student engagement, and an increased sense of school community. Students participate in our CREW program that helps prepare students for college.|2021-06-25|||2021 36679590000000|Yucaipa-Calimesa Joint Unified|6|YCJUSD administered the California Healthy Kids Survey (CHKS) at all schools to students in grades 5, 7, 9, and 11. Grades 7, 9, and 11 received the CHKS Core Module and grade 5 received the Core Module with the Tobacco Use Prevention Education (TUPE) supplement. Parents at all of the surveyed grade levels opted for their children to not take the survey in numbers that were higher than anticipated. Predicted results from the CHKS survey show an increased need for social-emotional support for students across the grade spans. Additional support for students as a result of this, as well as other input gathered throughout the school year, includes additional counseling staff at elementary schools, deans of students at secondary schools, additional training in the implementation of Positive Behavior Interventions and Supports (PBIS), and implementation of social emotional learning curriculum at all grade levels.|2021-10-26|||2021 36679590124032|Competitive Edge Charter Academy (CECA)|6|CECA administered the California Healthy Kids Survey (CHKS) to students in grades 5 and 7. Grades 7 received the CHKS Core Module and grade 5 received the Core Module with the Tobacco Use Prevention Education (TUPE) supplement. Parents at all of the surveyed grade levels opted for their children to not take the survey in numbers that were higher than anticipated. Predicted results from the CHKS survey show an increased need for social-emotional support for students across the grade spans. Additional support for students as a result of this, as well as other input gathered throughout the school year, includes training in the implementation of Positive Behavior Interventions and Supports (PBIS), and implementation of social emotional learning curriculum at all grade levels.|2021-10-26|||2021 36738580000000|Baker Valley Unified|6|BVUSD conducted a survey within the community that had an area focused on School Climate. Respondents to the survey indicated that all of them believed that BVUSD is a safe and supportive environment with strong relationships and a strong sense of belonging. 50% of all respondents reported they were satisfied with the districts school climate and 50% of all respondents reported that they were very satisfied with the districts school climate.|2021-06-24|||2021 36738900000000|Silver Valley Unified|6|We surveyed our students and the majority of them stated that the priority for the upcoming school year would be getting kids back on campus and addressing student mental health by providing more time for activities, field trips, sports, mental health supports and extracurricular activities on campus. Despite the pandemic and the move to distance and hybrid learning, 88% of our elementary and middle school students reported there was a teacher or some other adult that really cared about them. We also learned, based on the data, that many students recognize the fact they will need extra help and time in Math and ELA. Based on the data we see that in light of the pandemic, we have been able to provide students with a high quality instructional program in both distance and hybrid learning. Our teachers continue to work hard to keep our students engaged in learning (79% of elementary & middle school students) and provide a safe learning environment (87% of elementary & middle school students). Challenges for the upcoming year include reacclimating students to full time, in-person learning five days a week. Also, we will need to make sure our multi-tiered systems of support are ready. Students are going to be returning to school with additional academic, social emotional and behavioral needs that will need to be addressed. Moving some Tier 2 interventions school-wide may be necessary. Possible barriers for the upcoming year will be families who wish to remain on virtual learning instead of returning to in-person instruction, for many reasons (fear, need for childcare, etc.). As a result of this data, SVUSD will hire additional intervention teachers, classroom teachers, classroom aides and student support services to meet the increased academic, social emotional and behavioral needs of students. We will also make sure we have supplemental curriculum for the students to support student academic needs as well.|2021-06-08|||2021 36739570000000|Snowline Joint Unified|6|According to the 2021 Hanover Research Local Control and Accountability Plan (LCAP) Survey social climate portion of the report, most respondents believe that students have friends at school (parents–82%, staff–93%, students–79%). A high percentage also feel that students from different cultural backgrounds can become friends (parents–80%, staff–90%, students–85%). Over half of the respondents believe that students are treated fairly (parents–66%, staff–82%, students–63%). The same goes with the belief that students respect the teachers and staff (parents–81%, staff–82%, students–62%). 86% of staff, 70% of parents, 68% of students say that students feel safe at school. A little more than half of the students (56%) believe that students get along and respect their differences, while 86% of staff and 70% of parents feel the same way. On the other hand, only 35% of parents, 42% of staff, and 30% of students believe bullying is not a problem. Perceptions also vary when it comes to the statement, "Students are comfortable talking to school staff," in which parents–70%, staff–86%, and students–60% responded in the affirmative. The data above validates one of our primary focus areas for the 2021-22 school year and beyond, enhancing the climate within all district schools and departments. Several efforts are currently happening to promote the latter. The Superintendent and other leaders will meet with student focus groups throughout the year to solicit their feedback and recommendations regarding their school experiences. The latter all supports LCAP Goal 2: Every site and classroom across the district will exhibit a prosocial learning environment that meets students' needs in areas that affect school success (behavioral, academic, social-emotional, and attendance). These needs will be met through an integrated, multi-tiered system of support to create a consistent, predictable, positive, safe, nurturing, and equitable learning environment for all students.|2021-06-22|||2021 36750440000000|Hesperia Unified|6|The district surveyed our students and families differently during the 2020-2021 school year to receive feedback on our unique times. Due to the pandemic, students were not on campus regularly during the majority of the school year. The data from the survey showed the three most significant challenges for students during this time were distractions (47%), balancing home life (41%), and motivation (38%). The positive outcomes from this time were spending time together (43%), becoming more independent/responsible for learning (40%), having a flexible schedule (30%). Weekly, 94% of students attended a live session with a teacher or support staff four or more days a week. Additional data collected informed the district that 35% of parents wanted different supports for their child's specific learning needs, 51% shared they needed a better understanding of what was required for their student to be successful in distance learning. 32% noted they needed nothing, and distance learning was successful in their home.|2021-06-07|||2021 36750440107516|Summit Leadership Academy-High Desert|6|Due to the pandemic and limited staff resources, this survey was not completed in the 2020-21 school year.|2021-06-18|||2021 36750440114389|Mirus Secondary|6|Mirus administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted the development of Mirus’ LCAP. In order to monitor the success of Mirus’ LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, Mirus has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2020-2021, Mirus exceeded this metric. 95% of students reported that they felt safe at Mirus and 100% of parents reported that they feel their child is safe at Mirus. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2020-2021 Mirus’ suspension rates are 0% and expulsion rates are 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects their participation and engagement in school.|2021-06-22|||2021 36750510000000|Lucerne Valley Unified|6|We surveyed elementary, middle, and high school students asking how they felt about their school. Here are the results: 96.6% said they were happy to be back at school 93.1% agreed that they were more successful on campus than on zoom 93.1% agreed they feel safe at school with mask requirements, temperature checks, social distancing, extra cleaning, modified schedule and shorter day 79.3% agreed that they like school 81.3% agreed that they feel successful at school 89.8% agreed that the school has high standards for achievement 88.2% agreed that the school sets clear rules for behavior 93.2% agreed that teachers and staff treat them with respect 64.6% agreed that students are frequently recognized for good behavior 91.5% agreed that staff is working to keep the school and myself safe 86.4% agreed that they know an adult they can talk to if they need help|2021-06-10|We found that students in the middle school setting had a lower percentage agreeing that they know an adult as school they can go to if they need help. Plans to help raise that include more visits to the middle school before the school begins and visits from middle school staff to the elementary throughout the year for our 6th graders. Overall percentages were strong for students agreeing in all groups. We believe this is due to our district being small and strong relationships being made between staff and students. Social Emotional Learning classes are beginning at all sites. We believe this will help us in continuous improvement across all areas.||2021 36750510115089|Sky Mountain Charter|6|In the spring of 2021, all students in grades 5, 8, & 12 were asked to complete our School Climate survey, which measures student satisfaction with their school, school connectedness, & school safety. Of our 5th, 8th, and 12th grade students, 28.1% responded to the survey, meeting our goal of at least 25% participation. Overall, 48% of respondents were male and 41.6% were female, and 10.4% declined to state. As with our previous survey, the vast majority of students responded positively in all areas. Survey highlights: - 96% of 5th graders, 85% of 8th graders, and 83% of 12th graders feel their school experience is a positive one most or all of the time. - 100% of 5th graders, 95% of 8th graders, and 92% of 12th graders felt that their teachers encouraged them to do their best most or all of the time. - 91% of 5th graders, 98% of 8th graders, and 83% of 12th graders felt that their teachers give them feedback on their school work most or all of the time. - 62% of 5th graders, 83% of 8th graders, and 88% of 12th graders felt they participate in decisions regarding what they learn about in school most or all of the time. - 88% of 8th graders and 92% of 12th graders felt their teacher cared about their post-high school college and career plans most or all of the time. - 87% of 5th graders, 76% of 8th graders, and 79% of 12th graders felt successful at school most or all of the time. - Of those who participate in school-sponsored activities, 100% of 5th graders, 89% of 8th graders, and 100% of 12th graders indicated they felt safe most or all of the time while participating. Our lowest scoring item centered around whether students felt that there were opportunities to participate in school-sponsored activities. These would include field trips, park days, family days, etc. For this item, 43% of 5th graders, 54% of 8th, and 58% of 12th graders felt that opportunities were available. This is not surprising during this past year of Covid closures and limited ability to provide in person gatherings. However, we did have a large increase and interest in school clubs, which were held in an online format. The full results of this survey can be found at: https://drive.google.com/file/d/1kkuGcqolkad-QCVt5tGuMKnR9P8TZgcv/view?usp=sharing|2021-06-03|In addition to the data in our narrative, our survey also asked respondents to rate how likely they would be to recommend our school to others. This is ranked on a 5 point scale from extremely likely to extremely unlikely. The results, broken down by grade level, are also positive. 5th: Favorably: 79%, Neutral: 17%, Unfavorably: 4% 8th: Favorably: 72%, Neutral: 10%, Unfavorably: 18% 12th: Favorably: 88%, Neutral: 4%, Unfavorably: 8%||2021 36750510136432|Alta Vista Innovation High|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 88% of the students reported that they felt safe (pandemic had a significant impact) * 49% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 51% reported that they were concerned about their health, and 91% reported that they have a teammate they are connected too from school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-08|||2021 36750510136960|Elite Academic Academy - Lucerne|6|During the 20-21 school year we focused on monitoring ongoing student wellness and school climate. The Student Support Team sent out quarterly Elite Cares Surveys using questions designed by Panorama to all 3rd-12th students. The surveys were primarily designed to measure how students were feeling, whether they were engaged in school, and whether they felt connected to the school and/or the staff. Each survey response was followed up with an email or phone call by the Student Support Director or school counselor depending on the student's needs. We had a very significant and consistent response from our middle and high school students. Through their responses we became even more aware of the importance of listening to our students' voices. We made the following changes based on their answers: We formed the Elite Kindness Ambassador group as well as other ways to get students involved in leadership roles. Students soon took the lead in several clubs and student activities. Students expressed feeling lonely and bored which resulted in a variety of clubs. Some students were feeling overwhelmed in their courses which resulted in extended content teacher meetings and tutoring services. We identified that some students felt disconnected from their teacher and/or the school. Our Support Team reached out and it resulted in the students feeling valued and their academic progress improved. We also incorporated ongoing teacher training on student engagement and relationship building as a result of these surveys.|2021-06-03|||2021 36750510139188|Granite Mountain Charter|6|GMCS conducted an in-house survey that sought feedback from all stakeholders about our school goals, staff and family satisfaction and opinions regarding our programs and systems. Survey responses have revealed that our families feel safe and supported at GMCS. They feel that they are active participants in their students' learning plans and have a voice in their students’ educational goals. Survey responses from staff revealed that staff also feel safe at our school and feel that their voices and opinions are sought out and respected at GMCS. Survey results revealed that families sought to reach beyond GMCS ordering guidelines, however, GMCS follows strict guidelines from the state with respect to the ordering guidelines and cannot make changes that parents have sought due to these guidelines. Staff and families did not express any other concerns regarding our programs and systems at this time. GMCS will continue to elicit feedback from all stakeholders regarding their perceptions of our school goals, programs, and systems. While our families and staff are very happy with our school and its operations, we will continue to have a constant temperature check on these perceptions by utilizing our parent group meetings and surveys sent throughout the school year.|2021-06-17|||2021 36750690000000|Upland Unified|6|At the conclusion of the 2020/2021 school year, Upland Unified School District administered a 28 question school climate survey to students in grades 5-12 at all 14 schools. Students responded to 28 questions that aligned with 3 dimensions: Hope, Engagement, and Well-being. The percentage of favorable responses in each of these dimensions is as follows: Hope: 87% Engagement: 79% Well-being: 70% Preliminary analysis of these results suggests that almost all of our students have a caring adult in their lives. However, when considering student responses on their beliefs about the future, less than half of our respondents report believing they will have accomplished the best possible lives for themselves. And while 88% of respondents report that adults in the school care about them, fewer than 70% indicate that an adult has specifically offered encouragement within the last week. Results by school generally vary along age/grade lines, with high school favorability responses slightly lower than the responses for junior high and elementary. There is also a disparity in favorable responses between the two junior high campuses, which are situated in geographically distinct areas. The favorability scores of the elementary scores have slight differences as well and are generally aligned with the differences between the two junior high schools. However, there are several outliers within the elementary favorability data. Some schools that feed into a junior high with lower favorability have higher favorability data than other elementary schools. This suggests that student ratings of Hope, Engagement, and Well-being are not solely explained by the percentage of SED, Foster, or English Learners in a given school. English Learners, Black students, and students with IEPs, in general, have the largest gap in favorability scores from the average, with an overall percentage of 72%, 74%, and 76% as compared to 79% for all students. All other student groups are within 2% of the average. As a result of this data, it will be important to compare chronic absenteeism and suspension data with our school climate survey results and monitor our responses to student behaviors that interfere with learning. Exclusionary discipline practices such as suspension and expulsion literally disconnect students from the school community, which will undoubtedly have an adverse effect on Hope and Engagement. Sites with historically higher rates of suspension do not report higher levels of Hope, Engagement, and Well-being, which should lead us to question the efficacy and the sufficiency of relying on these practices to promote a strong school climate. Our district's focus on Restorative Practices as a means of building community and responding to harm should continue, with reintegration to the school community emerging as a primary focus of responding to student behavior. In addition, our schools continue to strengthen their implementation of positive behavioral intervention|2021-09-07|||2021 36750770000000|Apple Valley Unified|6|Apple Valley Unified School District Utilized the Youth Truth Survey as well as the student Gallup Poll and local surveys. Throughout the process to develop the most recent Local Control Accountability Plan, data from each survey was presented and indexed against prior years (when available). An important trend was noticed, during this prior year of school closure, of less connection to school in general. This was an expected outcome of schools being closed or, at best, in a hybrid schedule for most of the prior school year. Further, survey data showed a strong need for re-engagement activities and a focus on student and school community mental health. This data resulted in several important changes made by the district advisory committee to add supports to the LCAP with goals and actions written to add counselors, Social Emotional Learning Coordinators, and therapists to the system.|2021-06-10|||2021 36750773631207|Academy for Academic Excellence|6|In the fall of the 2021-22 school year, the Academy for Academic Excellence conducted a climate survey to the following groups: School Personnel, Families, Elementary grades 3-5 and Middle/High School grades 6-12. Personnel Data - School personnel responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Staff Connectedness Mean of 3.28 Structure of Learning Mean of 3.3 School Safety Mean of 3.36 Physical Environment Mean of 3.28 Peer/Adult Relations Mean of 3.08 Parental Involvement Mean of 3.19 Family Data - Family responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Teaching and Learning Mean of 3.31 School Safety Mean of 3.33 Interpersonal Relationships Mean of 3.11 Institutional Environment Mean of 3.49 Parental Involvement Mean of 3.0 Elementary Student Data - Elementary students in grades 3-5 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.94 Feel Like they Do Well Mean of 2.73 School Wants Student to Do Well Mean of 3.72 School has Clear Rules on Behavior Mean of 3.49 Teachers Treat Students with Respect Mean of 3.54 Good Behavior is Noticed Mean of 2.8 Get Along Well with Others Mean of 3.04 Feel Safe at School Mean of 3.04 Students Treat each Other Well Mean of 2.64 Adults at School will Help Mean of 3.32 Student Behavior Allows Teachers to Teach Mean of 2.55 Middle/High School Student Data - Middle and High School students in grades 6-9 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.74 Feel Successful Mean of 2.88 School has High Standards of Achievement Mean of 3.1 School has Clear Rules on Behavior Mean of 3.21 Teachers Treat Students with Respect Mean of 3.32 Student Behavior Allows Teachers to Teach Mean of 3.1 Good Behavior is Recognized Mean of 2.46 Feel Safe at School Mean of 2.86 Adults at School will Help Mean of 2.86 Data shows strength in school safety, well-maintained facilities, teachers showing respect, and having high expectations. Areas of growth would be to improve parent-school communication, reinstate parent volunteers once it's safe to do so, recognize students for good behavior, and improve students' perception of school. Implementing a program to recognize students would help with perception and build self-efficacy in students.|2021-11-08|||2021 37103710000000|San Diego County Office of Education|6|Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The areas for growth appear to continue to be the feelings of safety. This is a challenge that will need to be further investigated. Connectedness 69% of students feel adults have High Expectation 62% of students feel they that there are caring adults in school 51% School Connectedness 59% of students feel that teachers treat students fairly School Safety •62% of students feel safe at school This data is from our 2019-20 California Healthy Kids Survey (CHKS). CHKS was cut short due to COVID-19.|2021-05-12|||2021 37103710138016|Pacific Springs Charter|6|In 2020-21, as part of the 2021 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: yes, Neutral/I don’t know, or no. Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment. Students in grades 3-8 were surveyed. Students responded positively to 88% of the questions, indicating an overall positive perception of the school’s climate. The two statements with the highest ratings were: “I can get along with people who are different than me,” and “believe teachers work hard to help students with their schoolwork.” The two statements with the lowest positive ratings were: “I think this school has helped me learn about colleges,” and “I think this school has helped me think about the future.” More detailed survey results analysis were reviewed by school leadership in order to evaluate trends and address areas of need. The school plans to include a segment of the CHKS again in the 2021-22 school year, meeting the State Priority 6 requirements.|2021-06-10|||2021 37103710138404|Classical Academy Vista|6|Classical Academy Vista continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. Classical Academy Vista measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe the school does a good job at supporting students. Students share they feel connected and safe at school.|2021-09-14|||2021 37103710138792|JCS - Manzanita|6|In January 2021 students in grades 4-12 took the Holistic Student Assessment, a self-assessment survey that looks at a wide variety of social and emotional skills students need for school. 129 students completed the survey (77% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 34.9% • Tier 2 Targeted Proactive Prevention (targeted schoolwide support in areas of need): 38.8% • Tier 3 Targeted Intervention (small group or individual): 26.4% The top 4 overall strengths for our students were empathy, relationships with peers, emotion control, and school bonding. The top 4 overall areas of need for our students were academic motivation, assertiveness, perseverance, and action orientation. Given the current climate with students at home, we were happy to see students feeling connected to peers, and having a sense of emotional control. Areas of greatest need indicate that our students feel they have little input about their education and are not interested in the curriculum. Optimism and perseverance may be low due to the pandemic. As a result of the data we have decided that in 2021-2022 we will give the assessment twice - beginning and end of year - to develop schoolwide goals for Tier 1 and Tier 2 as well as individual goals for Tier 3. A School Counselor will be hired in Fall 2021 and will be training staff on how to utilize HSA data and will collaborate in the planning of goals aligned with our SEL curriculum.|2021-06-11|||2021 37679670000000|Alpine Union Elementary|6|The District administered a District-Wide survey to all staff, parents, and specific grade levels to capture a valid measure of student perceptions of school safety and connectedness. Results showed that especially during COVID student, community, and family needs were prioritized and staff and student health and safety were also top priorities and noticed.|2021-12-15|||2021 37679830000000|Borrego Springs Unified|6|LEA administers the California Healthy Kids Survey every other year as well as local climate surveys annually. Results are should in the District's LCAP found at www.bsusd.net.|2021-11-10|||2021 37679830134890|San Diego Workforce Innovation High|6|In the spring of 2021, the local school survey questions were given to students online anonymously. SDWIHS serves students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 25% of the students reported that they stressed. * 96% reported that they felt connected to the school. This was very meaningful to the school because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that the student can trust and feel good about attending. A positive school culture is fundamental to the values and mission of SDWIHS. The school acknowledges that the COVID-19 pandemic had a negative impact on the student’s lives, but the students still felt connected to the school. SDWIHS was aware of the fact that the students needed additional attention and outreach, so the students felt connected to the school. One challenge for the school is that many of the students have had traumatic experiences in their past and with their prior school setting. Due to this, the school provided the staff with professional learning on trauma-informed best practices. SDWIHS also recognized that the staff could have experienced trauma during the pandemic. During the school year, 16% of staff reported that they were concerned about their health, and 95% reported that communication was good. In the spirit of continual improvement, SDWIHS will consider using additional survey options in the fall that could better inform the quality of the school programs, especially the social-emotional, trauma-informed components of the program. The next local school climate survey will be aligned with LCAP Goal #4 and will be given to students, parents/guardians, and staff. The results will reflect the school’s efforts to implement the LCAP and meet the school goals.|2021-06-08|||2021 37679910000000|Cajon Valley Union|6|Cajon Valley Union School District uses two different assessments to measure school safety and connectedness, 1) the Gallup Student Poll and 2) the California Healthy Kids Survey. The CHKS was administered in the 2020-2021 school year and includes grade levels 5th and 7th grade students at all Cajon Valley Sites. Our Gallup Student poll is administered annually and includes grade levels ranging between 5-8 at all Cajon Valley Sites. The key findings from the 2020-2021 Gallup Survey indicate “high” scores in the domains of “engagement” and “hope”. These domains align to safety and connectedness. The data highlights include a majority of students (75%) reporting feeling safe at school, and that adults care about them at school (73%). The majority (80%) of students agree or strongly agree they have a best friend at school, indicating a high degree of connectedness with peers. Cajon Valley students scored above the U.S. overall average in the domain of “entrepreneurial aspiration”. The Gallup Survey suggests a need for more inquiry and possible improvement around positive feedback for students. 25% of students either disagree or strongly disagree that someone has provided positive feedback in the last 7 days at school. The Gallup Survey also shows relative strength in the area of Hope, where 80% of students agree or strongly agree they have a good future ahead. 85% of students agree or strongly agree they will graduate from high school. According to the 20-21 California Healthy Kids Survey, the majority of 7th grade and 5th grade students feel a high or moderate level of school connectedness, academic motivation and can identify caring adults at school. When disaggregated by gender, there is no significant difference. When disaggregated by subgroup, percentage of high connectedness varied. In regards to “safety”, on the California Healthy Kids Survey, the overall perception of the school as “safe” was 68% for 7th grade students and 83% for 5th grade students.. Overall, data indicate that the majority of students report a sense of safety and connectedness. There are no significant variations between gender or grade level. Based on this data, social emotional learning remains a district priority. Community building and restorative practices will become district focus for the 2021-2022 school year. School sites continue to implement social emotional curriculum, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools.|2021-05-25|||2021 37679910108563|EJE Elementary Academy Charter|6|EJE Elementary School administered the Panorama SEL Survey, an evidence-based survey to all students in grades 3-5. A total of 183 students participated and completed the survey. SURVEY FINDINGS: The following are the percent favorable by topic as reported in the student survey administered for grades 3-5: - 73% School Climate - 60% School Engagement - 69% School Safety - 85% School Teacher-student relationships|2021-06-24|||2021 37679910119255|EJE Middle Academy|6|EJE Middle Academy administered the Panorama SEL evidence-based Survey to all students in grades 6-8. A total of 198 students participated and completed the survey. SURVEY FINDINGS: The following are the percent favorable by topic as reported in the student survey administered for grades 3-5: • 51% Growth Mindset • 73% Self-Management • 60% Social Awareness • 80% Supportive Relationships Panorama surveys bring together social-emotional learning, multi-tiered system of supports, response to intervention, school climate and student voice, all in one platform. It provides school leaders with a visual dashboard reporting to interpret data and taking immediate action to improve student outcomes. Panorama provides a valid and reliable way to measure and improve social-emotional learning schoolwide. The research-based surveys also identified as evidence-based by Every Student Succeeds Act (ESSA) compiles data for educators to implement best practices for intervention management. Panorama surveys will also be used to address and support educator and staff well-being and social-emotional capacity.|2021-06-24|||2021 37679910140558|Bostonia Global|6|To ensure daily support, across all K-10 grade levels, Bostonia Global is implementing the Advisory model with a primary focus on our pillars of excellence. Consistent lessons are being provided across grade levels to ensure consistency in language and approach to provide a welcoming and academic culture. As part of the New Venture Grant, Bostonia Global will be implementing the Kelvin survey three times per year. In addition to quantitative data, we are gathering qualitative data via student focus groups on an every six week basis. These data are being used to fine tune Advisory lessons to ensure implementation fidelity and improvement across all grade levels. For annual measurements, Cajon Valley Union School District uses two different assessments to measure school safety and connectedness, 1) the Gallup Student Poll and 2) the California Healthy Kids Survey. The CHKS was administered in the 2020-2021 school year and includes grade levels 5th and 7th grade students at all Cajon Valley Sites. Our Gallup Student poll is administered annually and includes grade levels ranging between 5-10 at all Cajon Valley Sites. The key findings from the 2020-2021 Gallup Survey data influenced decisions surrounding the creation of the new charter school. Survey data present students (75%) reporting feeling safe at school, and that adults care about them at school (73%). The majority (80%) of students agree or strongly agree they have a best friend at school, indicating a high degree of connectedness with peers. Cajon Valley students scored above the U.S. overall average in the domain of “entrepreneurial aspiration”. The Gallup Survey also shows relative strength in the area of Hope, where 80% of students agree or strongly agree they have a good future ahead. 85% of students agree or strongly agree they will graduate from high school. According to the 20-21 California Healthy Kids Survey, the majority of 7th grade and 5th grade students feel a high or moderate level of school connectedness, academic motivation and can identify caring adults at school. When disaggregated by gender, there is no significant difference. When disaggregated by subgroup, percentage of high connectedness varied. In regards to “safety”, on the California Healthy Kids Survey, the overall perception of the school as “safe” was 68% for 7th grade students and 83% for 5th grade students.. Overall, data indicate that the majority of students report a sense of safety and connectedness. There are no significant variations between gender or grade level. Based on this data, Bostonia Global’s emphasis is to integrate socio-emotional learning throughout all programs to ensure consistency and support throughout the school day and avoid SEL being isolated to a single point in time. As such, the goal of our Advisory model is to ensure that all students have the opportunity to be happy, engaged in healthy relationships, and on the pathway to gainful employment.|2021-10-12|||2021 37680230000000|Chula Vista Elementary|6|The Hanover Survey is completed annually by staff, parents, and students. During the 2021-2022 school year, the Hanover Survey is being administered in the fall of 2021. However, due to school closures and the pandemic, the most recent administration of the Hanover Survey includes results from 2018-19 which you will find below. During the 2020-2021 school year, school climate data was determined naturally through ongoing teacher support surveys, administrator monitoring of classrooms, Principal Lead meetings, District Leadership meetings, and more. Additionally, through the LCAP engagement process, the need for ongoing social emotional support and learning was shared by students, staff, and families due to challenges brought on by the pandemic. Below are the key findings that measure student social emotional learning (SEL) in grades 4-6 in the Chula Vista Elementary School District for 2018-2019: On a scale of 1-5 (1-Strongly Disagree to 5-Strongly Agree): Students show positive scores across all seven SEL constructs with the strongest area being social awareness. On this 5-point scale, students report an average score of at least 4.0 across all constructs. Social awareness continued to stand out as the strongest construct with an average score of 4.45, while the remaining construct scores range from 4.0 to 4.07. Overall, these scores suggest that students who responded to this survey feel that CVESD supports their social and emotional needs and development. An area for improvement is that many students continue to indicate that they are not confident in their ability to handle stress. While over half of respondents respond positively to all items regarding their social emotional well-being, only 54 percent indicate that they know how to handle stress. Notably, 24 percent of students indicate that they “disagree” or “strongly disagree” that they know how to handle stress. CVESD will continue to implement 15 minutes, per day, of SEL instruction to support students, particularly students who have experienced significant trauma.|2021-08-11|||2021 37680230138073|Learning Choice Academy - Chula Vista|6|The Learning Choice Academy Chula Vista administered a student survey during the 2020-2021 school year to measure student perceptions of school safety and connectedness. A total of 197 students (Gr 4-12) completed the survey, a 35% response rate. 91% said there is an adult at the school who believes they will be a success 96% said they try hard to make sure they are good at their schoolwork 90% said they are happy to be at this school 24.1% of students say they are very satisfied with the school 47.69% of students say the are satisfied with the school 35% said they felt hopeless during the past year 17% said they had been made fun of the past year 93% were very satisfied or satisfied with their EP providing the support they needed 95% strongly agree or agree that TLC promotes academic success 94% would recommend it 79% of middle and high school students feel safe or very safe at school (less than 1% said they feel unsafe) 97% reported that they have never been afraid of being beaten up at school 98% responded that they have never been threatened with harm or injury while at school.|2021-09-08|Improving Mental Health Additional staff hired to support student social/emotional health (School Counselor and additional School Psychologist) Staff commitment to practicing and modeling positive social-emotional practices (we have created an SEL team to work on developing a school-wide SEL vision and implementation plan this year) Staff will be trained on Restorative Practices Improving Student Voice We opened nominations to the School Site Council for each school site to all students Our SEL team will research appropriate training opportunities for teachers to create a culture of listening We will survey students and seek their input as much as possible throughout the year (for example, on spirit themed days and yearbook ideas, in addition to events and learning) Improving student engagement and attendance With the implementation of AB-130 all students will be required to complete a daily attendance log, students in grades TK-3 will be offered daily engagement learning opportunities, students in grades 4-8 will be offered daily live interaction and weekly engagement opportunities, and students in grades 4-12 will be offered weekly engagement opportunities Outdoor, in-person field trips and events will resume (as is deemed safe)||2021 37680310000000|Coronado Unified|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from the 2014-2015, 2016-2017 and 2018-2019 CHKS administrations. Results are pending from the most recent spring 2021 CHKS administration. Response Rate Grade Level 2014-2015 2016-2017 2018-2019 5 64% 54% 62% 7 85% 90% 94% 9 62% - 91% 11 69% 78% 91% School is perceived as very safe or safe Grade Level 2014-2015 2016-2017 2018-2019 5 80% 87% 87% 7 88% 79% 75% 9 85% - 78% 11 92% 87% 81% School Connectedness Grade Level 2014-2015 2016-2017 2018-2019 5 54% 62% 76% 7 75% 73% 74% 9 67% - 72% 11 66% 66% 69%|2021-06-17|||2021 37680490000000|Dehesa Elementary|6|49 out of 1026 families and 8 out of 20 staff members responded to the School Climate Survey. The highest score of 3.92 is from the category Interpersonal Relationship. The Mean Score for each of the 5 categories in Family Survey are: Teaching and Learning: 3.74 School Safety: 3.55 Interpersonal Relationships: 3.68 Institutional Environment: 3.77 Parental Involvement: 3.64 The Mean Score for each of the 6 categories in Staff Survey are: The following themes were identified from stakeholder input: School Personnel - Felt like staff connectedness was a strength of the school; Parental Involvement was an opportunity for growth - specifically the staff would like to find ways to get parents to volunteer more and to attend meetings and conferences Families - Indicated that school's physical environment is a strength; Two areas came across as opportunities for growth - parent volunteering and the need for fair and consistent rule enforcement and treatment of students. 2021-22 Local Control Accountability Plan for Dehesa Elementary School District Page 7 of 41 Students - Felt personal connectedness with their teachers, support from staff and indicated that they feel safe at school. SELPA coordinator felt the school needed to be more specific as to what professional development support it needs to provide to support all students and staff members. Dehesa decided to provide family and community engagement opportunities to support and improve student achievement and to promote a positive school climate.|2021-06-23|https://docs.google.com/document/d/1GE9zhFM0cv3XmX99izfOI0XdXPuBrxsD4WjcFX1T_S8/edit||2021 37680490129221|MethodSchools|6|In Method Schools 2020-21 spring survey, 92% of parents state that Method Schools meets their expectations with 74% of parents stating the school exceeds or far exceeds their expectations. 95% of parents feel they receive clear communication from the school. Overwhelmingly, parents feel Method schools is a supportive community, 81% know of the different community events that are offered and 71% regularly look at the Method events for opportunities to engage within the community. Students also rate the overall support and guidance high with 97% of students stating that the school meets their expectation and 72% saying Method exceeds or far exceeds their expectations. 94% of students state communication from Method is clear. Finally, students feel Method provides a supportive online community. 77% of students know of the different community events that Method offers. 71% of Method parents and 65% of Method students are satisfied with the school's efforts to address social and emotional wellness. Focus groups held in Spring 2021 noted that families appreciate the flexibility that Method's educational program provides and are looking forward to more in-person opportunities including field trips and instructional events hosted by teachers called "Teach Squad". Further, families felt community service and making group homeroom classes more meaningful and focused on social and study skills. From the above data, Method recognizes the need to expand student wraparound services available to its families. In response, Method has developed several new initiatives to address identified needs including: a structured year-long homeroom curriculum that includes Social Emotional Learning, wellness check-ins, community building, and student goal setting; the creation of HOPE Squad, a student-led suicide prevention program, the return to in-person events and activities as well as school-wide virtual assemblies that feature guest speakers, presentation of awards and student recognitions. Method has added focus to the development of wrap around services to enrich the student experience at Method Schools.|2021-06-08|||2021 37680490132506|Cabrillo Point Academy|6|We administered a local climate survey to solicit feedback regarding school safety and student connectedness. The results from the survey suggest a significant percentage of our students feel connected to school, look forward to school each day, and their teacher is supportive. We will administer the California Healthy Kids Survey, California School Parent Survey, and California School Staff Survey this year.|2022-01-27|||2021 37680490136416|Pacific Coast Academy|6|We administered a local climate survey to solicit feedback regarding school safety and student connectedness. The results from the survey suggest a significant percentage of our students feel connected to school, look forward to school each day, and their teacher is supportive. This year, we will administer the California Healthy Kids Survey, California School Parent Survey, and California School Staff Survey.|2022-01-27|||2021 37680490136614|Diego Hills Central Public Charter|6|In the spring of 2021, the local school survey questions were given to students online anonymously. DHC serves students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 26% of the students reported that they stressed. * 95% reported that they felt connected to the school. This was very meaningful to the school because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that the student can trust and feel good about attending. A positive school culture is fundamental to the values and mission of DHC. The school acknowledges that the COVID-19 pandemic had a negative impact on the student’s lives, but the students still felt connected to the school. DHC was aware of the fact that the students needed additional attention and outreach, so the students felt connected to the school. One challenge for the school is that many of the students have had traumatic experiences in their past and with their prior school setting. Due to this, the school provided the staff with professional learning on trauma-informed best practices. DHC also recognized that the staff could have experienced trauma during the pandemic. During the school year, 23% of staff reported that they were concerned about their health, and 95% reported that communication was good. In the spirit of continual improvement, DHC will consider using additional survey options in the fall that could better inform the quality of the school programs, especially the social-emotional, trauma-informed components of the program. The next local school climate survey will be aligned with LCAP Goal #4 and will be given to students, parents/guardians, and staff. The results will reflect the school’s efforts to implement the LCAP and meet the school goals.|2021-06-03|||2021 37680560000000|Del Mar Union Elementary|6|The Del Mar Union School District administered the DMUSD Student Wellness Survey (based on the CORE Survey) in the spring of 2021 to grades 3-6. An analysis of the survey's indicators is as follows: (1) Social Awareness (Very High Performance) - Students indicate a belief they get along with others who are different from themselves, and they listen carefully to the viewpoints of others. Some student responses indicated needing further support in describing their feelings. (2) Self-Efficacy (Very High Performance) - Students believe they can earn strong grades in class and meet learning goals set by their teachers. Some students reported limited confidence in being able to learn the hardest topic in class. (3) Growth Mindset (Very High Performance)- Student responses indicate their belief that their abilities can grow with effort, and they are capable of learning anything. Some students may need reminding that this applies to all subjects at school, even if they are not "naturally" good at the subject. (4) Self Management (Very High Performance) - Students report coming to class prepared and getting their work done right away instead of waiting until the last minute. They also report remembering and following directions. Some students may need to learn strategies for responding to criticism or when someone bothers them. (5) Culture and Climate (Very High Performance)- Overall, students report positive school experiences. Students report that their belongings are respected and safe. They report limited experiences with teasing about their physical appearance and that they are physically safe at school. Students experience support for academic learning via adults' encouragement to work hard and assistance with schoolwork when needed from teachers. Some students may need assistance in establishing close connections with the school. Each school site will be reviewing the baseline results of this survey and incorporating specific goals into school site plans for the 2021-2022 school year. In addition, school counselors are being hired to address and support the district social-emotional wellness program and the needs of students who require intervention.|2021-06-30|||2021 37680800000000|Encinitas Union Elementary|6|EUSD surveys K-6th grade students every Spring. In Spring 2021, students shared the following feedback: * 74% of students ask questions often in their class * 83% of student read more for pleasure this year than last year * 87% of students learned at the right pace for them * 85% of students enjoyed coming to school * 86% of students know that someone cares about them at school * 80% of students prefer to learn collaboratively with teacher and peers * The majority of students prefer paper when reading (books) and drawing and worksheets. * Students do not have a preference between digital and print with writing. * Google Classroom is the top LMS for upper grade over Power School * 66% of students engaged in their own research project for class Of the 66%, 82% did more than one research project this year. EUSD continues to support Educational Technology and Information Technology, Library Media Assistants, and professional development for staff to support students' interests and needs.|2022-01-18|||2021 37680980000000|Escondido Union|6|The Escondido Union School District administers the California Healthy Kids Survey for fifth and seventh grade students, with the last administration being in the 2019-2020 school year. EUSD utilizes the District School Climate Report Card to identify trends. The school climate indicators provide district-level descriptions of several factors that are known to influence learning success in schools. The trends in elementary school show a decrease since the 2016-2017 school year in all areas under the Supports and Engagement School Climate indicator that includes school connectedness, caring relationships, high expectations, meaningful participation, and perceived school safety. EUSD is below the State average in all areas under the Supports and Engagement School Climate Indicator. The trends in the Other School Climate Indicators also show a decrease from the previous school year, including fairness, rule clarity, social emotional learning supports, positive behavior, home high expectations, and parent involvement in schooling. EUSD is at or below the State average in these areas. At middle school, a School Climate Index score is calculated by computing the averages in the areas of supports and engagement, and violence and substance abuse. The EUSD School Climate Index score has decreased by 35 points since the 2015-2016 school year. The EUSD School Climate Index score is 25 points below the state average. Over the last two school years there is a positive trend in all areas of Supports and Engagement. Strengths were seen in the areas of high expectations ,caring relationships, opportunities for meaningful participation, perceived school safety, and school connectedness. EUSD has site PBIS teams led by the school social worker, that use data and evaluation instruments to determine fidelity of schoolwide implementation. EUSD also offers professional development to all staff with a focus this year on classroom community building. The first week of school was focused exclusively on welcoming students back with engaging, community building activities, and lessons on classroom routines. A Resource library is available to classroom teachers that includes community building prompts and activities. EUSD also employs a comprehensive MTSS model that uses data to match students to the intervention based on need. The members of the site MTSS teams were provided with training at the beginning of the school year. EUSD also continues to provide families access to a virtual Family and Community Engagement learning series led by the site Family Liaisons.|2021-06-24|||2021 37680980101535|Heritage K-8 Charter|6|Heritage K-8 Charter School administered a school climate survey to the 8th grade class based on portions of the California Healthy Kids Survey (CHKS) dealing directly with school safety and connectedness. The questions focused on three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. Students were asked to rate the school on a five-point scale with five at the positive end. The overall rating for all categories was 4.6 out of 5. On questions related to safety and the condition of facilities, more than 94% of the students felt safe on campus and that the facilities were well maintained. Of the 6% of students, not responding positively, all selected the neutral option “Neither Agree nor Disagree”. For a junior high school, this is an outstanding statistic. The relationship between students and their teachers is one of the most important categories in the survey. More than nine out of ten students assert that their teachers care about them and want them to do their best. In addition, more than four out of five students state that their teachers notice when they are not at school. Moreover, more than 94% of students also report that standards for conduct and discipline are clearly defined and applied. The overall rating for academic opportunities was 4.6 out of 5. Students rated the opportunities for additional learning, outside of class, 4.8 out of 5. In regards to having the appropriate instructional materials, textbooks, and access to learning during the pandemic, 99% of students reported this to be the case. Finally, even with remote and hybrid learning, 84% of students affirmed that they were in regular contact with teachers and staff from school. A remarkable accomplishment given the complexities and challenges facing students, families, and educators over the past year. All of the survey results show improvement over the previous year.|2021-06-24|||2021 37680986116776|Classical Academy|6|The Classical Academy continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. The Classical Academy measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe The Classical Academy does a good job at supporting students. Students share they feel connected and safe at school.|2021-09-14|||2021 37681060111195|Classical Academy High|6|The Classical Academy continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. The Classical Academy measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe The Classical Academy does a good job at supporting students. Students share they feel connected and safe at school.|2021-09-14|||2021 37681060137034|Audeo Charter School III|6|Audeo III administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last three years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted the development of Audeo III’s LCAP. In order to monitor the success of Audeo III’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, Audeo III has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2020-2021, Audeo III exceeded this metric. 95% of students reported that they felt safe at Audeo III and 100% of parents reported that they feel their child is safe at Audeo III. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2020-2021 Audeo III’s suspension rates are 0% and expulsion rates are 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects their participation and engagement in school.|2021-06-23|||2021 37681063731023|Escondido Charter High|6|Escondido Charter High School administered a school climate survey to the 12th grade class based on portions of the California Healthy Kids Survey (CHKS) dealing directly with school safety and connectedness. The questions focused on three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. Students were asked to rate the school on a five-point scale with five at the positive end. The overall rating for all categories was 4.2 out of 5. In regards to questions pertaining to the safety and condition of facilities, the school received a 4.6 out of 5 or a 95% approval rating. Of the 5% of students not responding positively, all but one student selected the neutral response “Neither Agree or Disagree”. An outstanding statistic for a high school. The relationships between students and their teachers is one of the most important categories in the survey and the school performed well in this area. Nearly nine out of ten students assert that their teachers care about them and want them to do their best. In addition, 95% of students state that their teachers notice when they are not at school. The school believes that this is directly related to the small size of the campus and the fact that the classes are limited to 25 or fewer students. Moreover, in regards to standards for conduct and discipline being clearly defined and applied, the school received a 4.0 out 5. The overall rating for academic opportunities and support was 4.0 out of 5. Students rated the opportunities for additional learning, outside of class, 4.3 out of 5. More than four out of five students agreed that the school provides all of the courses required to meet both the University of California and California State University entrance requirements. Of interest was the student sentiment regarding counseling slipped to the neutral range with 3 out of 5. This is certainly a result of the constraints imposed on schools due to the pandemic. In regards to having the appropriate instructional materials, textbooks, and access to learning during the pandemic, 90% of students reported this to be the case. Finally, even with remote and hybrid learning, 92% of students affirmed that they were in regular contact with teachers and staff from school. A remarkable accomplishment given the complexities and challenges facing students, families, and educators over the past year. Overall, the survey results show improvement over the previous year with the exception of counseling. This should show improvement next year due to increased in-person learning.|2021-06-24|||2021 37681140000000|Fallbrook Union Elementary|6|Fallbrook Union Elementary School District (FUESD) annually surveys its 5th and 7th graders using the California Healthy Kids Survey (CHKS). The survey measures students’ perceptions on school climate, safety and school connectedness. Comparing our most recent survey to the results from the 18-19 school year, FUESD made significant growth in the areas of school engagement and school safety. Our 5th graders' scores on school connectedness percentages grew from 64% to 71% and students' perceptions of feeling safe at school grew from 71% to 82% over the course of two years. In 7th grade, students' school connectedness percentages increased from 50% to 63%, while their belief that school was perceived as very safe or safe grew from 50% to 68%. We believe that with an intentional focus on social emotional learning (SEL), while emphasizing staff relationships with students, and utilizing our restorative practices model, this has led to the increase in positive perceptions. FUESD also prioritized the hiring of full-time school counselors on all of our campuses. Our school counselors’ primary responsibility is providing classroom lessons teaching SEL skills while making connections and building relationships with students. The data shows that this focus is evident in the results and is a strength of ours in Fallbrook. FUESD will continue to build on our successes of addressing SEL and caring adult relationships as a means to engage students and maintain a positive school climate. We will look to find additional ways to increase student participation through meaningful engagement as our data indicates minimal growth in this area. Including opportunities for student voice and choice will only help to increase school connectedness.|2021-10-04|||2021 37681220000000|Fallbrook Union High|6|The California Healthy Kids Survey was administered to students in grade 9 and grade 11. Due to the pandemic and school closures, certain calculations used in the LCAP, specifically school connectedness and school safety were not included in the data; however, the percentage of students of reported that they "agree" or "strongly agree" that they feel connected to their school raised and dropped over the course of three years for 9th graders starting in 2016-2017 from 40% to 52% to 48%. Students in grade eleven went up from 46% to 51% in 2018-2019. Fifty three percent of students in grade 9 in 2020-2021 felt that they had caring adults on campus and 65% of students in grade 11 felt the same. In grade 9, 66% of students perceived that adults had high expectations of them with 77% of 11th graders feeling the same. Approximately 40% of students in grade 9 and 11 reported that they perceived their school to be safe in 2018-2019, but less than 30% reported harassment or bullying, mean lies being spread, and less that 20% feared being beaten up. In grade 9 the percentage of students who had seen a weapon on campus decreased from 24% in 17-18 to 12% in 18-19, and for students in grade 11 the percentage decreased from 32% to 12%. This data subset was not collected in the 2020-2021 California Healthy Kids survey due to students participating in remove learning; however, the percentages of alcohol and drug use have also gone down in the past three years from 30% for 11th graders in 2017-2018 to 20% in 2018-2019, and 13% in 2020-2021. Similarly 22% of 9th graders decreased to 14% in 2018-2019 and 5% in 2020-2021. The district can celebrate the areas of strength in decreasing the amount of weapons seen on campus, decreasing drug and alcohol use, and decreasing bullying and perceived threat of violence. An area of continued struggle for the school is connectedness with less than 50% of students feeling connected to their high school, and only approximately 60% feeling that there are caring adults on campus. In response to some of this information, the LEA has begun to gather information to implement a multi-tier system of supports in an effort to increase the connectedness and caring of adults on campus. Additionally professional learning has been conducted to better support staff in understanding the diverse backgrounds of the students at our LEA. While we are in the initial stages of implementing MTSS, we have hired a teacher on special assignment to systematize our current interventions.|2021-10-11|||2021 37681300000000|Grossmont Union High|6|The Grossmont Union High School District (GUHSD) uses the California Healthy Kids Survey (CHKS) to measure and monitor school climate on an annual basis in grades 9 and 11. In addition to reviewing survey responses, the District also reviews the District School Climate Index (SCI) and the associated school-specific data. Due to COVID-19, the most recent information comes from the 2019-2020 administration of the California Healthy Kids Survey. Since 2016, the District has seen a decline in ratings associated with Overall Supports and Engagement. Our biggest area of weakness -- based on changes over the last four years -- is in opportunities for meaningful participation and school connectedness. In survey areas related to Overall Low Violence and Substance Use, the District is doing a little better. Since 2016, we have seen small but positive trends toward decreasing harassment and bullying and physical and emotional violence. Over the past several years, the District has focused multiple initiatives on increasing connectedness, engagement, and promoting safety, and addressing behavioral health for all students. The District has expanded student access to therapists and behavioral interventions through a program called Mending Matters and has developed an integrated and comprehensive Multi-Tiered System of Support (MTSS) (see https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp for details). More recently, the District has invested in supporting students with the addition of new counseling positions and case managers devoted to building connectedness and supporting students. Since 2016, the District has seen a decline in ratings associated with Overall Supports and Engagement. Our biggest area of weakness -- based on changes over the last four years -- is in opportunities for meaningful participation and school connectedness. In survey areas related to Overall Low Violence and Substance Use, the District is doing a little better. Since 2016, we have seen small but positive trends toward decreasing harassment and bullying and physical and emotional violence. Over the past several years, the District has focused multiple initiatives on increasing connectedness, engagement, and promoting safety, and addressing behavioral health for all students. The District has expanded student access to therapists and behavioral interventions through a program called Mending Matters and has developed an integrated and comprehensive Multi-Tiered System of Support (MTSS) (see https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp for details). More recently, the District has invested in supporting students with the addition of new counseling positions and case managers devoted to building connectedness and supporting students.|2021-10-07|||2021 37681300139063|The Learning Choice Academy - East County|6|The Learning Choice Academy East County administered a student survey during the 2020-2021 school year to measure student perceptions of school safety and connectedness. A total of 197 students (Gr 4-12) completed the survey, a 35% response rate. 91% said there is an adult at the school who believes they will be a success 96% said they try hard to make sure they are good at their schoolwork 90% said they are happy to be at this school 24.1% of students say they are very satisfied with the school 47.69% of students say the are satisfied with the school 35% said they felt hopeless during the past year 17% said they had been made fun of the past year 93% were very satisfied or satisfied with their EP providing the support they needed 95% strongly agree or agree that TLC promotes academic success 94% would recommend it 79% of middle and high school students feel safe or very safe at school (less than 1% said they feel unsafe) 97% reported that they have never been afraid of being beaten up at school 98% responded that they have never been threatened with harm or injury while at school.|2021-09-08|Improving Mental Health Additional staff hired to support student social/emotional health (School Counselor and additional School Psychologist) Staff commitment to practicing and modeling positive social-emotional practices (we have created an SEL team to work on developing a school-wide SEL vision and implementation plan this year) Staff will be trained on Restorative Practices Improving Student Voice We opened nominations to the School Site Council for each school site to all students Our SEL team will research appropriate training opportunities for teachers to create a culture of listening We will survey students and seek their input as much as possible throughout the year (for example, on spirit themed days and yearbook ideas, in addition to events and learning) Improving student engagement and attendance With the implementation of AB-130 all students will be required to complete a daily attendance log, students in grades TK-3 will be offered daily engagement learning opportunities, students in grades 4-8 will be offered daily live interaction and weekly engagement opportunities, and students in grades 4-12 will be offered weekly engagement opportunities Outdoor, in-person field trips and events will resume (as is deemed safe)||2021 37681303731262|Steele Canyon High|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from the 2015-2016, 2017-2018 and 2019-2020 CHKS administrations. Response Rate Grade Level 2015-2016 9th - 92% 11th - 87% 2017-2018 9th - 99% 11th - 76% 2019-2020 9th - 92% 11th - 86% Students who feel safe in school (Strongly Agree/Agree A4.5) Grade Level 2015-2016 9th - 80% 11th - 76% 2017-2018 9th - 77% 11th - 68% 2019-2020 9th - 74% 11th - 71% School Connectedness (High and Moderate A4.6 for 2015 and 2017) Scale metric change in 2019-20 to Average percent of respondents reporting ‘Agree’ or ‘Strongly Agree’ Grade Level 2015-2016 9th - 94% 11th - 91% 2017-2018 9th - 94% 11th - 90% 2019-2020 9th - 68% 11th - 64% Steele Canyon High School (SCHS) routinely utilizes data to help our school community meet Local Control Accountability Plan priorities to improve school climate, pupil engagement, parent involvement, and academic achievement. To this end, SCHS administers the California Healthy Kids Survey (CHKS) every other year to its freshmen and junior student population. This along with the California School Parent Survey (CSPS) is administered to their families. The SCHS Certificated and Classified Staff is also asked to participate in the California School Staff Survey (CSSS). These results, as well as an annual student school climate survey, provide valuable information that SCHS uses to revise current policies and practices to ensure that every student, every day is receiving the academic, behavioral and social-emotional supports they need to be successful. The following additional modules are included in the CHKS survey: Closing the Achievement Gap, Resilience and Youth Development, and Social-Emotional Health.|2021-06-23|||2021 37681550000000|Jamul-Dulzura Union Elementary|6|JDUSD cares deeply about student safety and school climate. For many years the California Healthy Kids Survey (CHKS) has been conducted in grades 5 and 7. While we continued to struggle to get to 100% participation in the California Healthy Kids Survey, we had increased to 66% at 5th grade and over 90% at 7th grade. In May 2021, JDUSD switched to the Measurable Results Assessment (MRA) as part of our initial data for our Leader In Me implementation that is occurring during the 2021/22 school year. The data we focused on this year includes a decrease in student engagement and an increase in chronic absenteeism both are part of the fallout from COVID necessitated online/distance learning. With these figures we have increased time with school psychologist supports on the school sites along with contracting with Care Solace to help parents access counseling services. In December 2018 we launched the Sandy Hook Say Something Anonymous program and have received many reports which the principals and school psychologists have worked directly with students and families in order to meet their needs and concerns.|2021-06-24|||2021 37681630000000|Julian Union Elementary|6|Students were surveyed in grades 3-8 using the PBIS Assessment survey. This is the first time we have used this survey. Survey rates students overall perception of school campus climate including student's sense of safety and connectedness. Ratings are on a scale from 1(negative climate)- 4 (positive climate). Results are the class average: Grade 3 - 3.23 Grade 4 - 3.11 Grade 5 - 3.23 Grade 6 - 2.74 Grade 7 - 2.99 Grade 8 - 3.08 Based on this data, the overall school climate is positive. During the 2020-21 school year students were in distance learning August - October, then on a modified minimum day schedule October - April, and finally on a full day schedule April - June. Due to this unique isolation data is hard to validate. We look forward to next year's data when the school schedule reflects a more normal school year.|2021-09-08|||2021 37681630128421|Harbor Springs Charter|6|In 2020-21, as part of the 2021 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: yes, Neutral/I don’t know, or no. Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment. Students in grades 3-12 were surveyed. Students responded positively to 64% of the questions, indicating an overall positive perception of the school’s climate. The two statements with the highest ratings were: “I think teachers make it clear bullying is not ok,” and “I think my teachers tell me if I did a good job.” The two statements with the lowest positive ratings were: “I think this school has helped me learn about colleges,” and “I like coming to school.” More detailed survey results analysis were reviewed by school leadership in order to evaluate trends and address areas of need. The school plans to include a segment of the CHKS again in the 2021-22 school year, meeting the State Priority 6 requirements.|2021-06-10|||2021 37681630137109|Diego Valley East Public Charter|6|In the spring of 2021, the local school survey questions were given to students online anonymously. DVE serves students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 30% of the students reported that they stressed. * 96% reported that they felt connected to the school. This was very meaningful to the school because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that the student can trust and feel good about attending. A positive school culture is fundamental to the values and mission of DVE. The school acknowledges that the COVID-19 pandemic had a negative impact on the student’s lives, but the students still felt connected to the school. DVE was aware of the fact that the students needed additional attention and outreach, so the students felt connected to the school. One challenge for the school is that many of the students have had traumatic experiences in their past and with their prior school setting. Due to this, the school provided the staff with professional learning on trauma-informed best practices. DVE also recognized that the staff could have experienced trauma during the pandemic. During the school year, 88% reported that communication was good. In the spirit of continual improvement, DVE will consider using additional survey options in the fall that could better inform the quality of the school programs, especially the social-emotional, trauma-informed components of the program. The next local school climate survey will be aligned with LCAP Goal #4 and will be given to students, parents/guardians, and staff. The results will reflect the school’s efforts to implement the LCAP and meet the school goals.|2021-06-03|||2021 37681630138156|JCS - Mountain Oaks|6|JCS Mountain Oaks students completed the Holistic Student Assessment during February of 2021. 163 students from 4th to 8th grades between the ages of 9 and 14 completed the survey. 49.1% of the students were in Tier 1 needing no intervention, 34.4% were in Tier 2 and would benefit from proactive strategies, and 16.6% fell into Tier 3 needing intervention. Overall, students identified 3.2 strengths compared to 2.1 challenges. Strengths identified by students include empathy, emotion control, relationships with peers, school bonding, and trust. Challenges students identified most frequently include assertiveness, perseverance, learning interest, critical thinking, relationships with adults, academic motivation, and relationships with peers. Based on the HSA, JCS Mountain Oaks decided to focus on the health of our students by implementing "morning meetings" and advisory periods using Sanford Harmony curriculum. A strength for JCS Mountain Oaks was our intervention teacher who provided one-on-one and small group meetings to help support students identified as in need of intervention. One of the challenges for us in 2020 was the onset of the COVID pandemic and resulting sheltering-in that led to virtual instruction for the end of the year. We provided all students with Chromebooks to ensure student connectedness through virtual learning opportunities during this time.|2021-06-10|||2021 37681630138628|JCS - Cedar Cove|6|JCS-Cedar Cove students completed the Holistic Student Assessment in February of 2021. 45 students from the 4th to 12th grades between the ages of 9 and 17 completed the survey. 46.7% of the students were in Tier 1 needing no intervention, 33.3% were in Tier 2 and would benefit from proactive strategies, and 20% fell into Tier 3 needing intervention. Overall, students identified 2.9 strengths compared to 2.4 challenges. Strengths identified by students include empathy, relationships with peers, perseverance, relationship with adults, school bonding, and reflection. The challenges students identified most frequently include academic motivation, assertiveness, perseverance, learning interest, optimism, and reflection. Based on the HSA, JCS-Cedar Cove decided to focus on the health of our students by implementing the Sanford Harmony curriculum and restorative practices. A strength for JCS-Cedar Cove was our intervention teacher who provided one-on-one and small group meetings to help support students identified as in need of intervention. One of the challenges for us in 2020 was the onset of the COVID pandemic and resulting sheltering-in that led to virtual instruction for the end of the year. We provided all students with Chromebooks to ensure student connectedness through virtual learning opportunities during this time. As a result of the data we have decided that in 2021-2022 we will give the assessment twice - beginning and end of the year - to develop schoolwide goals for Tier 1 and Tier 2 as well as individual goals for Tier 3. A School Counselor will be hired in Fall 2021 and will be training staff on how to utilize HSA data and will collaborate in the planning of goals aligned with our SEL curriculum.|2021-06-11|||2021 37681630139402|Brookfield Engineering Science Technology Academy|6|In the 20-21 school year BEST Academy administered a survey to all parents and families to gather input to inform and evaluate stakeholder engagement. Stakeholders were very supportive of school initiatives to engage and support parents and families in student instruction and school decision making. Parents and families had many suggestions as to how to improve school services and support. Administration studies the feedback collected by such surveys carefully and reports findings and trends to the LEA Board during the LCAP development process. The most common trend in the feedback was a request for additional support for individual students and families in navigating core and supplemental curriculum and to monitor student achievement. This led Administration to create specific staff positions to support individual families and help to define the expectations and responsibilities for these positions. For the coming 21-22 school year, BEST Academy will continue to implement a similar Parent and Family Engagement Survey. In addition, BEST Academy will begin to implement a student climate survey at least every other year.|2021-11-03|||2021 37681633731239|Julian Charter|6|During the 2020-21 school year 60 students in grades 4-12 took the Holistic Student Assessment at JCS-LIVE. The disaggregated data showed three tiers of need: Tier 1-promotion, Tier 2 - prevention, and Tier 3 - intervention. Based on the data collected it was determined that student strengths (Tier 1 - Promotion) are: empathy (31.7%) and school boding (25%). Tier 2 - prevention - indicated that student challenges are motivation (36.7%), action orientation, assertiveness, and perseverance at 33.3% respectively. Less than 25% of students had a high percentage of intervention listed. Based on these results, JCS-LIVE will dedicate more time and action toward increasing academic motivation. Students will be given more opportunities to build their skills through a variety of workshops and life-skills practice. We have purchased leadership books and workbooks, and are expanding our peer mentorship program.|2021-06-11|||2021 37681710000000|Julian Union High|6|Based on District's LCAP survey, 58% of students feel safe at school and 45% of students feel connected at school.|2021-10-07|||2021 37681890000000|Lakeside Union Elementary|6|SURVEY FINDINGS: Lakeside Union School District (LUSD) administered the California Healthy Kids Survey (CHKS) to students in fifth and seventh grade in the Fall of the 2020-2021 school year. At the elementary level, there was a 41% response rate, with 188 of the district’s fifth grade students participating. Of the 188 fifth grade students, 15 were participating in the “in school only” instructional model, 8 students were participating in remote learning, and 165 students were from the hybrid learning model. The following are the percent favorable by topic as reported in the student survey administered for each grade level surveyed: Grade 5 (All students): School Connectedness - 86% School Safety - 76% At the secondary level, there was a 97% response rate, with 446 of the district’s seventh grade students participating. Of the 446 seventh grade students, 18 students were part of the “in school only “ instructional model, 92 students were participating in the “remote learning only”, and the remaining 336 students were enrolled in the “hybrid learning” instructional model. Grade 7 (All students): School Connectedness - 69% School Safety - 71% The following results were reported based on student race/ethnicity (7th grade students only): School Connectedness - White (71%) Hispanic or Latinx (68%) Mixed (2 or more) Ethnics (60%) Something Else (59%) School Safety - White (71%) Hispanic or Latinx (75%) Mixed (2 or more) Ethnics (53%) Something Else (74%) The CHKS data suggests that some groups of 7th grade students, particularly those who identified their race/ethnicity as “Mixed” or “Something Else”, felt less connected to school and less safe at school than White and Hispanic/Latinx students. As LUSD continues to work on building systems of support for all students, particular attention must be paid to these student groups so that ALL students feel safe and connected to school. Overall, students at both grade levels feel slightly less connected and safe at school than in years past. LUSD is responding by examining the root causes of this decline, and embarking upon a continuous improvement project based on a deep understanding of the issues faced by students leading to this decline followed by the application of research-based remedies and an analysis of progress. For continuous improvement purposes, LUSD will continue to develop and implement a Multi-tiered system of support (MTSS) to address the academic, social-emotional, and behavioral needs of all students across the district. Each school site will begin the initial implementation of a “Kidwatch” protocol to improve student outcomes, and start looking into research-based social emotional curriculum/strategies to implement at the sites as well. The District will also be providing professional learning opportunities for staff around Equity.|2021-10-14|||2021 37681893731072|River Valley Charter|6|Twice a year (once per semester) RVCS administers a survey for all stakeholders (students, parents, teachers, staff) which focuses on the local climate of the school site and instruction. The surveys closely align with both WASC and LCAP goals, and are the basis of the Action Plan and strategic planning for each following year. Currently, there are two identified areas of need which are expanded learning opportunities to address learning loss related to the pandemic and access to social-emotional support for students. Survey results indicate that parents and students want more teacher tutoring availability. Due to the pandemic and the majority of the 2020-2021 academic year spent in distance learning, students and parents are seeing a need for this increased availability. RVCS teachers tutor for 45 minutes every Tuesday, Wednesday, Thursday, and Friday. In addition to this tutoring, RVCS offers 24/7 online tutoring through a contracted vendor that provides tutoring support for students. Also, RVCS has a math tutor who works with students for 14 hours each week. To address the students' learning loss, RVCS has expanded teacher tutoring hours each week. Teachers have the option to provide up to two hours of additional tutoring each week. The math tutor is also providing an additional two hours of tutoring for students each week. RVCS has implemented a math intervention course and is starting a reading intervention course for identified students to address the needs of students experiencing significant learning loss that will not be mitigated with tutoring alone. These courses are offered during the course of the school day for 72 minutes (math intervention is offered each Tuesday and Thursday; reading intervention is offered on Thursdays and Fridays). Feedback from stakeholders has indicated that we are doing very well in terms of providing supports to address the learning loss students are experiencing due to the pandemic. Addressing the social-emotional needs of students is the second area of identified need stakeholders would like to see addressed. RVCS has allocated funds to provide students access to mental health supports with licensed mental health specialists. Stakeholders also stated they would like to see more on-campus activities for students to engage in, and our Associated Student Body is busy planning a years' worth of extracurricular events for students and families to enjoy. RVCS is eager to begin building a strong community presence as we emerge from this pandemic. These actions during the 2021-2022 school year will effectively help River Valley to meet our goal of maintaining a culture of learning and enrichment that encourages the academic and personal development of all students through engagement in the school community.|2021-05-20|||2021 37681970000000|La Mesa-Spring Valley|6|The La Mesa-Spring Valley School District is committed to ensuring positive school climates for students, parents, and staff. We use two different assessments to measure school safety and connectedness, - 1) the California Healthy Kids Survey and 2) a parent/family annual survey. Some school sites also conducted empathy interviews with their students that spotlight student voices on a variety of topics. The district’s parent survey was administered in the Spring of 2021 to all district families TK through 8. The California Healthy Kids Survey was also administered in the late Spring of 2021. It includes responses from students in grades 5 and 7. The key findings from the 2021 Parent Survey indicate overall high levels of parent satisfaction in the three main categories (Support for Academic Learning – 92%, Sense of Community – 91%, Sense of Safety – 87%). The highest percentages were found in the areas of school staff being helpful and children feeling welcome at school. Both questions resulted in 96% of our parents agreeing with these statements. One measure used to gauge the effectiveness of our efforts in creating a positive school climate with students is the California Healthy Kids Survey. Results from the survey taken in the Spring of 2019 indicate that the majority of students’ perception show a sense of safety and connectedness. Specifics show that 60% of students felt a sense of connectedness with their school, 62% of all students experienced connections with caring adults at school, and 60% of students shared they felt safe or very safe at school. There is a slight variance between gender with males reporting higher levels of safety and school connectedness while there is no significant difference between reporting from ethnicities. Additionally, middle school students tended to score somewhat lower levels overall as compared to elementary students. An analysis of the results from the 2021 Healthy Kids Survey was pending at the time of this submission. In response to these results, the district is actively training staff on Trauma-Informed Practices and providing the opportunity for school sites to access behavior training facilitated by our Student Supports team. In addition, our staff will continue to receive ongoing training in Restorative Practices. In order to build stronger learning communities and support inclusive, equitable learning experiences, as a next step, our social workers will begin full implementation of our Second Step (social-emotional learning) curriculum.|2021-06-15|||2021 37682050000000|Lemon Grove|6|The Lemon Grove School District again administered the yearly California Healthy Kids Survey (CHKS). This year grades 5, 6 & 7 participated. This survey gives our district an enormous amount of information to guide our future programs and supports in all areas of our school community. This year has been difficult to gain participation in this survey with some of our students being hybrid all year and some coming to campus 2 days a week. Because of this, we will be looking back at our CHKS 2019-2020 survey from last year to continue to gain insight into the needs of our community and what we have implemented to build on continuous improvements. The elementary survey (grade 5) displays the area of School Connectedness rated at 61%. Students responded they “agree” or “strongly agree” to feeling connected to school. Caring Adult Relationships were rated at 62% of students responding “pretty much true” or “very true”. The secondary survey (grade 7) shows the area of School Connectedness rated at 56%. These students responded that they “agree” or “strongly agree” to feeling connected to school. Caring Adult Relationships were rated at 61%. Promotion of Parent Involvement in Schooling was rated at 77% at the elementary level and 53% at the secondary level with students responding “agree” or “strongly agree”. With this information we knew it was imperative to continue to add to our parent engagement and school climate supports. We have added a Parent and Family Engagement specialist who will guide school site parent volunteer coordinators for parent engagement and feedback. We have also implemented dedicated weekly Social Emotional Learning time for all of our students to support staff and student relationships and improve school connection.|2021-06-15|||2021 37682130000000|Mountain Empire Unified|6|A school climate survey is administered each Spring to students in grades 5, 7, 9 and 11 and measures key indicators related to school climate and student well-being including: School Engagement and Supports School Safety Substance Abuse Mental and Physical Health This local climate survey captures a valid measure of student perceptions of school safety and connectedness and indicates that school climate is improving overall. However, continued improvement is desired and additional resources are being sought to support continuous improvement.|2021-10-12|While the trend is positive, there is still much room for improvement. To support this improvement MEUSD has opted in to the School Climate Transformation Grant (SDCOE). This five-year project (funded at $3,750,0000) will support 11 of the small San Diego County districts who have opted to be part of a consortium to enhance their multi-tiered system of supports with the goal of improving school climate and student engagement. The district partners are: Alpine, Borrego Springs, Dehesa, Jamul-Dulzura, Julian Union, Julian Union High, Mountain Empire, San Pasqual, Spencer Valley, Vallecitos, and Warner. This grant supports the CHKS survey staff results which indicate the additional PD in the efforts of improving school climate and student connectedness are both needed and desired by staff.||2021 37682130123224|San Diego Virtual|6|Although San Diego Virtual School does not participate in the California Healthy Kids Survey, it does have an internal survey administered every year to Staff, Students, and Families, with data supporting all student groups. WIth this goal being a high priority, SDVS wants to ensure that all stakeholders and provided a safe learning and working environment, thus developing a goal with several actions to meet our students' needs in Social Emotional Learning. San Diego Virtual School’s mission and vision outline providing a personalized learning experience for each student. WIth this in mind, SDVS sees that the whole student must be part of the learning experience. The need for counseling and other measures were evident throughout the school, especially with the Covid-19 pandemic surrounding our students. As part of this plan, it has focused on engaging students with our two counselors, providing additional support and resources to facilitate and work through a student’s mental health needs. With Covid-19 limiting in-person events, many virtual events occured throughout the year, proving to be the most successful group focused counseling since the school had opened.|2021-05-27|San Diego Virtual School provides a safe climate, where students, faculty, and staff feel supported. In this environment, students are given outlets such as Community Groups sponsored by our Counseling Dept., Social clubs, individual counseling, professional development for staff, as well as weekly staff and faculty check-ins to ensure needs are being met.||2021 37682130127084|Compass Charter Schools of San Diego|6|This survey assesses in more depth issues of academic quality, respectful relationships, the relevance of virtual classroom lessons, scholar learning motivation and virtual classroom involvement. In comparison to previous years, 89% of families agree that Compass Charter Schools is committed to the success of each scholar. Families were also asked if they agree that teachers are responsive to scholar needs, and 91% agreed. There was also an overall positive program satisfaction rating from 89% of our families. As a response to the survey results, the LEA continues to solicit stakeholder feedback throughout the year, and makes improvements to programs and school-wide initiatives for continuous improvement purposes.|2021-06-27|||2021 37682130129668|Motivated Youth Academy|6|Data: Student Input Survey EL 20%, Low Socio economic 80% White 30%, Hispanic 50%, Filipino 10%,Two or More 10% Overall % survey participants in agreement with: 100% overall satisfaction with the school 100% feel safe working in their online school course environment 100% feel safe and welcome to meet with their teacher to discuss their school work 100% agree that their teacher cares about their education and helps them to succeed 100% agree that if they have a problem they know they have a teacher or counselor that they can talk to for support 100% agree that their teacher checks-in with them to ask how they are doing/feeling 100% agree that when they need help in one of their subject areas, they have access to a teacher that can help them 100% agree that their teacher helps them set goals to be successful in school 100% agree that the school work provides them with grade level instruction and assessment of their academic progress 100% agree that their teacher is available when they need help and support with schoolwork Meaning: High Expectations: Increases confidence and improves academic performance. 100% of survey participants feel encouraged and motivated to do their best and that their teachers believe that they can do good work and encourage them to work hard and be successful. Use: Maintain student connection and engagement by continuing staff positive school climate collaboration and training.|2021-07-15|School Safety- 100% of survey participants feel safe and comfortable working in their online course environment, meeting with their teacher to discuss school work and that their teacher listens to their concerns and helps them find solutions. Respectful Climate: Promotes positive school climate - 100% of survey participants feel valued and respected by their teacher and school and feel that their teacher is supportive and gives useful feedback. Caring Adults: Having one or more caring adults increases students experiencing success at school. 100% of survey participants agree that their teacher checks-in with them to ask how they are doing/feeling and that if they have a problem they know they have a teacher or counselor that they can talk to for support. Social and Emotional Learning: The process through which students effectively apply the knowledge and skills necessary to set and achieve positive goals. 80% agreed that they were still able to do schoolwork during the COVID-19 pandemic.||2021 37682130136978|Elite Academic Academy - Mountain Empire|6|During the 20-21 school year we focused on monitoring ongoing student wellness and school climate. The Student Support Team sent out quarterly Elite Cares Surveys to all student stakeholders. The surveys were primarily designed to measure how students were feeling, whether they were engaged in school, and whether they felt connected to the school and/or the staff. Each survey response was followed up with an email or phone call by the Student Support Director or school counselor depending on the student's needs. We had a very significant and consistent response from our middle and high school students. Through their responses we became even more aware of the importance of listening to our students' voices. We made the following changes based on their answers: We formed the Elite Kindness Ambassador group as well as other ways to get students involved in leadership roles. Students soon took the lead in several clubs and student activities. Students expressed feeling lonely and bored which resulted in a variety of clubs. Some students were feeling overwhelmed in their courses which resulted in extended content teacher meetings and tutoring services. We identified that some students felt disconnected from their teacher and/or the school. Our Support Team reached out and it resulted in the students feeling valued and their academic progress improved.|2021-06-03|||2021 37682130138636|JCS - Pine Valley|6|JCS-Pine Valley administered a Partnerships in Education and Resilience (PEAR) survey to collect our HSA data. It was offered to students in grades 4-12. We did have some families opt out of the survey. We hope to have a higher participation rate next year. The information gathered does seem to represent the school as a whole. 56% or students surveyed would benefit from tier 2 SEL supports. School bonding, emotional control, and empathy were the top three strengths. Assertiveness, perseverance, and learning interest were the top three challenge areas. Disaggregated results show that for students needing Tier 3 supports saw a rise in issues with trust, optimism, and relationships with adults. JCS-PV will continue to provide SEL exercises using Sanford Harmony and our school counselor group sessions to see continuous improvement to our school climate. We have seen improvement in student empathy and bonding. Individual teachers will use PEAR data to drive SEL support decisions.|2021-06-11|||2021 37682210000000|National Elementary|6|National School District (NSD) fifth graders participated in the California Healthy Kids Survey (CHKS) during the 2020-2021 school year. The survey participants were asked to complete the “Core” Survey. The percentage of males that participated was 58% and the percentage of females that participated was 42%. This survey gauges student responses in four main areas: School Engagement and Supports, School Safety, Disciplinary Environment, and Lifetime Substance Use. The data was compiled by WestEd and is submitted for district review, data analysis, planning, and action. The areas of School Engagement and Support indicated the following: 81% reported high average academic motivation, 73% reported high social and emotional wellness, and 85% reported high student involvement in school. Most students felt supported in school, cared about by the adults in school, and that there are high expectations from the adults in school. However, students indicated that they like to do things to be helpful at school and they want to be given more chances to engage in decision making at school, how to solve school problems and participate in more interesting school activities. NSD continues to work on promoting Positive Behavioral Intervention & Supports (PBIS). Seven of our ten schools have gained Platinum medal status, one gained Gold medal status, one gained Silver medal status, and one gained Bronze medal status for the 2020-21 school year from the PBIS California Coalition. Restorative Practices continue to be a part of the culture within the NSD as an integral part of conflict resolution. National School District has trained all certificated staff in Restorative Practices. All certificated staff has been trained in Crisis Prevention Institute training for de-escalation techniques. NSD has also implemented a districtwide initiative with a School Counselor at each site focusing on Social Emotional Learning (SEL) using the Sanford Harmony curriculum as a part of our Multi-Tiered System of Support (MTSS).|2021-06-23|The California School Staff Survey (CSSS) is relevant to understanding the progress from the staff’s point of view and provides their input as to the climate related to the school community. The CSSS survey provides information on the degree to which staff perceives that their school has a learning and working environment that is safe, supportive, caring, collegial, challenging, and engaging, with norms and standards that encourage academic, behavioral, social, and emotional success. As a result of the data, NSD will continue to discuss how we can reflect on the surveys and how to use the data generated to ensure that our programs evolve in a positive manner.||2021 37682960000000|Poway Unified|6|To analyze the school climate at our sites, the California Healthy Kids Survey was used. This tool was administered in October/November 2020 to students in grades 5,7,9, and 11. It is administered to our students on a bi-annual basis. The California Healthy Kids Survey results show that 93% of our 5th graders and 76-77% of our grade 7,9,11 students perceive school as a safe place. The survey also shows that 82% of 5th graders feel connected to school, while 68-70% of our grade 7,9,11 students feel school connectedness. The information gleaned from this tool provides our staff with focus areas for sites to enhance their overall school student experience. This data also informs site-level social emotional goals and equity goals in the School Plan for Student Achievement (SPSA). In response to the survey results, the Poway Unified School District has implemented the following supports: No Place for Hate - Anti-Defamation League, Start with Hello - Sandy Hook Promise, Second Step Curriculum - Social Emotional Learning Curriculum, additional counselors, social workers at the middle and high school levels, and increased hours for our Student Support Services personnel, Positive Behavioral Interventions and Supports (PBIS), and the "MIndful Moment." Based on the CHKS survey, informal input from parents and students, and the series of three Community Conversations to establish trust and Professional Learning focused on Inclusive Practices (UDL) and Racial Equity, we understand that barriers still exist for some of our students and families and we committed to removing those barriers. The creation of a new District position to guide the work - a Director of Equity and Improvement. To ascertain yearly student perception data, many of our sites will implement student-focused site surveys during the 2021-22 school year, including a new grade 6 & 9 survey titled PASS, which is an attitudinal student survey, which will be used to identify supports needed for students. As we reflect on the 2020-21 school year - a time when more than half our students spent the year as virtual learners, we put a number of programs and increased staffing in place to support their social-emotional needs to help their transition to on-campus learning and in-person social interactions. To bridge the home and school for our families of students with disabilities, we created a new Special Education Parent Ambassador program and added a parent liaison at our Caring Connections Center.|2021-10-14|||2021 37683040000000|Ramona City Unified|6|In 2020-2021, RUSD students and parents participated in the California Healthy Kids Survey. Five hundred eighty four parents participated in this surey at the elementary, middle and high school levels. Sixty-seven percent of participating families expressed the schools actively seek the input of parents befire making important decision. Eighty-one percent of parents feel the schools encourage parents to bean active partner regarding educating students. Sixty-eight percent of parents feel welcome to participate at our schools, and 76% of parents believe schools take their concerns seriously. Students in grades 5, 7, 9, and 11 were offered the survey and 230 student responses were collected. Fifty-seven percent of middle school student and 47.5% of high school participants indicate a high level of school connectedness. Seventh (59%) and eleventh (62%) graders felt a higher level of connectedness to the school when compared to ninth graders (46%). The percent of students indicating a high level of academic expectation is 76% for seventh graders and 43% for high school students. Less than 20% of responding students indicated a high levle of meaningful participation. Sixty-five percent of 7th graders, 51% of 9th graders, and 56% of 11th graders indicate they feel school is safe. The results indicate our students are not feeling as connected to the school and the learning as we would expect. And while we were fortunate to have the majority of our students participate in hybrid learning models during the 20-21 school year, students did not indicate a strong feeling of connectedness to the schools or felt participation was meaningful. Moving forward, our focus will continue to be around developing a well-rounded Multi-Tiered System of Support (MTSS) throughout our district and within each school. Professional Learning will include building meaningful and purposeful lesson design for student engagement and learning.|2021-06-10|||2021 37683380000000|San Diego Unified|6|The district has conducted a census administration of the California Healthy Kids Survey (CHKS) at the secondary level for many years, initially on an every-other-year basis. Starting in 2016, the grade 5 survey was added, and a switch was made to annual administration. Given the COVID-19 pandemic in the spring of 2020, the survey was not conducted and resumed in 2021. Based on 2021 survey results, 85 percent of grade 5 students reported that they feel safe at school most or all of the time. For the secondary level, 74 percent of grade 7 students, 72 percent of grade 9 students, and 72 percent of grade 11 students reported that they feel safe or very safe at school. All of these results are considerably higher than in previous years, so the district will need to monitor results going forward to determine if the shortened time physically in schools due to the pandemic could be a contributing factor. The CHKS includes a scale for school connectedness, derived from responses to five survey questions: - Do you feel close to people at school? - Are you happy to be at this school? - Do you feel like you are a part of this school? - Do teachers treat students fairly at school? - Do you feel safe at school? Overall, the school connectedness percentages of students responding at grade 5, “Yes, all of the time” or “Yes, most of the time,” and at grades 7, 9, and 11, “Strongly Agree” or “Agree” were: grade 5 – 77%; grade 7 – 67%; grade 9 – 63%; and grade 11 – 63%. That these percentages are all higher by 6 – 9 points compared to the 2019 survey results is promising; however, as noted above, the district will need to monitor results ongoing to determine if this year’s results are anomalous given the pandemic.|2021-10-12|||2021 37683380101345|KIPP Adelante Preparatory Academy|6|Each fall and spring, KIPP SoCal administers a survey to students in grades 3-8 in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. The COVID-19 pandemic interrupted our usual cadence for giving this particular survey, so our most recent results are from Fall of 2019-20. Specific results from the Fall 2019-2020 survey on school safety and connectedness are included below: % of students reporting I feel safe at school: All students - 66.7 Hispanic/Latinx students - 68.4 Black/African American students - N/A % of students reporting I am happy to be at this school: All students - 61.3 Hispanic/Latinx students - 61.5 Black/African American students - N/A These survey results reflect positively on our school's efforts to implement Positive Behavior Support and Interventions (PBIS). PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. 15-20% of the students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows our team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents.|2021-06-16|||2021 37683380106799|Learning Choice Academy|6|The Learning Choice Academy administered a student survey during the 2020-2021 school year to measure student perceptions of school safety and connectedness. A total of 197 students (Gr 4-12) completed the survey, a 35% response rate. 91% said there is an adult at the school who believes they will be a success 96% said they try hard to make sure they are good at their schoolwork 90% said they are happy to be at this school 24.1% of students say they are very satisfied with the school 47.69% of students say the are satisfied with the school 35% said they felt hopeless during the past year 17% said they had been made fun of the past year 93% were very satisfied or satisfied with their EP providing the support they needed 95% strongly agree or agree that TLC promotes academic success 94% would recommend it 79% of middle and high school students feel safe or very safe at school (less than 1% said they feel unsafe) 97% reported that they have never been afraid of being beaten up at school 98% responded that they have never been threatened with harm or injury while at school.|2021-09-08|Improving Mental Health Additional staff hired to support student social/emotional health (School Counselor and additional School Psychologist) Staff commitment to practicing and modeling positive social-emotional practices (we have created an SEL team to work on developing a school-wide SEL vision and implementation plan this year) Staff will be trained on Restorative Practices Improving Student Voice We opened nominations to the School Site Council for each school site to all students Our SEL team will research appropriate training opportunities for teachers to create a culture of listening We will survey students and seek their input as much as possible throughout the year (for example, on spirit themed days and yearbook ideas, in addition to events and learning) Improving student engagement and attendance With the implementation of AB-130 all students will be required to complete a daily attendance log, students in grades TK-3 will be offered daily engagement learning opportunities, students in grades 4-8 will be offered daily live interaction and weekly engagement opportunities, and students in grades 4-12 will be offered weekly engagement opportunities Outdoor, in-person field trips and events will resume (as is deemed safe)||2021 37683380109033|King-Chavez Arts and Athletics Academy|6|School connectedness is related to our school’s mission of Love. 2020-2021 campus safety and connectedness WestEd survey data were largely N/A since students returned to school after the surveys were administered. Data from the 2019-2020 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. 85% of students indicate they feel safe at school. This number represents a significant increase from the previous year, and is now in line with both parent (100%) and staff (100%) perceptions of safety. 70% of students reported high levels of school connectedness. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) Student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs.|2021-06-10|||2021 37683380109157|Magnolia Science Academy San Diego|6|MSA-San Diego annually conducts the CORE Districts survey instruments to students in grades 6-8, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information , feedback meetings and regular board meetings. MSA-San Diego disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions. MSA-San Diego strives to improve our students’ perceptions of school safety and connectedness. In 2020-21, 94.7 % of our students participated in the survey and their responses provided an average approval rating of 76% on the eight topics of the survey., with a rating of 75% on Topic 3 (Safety) and a rating of 65% on Topic 4 (Sense of Belonging / School Connectedness). Our approval rating, Safety rating, and sense of belonging rate for students increased significantly compared to last year. Our student approval rates increased 14% from the past school year. There has been a concerted effort in supporting our students’ social-emotional wellbeing through weekly SSR lessons, daily advisory ZOR lessons, as well as explicitly teaching students the values we share in our character education initiative we call the WIZARD way. One of our goals for our students is to provide a learning environment where students learn skills to become independent learners. Based on student survey results the highest approval rates are “overall school experience ” 89% favorable and “Climate of Support for Academic Learning” 82% favorable. These results attest that we are on the right path focusing the whole child. 89% of our students indicated that “Overall, I am satisfied and would recommend this school to other students.” Given that we were in distance learning for nearly a year, the overall satisfaction rate is a testament to the dedication of our teachers who were determined to provide an engaging distance learning program for our student body. Moreover, it is a reflection of MSA San Diego leadership’s guidance, coaching and efforts to adjust to the educational landscape that had many changes.|2021-06-24|||2021 37683380111906|King-Chavez Preparatory Academy|6|School connectedness is related to our school’s mission of Love. 2020-2021 campus safety and connectedness WestEd survey data were largely N/A since students returned to school after the surveys were administered. Data from the 2019-2020 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. An average of 68% of students indicate they feel safe at school. This number is in line with both parent (96%) and staff (86%) perceptions of safety. A median 66% of students reported high levels of school connectedness. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) Student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs.|2021-06-10|||2021 37683380114462|Health Sciences High and Middle College|6|HSHMC used MyVoice student survey to measure school climate and conditions. According to the My Voice Data, 82% students feel welcomed, 80% of HSHMC students are proud of their school, and 62% of students at HSHMC participated in the at least one extra-curricular activity throughout the 2018-2019 school year. Goals for the 2021-2022 school year include 80% of all students feeling welcomed and 80% of the students will feel proud of their school. Due to Covid-19 the survey was not administered during 2020 while 100% of our students were learning online from home.|2021-06-28|HSHMC maintains a welcoming, inclusive climate and culture that honors student voice and family perspectives. Through our continued work in Restorative Practices, efforts to create conditions that support students' aspirations, building student-teacher relationships, honoring student voice both inside and outside the classroom environment, and increasing attendance of parent involvement in leadership and school-wide activities, students will feel welcomed and valued.||2021 37683380118851|King-Chavez Community High|6|School connectedness is related to our school’s mission of Love. 2020-2021 campus safety and connectedness WestEd survey data were largely N/A since students returned to school after the surveys were administered. Data from the 2019-2020 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. An average of 85% of students indicate they feel safe at school. This number represents a significant increase from the previous year, and is now in line with both parent (100%) and staff (90%) perceptions of safety. A median 70% of students reported high levels of school connectedness. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) Student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs.|2021-06-10|||2021 37683380121681|San Diego Global Vision Academy|6|SD Global Vision Academy administered an internal student survey in order to measure student perceptions of school safety and connectedness. A total of 122 students in grades 3-5, and 135 students in grades 6-8 participated. SURVEY FINDINGS: The following are the findings from the student survey: Grades 3-5: • 92.6% agreed “I can change my intelligence with hard work.” • 100% agreed that adults at SDGVA encourage them to work hard so they can be successful • 100% agreed teachers work hard to help students with their schoolwork • 97.5% agreed teachers give students a chance to take part in classroom discussions/activities. • 99.2% agreed they feel happy to be at SDGVA • 98.4% agreed they feel like they are part of the school • 98.4% feel safe at SDGVA Grades 6-8: • 91.7% agreed “I can change my intelligence with hard work.” • 88.2% agreed that adults at SDGVA encourage them to work hard so they can be successful • 91.1% agreed teachers work hard to help students with their schoolwork • 95% agreed teachers give students a chance to take part in classroom discussions/activities. • 98% agreed they feel happy to be at SDGVA • 96.3% agreed they feel like they are part of the school • 98.6% feel safe at SDGVA|2021-06-22|||2021 37683380122788|School for Entrepreneurship and Technology|6|In a recent survey, 92% of SET Parents and 90% of SET students believe the school is headed in the right direction (4 or 5 on a 5 point likert scale) and 95% of parents and 83% of students believe their school is a safe place to learn. We also learned that the majority of SET students believe their teachers care strongly about them and, for the most part, are fairly to very satisfied with the progress in the areas of history/social science, science, writing, mathematics, and reading. A major area of concern expressed by both parents and students had to do with the COVID-19 pandemic. Many were happy with the way the staff and the school handled education during the pandemic, but some were concerned about the schedule that we adopted in an attempt to reduce Zoom fatigue. Some parents felt that the services that were provided during flex time by the teachers and staff were not well utilized by the students and wished that the school had come up with a different way to break up the school day. The survey was given before the school implemented a tutoring program and a summer school program to help students who had fallen behind. Many of the negative comments about the schedule had to do with students who were struggling with unsupervised learning in a virtual environment. The one-on-one tutoring program and a case-manager-based summer school program have provided the targeted interventions that these students need.|2021-06-23|||2021 37683380124347|City Heights Preparatory Charter|6|The data reporting on the California Dashboard regarding the Local Climate Survey shows that City Heights Prep has improved from a student perspective overall in both school conditions and climate. From students' feedback, their desire to have more elective classes and AP courses was a strength in the school environment. This allowed students to have more elective classes for middle school and highschool students. This addition of classes and the offering of SAT prep also allowed students to be more college oriented and engaged. Moreover, giving students the opportunity to have more personal expression (no uniforms) and school identity (logo & school mascot) created a more engaging and productive atmosphere. City Heights Prep can continue to improve the current community climate by continuing to consider students' suggestions in any decision making process, continuing extracurricular activities, College Preparation, and considering the opinions of all students. Another area of strength in which the school has grown was moving to a new larger, more community based campus, as well as adding more competitive high school courses. Through the Local Climate Survey, students expressed that the new additions to campus and curriculum have helped with overall student buy-in. Our recent relocation has improved the concentration and extracurricular activities for students, with more space to provide more adequate education. With our relocation, our counselor can provide better service to our students such as social/emotional issues, bullying, or academic issues. The way the school can continue to improve on the current climate is by continuing to create/run student clubs, add relevant coursework, and give more community opportunities for them to succeed. By moving campuses early last year, we have already seen the benefits of a secure campus/ security system by monitoring incidents, absences, and any person arriving on campus.|2021-06-04|||2021 37683380126730|Kavod Charter|6|Results from the Healthy Kids, parent and staff surveys are as follows: Explorers in grades 3-7 that were surveyed stated 97% of them were generally happy to be in school most or all of the time, 91% felt close to someone at school most or all of the time, 96% felt they were part of this school some or most of the time, 95% proud to be part of this school some or most of the time, 99% felt motivated to learn some or most of the time, 98% felt teachers treating students fairly some or most of the time, 99% felt teachers and staff cared about them some or most of the time, 97% felt teachers told them they do a good job some or most of the time, 96% felt they get to do interesting activities at school some or most of the time, 99% felt teachers listed to them when they had something to say some or most of the time, 100% felt teachers believed they can do a good job some or most of the time, 98% felt grown ups at school made an effort to get to know them some or most of the time,100% of students felt teachers or other grown ups at school wanted them to do their best some or most of the time, and 99% felt safe some or most of the time Parents voiced their desire of wanting additional security measures, opportunities for engagement, staff intervention to mitigate behavior challenges, ways to have a voice in the program and concerns with class sizes. Staff expressed they wanted more professional development around race and equity. The general takeaways from the Healthy Kids Survey is that students felt generally happy and cared for school. They felt that factors including staff, events and procedures in place at school allowed them to feel part of the school community. The student body as a whole like to be in school. Parent’s focus was geared more towards safety measures. The general feeling was that they felt aspects of safety should be more pronounced and suggested ways this could be accomplished. Since oftentimes, parents are only able to speak to a concern with limited information on the matter, aspects that they perceived went unnoticed were actively being addressed by staff. Since safety is paramount, Kavod staff always responds favorably when parents are engaged in keeping the community safe. The ever-changing student and staff body have prompted staff to want to have the tools to properly engage in conversations with others. From feedback via staff and parent survey the need to increase student safety and well being prompted the need to hire a counselor full time. In addition, the need to enhance academic instruction prompted the need to hire differentiation staff and targeted support to mitigate learning loss.|2021-10-14|A shared general concern is mental health for students and staff. As local guidance permitted, we were able to transition all students that began the year fully distance learning to on-campus instruction in a safe manner.||2021 37683380127647|e3 Civic High|6|e3 Civic High administered the "Staff, Parent, and Scholar Satisfaction & Climate Survey" to e3 stakeholders in the Spring of 2021. We received the climate survey results on June 6, 2021, prepared by Dr. Potter of San Diego State University. Overall, the survey respondents rated e3 Civic High positively. Despite the impact of Covid-19, in most areas responses from staff, parents, and scholars were similar to the responses from 2020. Both parents and scholars rated the environment at e3 positively. Parents and scholars feel that the school is a safe place, and most scholars indicated that there were leadership opportunities. In the open-ended responses, parents and scholars listed school climate as one of the things they liked most about school. As one scholar stated, “My school is very inclusive, and I don't ever feel left out.” Staff rated the working conditions at e3 very highly. Almost all felt that they had a clear understanding of their job responsibilities and that they had adequate resources to do their job. Staff and parents rated the items related to the academic program very highly. Parents were also very positive about the learning facilitator effectiveness with over 90% agreeing with all of the statements about the learning facilitators. Scholars rated the learning facilitators favorably with the majority of scholars (over 78%) agreeing with all of the statements related to the learning facilitator effectiveness. The responses to the open-ended items also showed that the scholars think highly of the learning facilitators. When asked what they like most about their school on the open-ended questions, scholars listed the learning facilitators most frequently, followed by the academic program. The staff at e3 were favorable towards the leadership team. Parents were very positive about the leadership team agreeing with statements that they communicate well and rating them as very effective. Overall, the responses from stakeholders indicate that Staff, parents, and scholars have a positive perception of the school. e3 Civic High is clearly working towards it mission to engage, educate, and empower scholars. The majority of scholars feel that the school is a safe and welcoming place to learn and that they are being prepared for college or career. Areas that saw decreases in ratings, such as communication with the Leadership Team or Learning Facilitators and consistency with discipline, can be explained by the impact of COVID-19 and the requirement to move to virtual learning. As students come back to campus and in person learning, it will be important for the staff at e3 Civic High School to continue to work on building a positive school climate and find ways to engage all scholars so that they feel connected to the school.|2021-06-28|||2021 37683380129387|Empower Language Academy|6|Empower students, parents, and staff take an annual locally developed survey to measure perceptions of school safety and connectedness. Disaggregated survey data was reviewed by advisory committees, and shared with all stakeholders. The data around school connectedness showed 95% of students and parents reported the school has caring adults, and 92% of students reported a feeling of belonging. The school is seen as safe. Partly as a result of campus closure, the school increased the frequency and methods of communicating and connecting with students and families. Our existing strong school culture contributed to the high levels of school connectivity. 100% of staff, 93% of parents, and 98% of students agree the campus is a safe place. The new campus is physically safe, and we have an established culture of emotional safety and inclusivity. Goal 3 of the 2021 LCAP, “Maintain a safe, caring, and inclusive school climate,” has specific actions to continue improving in the areas of safety and connectivity. Highlights include Positive Behavioral Intervention Supports (PBIS) and School Safety. We will monitor the effectiveness of our programs and solicit feedback from stakeholders over the course of the school year.|2021-06-22|||2021 37683380129395|Elevate|6|The Measurable Results Assessment (MRA) is a survey and reporting system that provides schools uncommon insight o the attitudes and behaviors of staff and students. The data-informed insights were designed to align with expected outcomes common to schools implementing the paradigms and practices of Leader in Me, and seen in the Framework below. As a result of the alignment between the Framework and the MRA outcomes, the data-informed in¬sights link schools back to training and materials, allowing them to take action to improve areas of needed growth. In this way, it is very important that the scores in the MRA be used as a guide for continuous school improvement, not as an accountability measure. All scores in the MRA Report are presented on a 0-100 scale, with 100 being the most ideal and 0 being the least ideal. The following are the scores: • 63 - I feel excited about the work I do in school. • 80 - I am happy to be at my school. • 76 - I feel like I am a part of this school. • 69 - People at my school care about me. • 92 - Adults at this school listen to students’ needs • 76 - Students have a voice in decision-making at my school. • 73 - My school has high academic expectations. • 91 - My teachers encourage me to do my best. • 91 - My teachers will make me keep trying when I want to give up on something hard.|2021-06-24|||2021 37683380131979|Ingenuity Charter|6|1. California Healthy Kids Survey Data: • School connectedness (% agree or strongly agree) o 83% • School Safety (% agree or strongly agree) o 89% 2. In addition to the above reported data, a fairly high percentage of students (88%) reported that the school created an anti-bullying climate as well as reported that the school provided academic motivation for students to succeed (86%). This indicates a strong school culture focused on academic achievement and positive relationships. The data regarding school safety and connectedness demonstrates that more than 50% of students across grade levels feel safe at school and have a sense of school connectedness. The percentage of students who report that they agree or strongly agree with these statements dips in the LEA. While the LEA facilitates activities to create a sense of school community in all grade levels, a focus on intensifying efforts to increase students’ perception of school connectedness are being implemented in the middle school during the 2019-2020 school year. These activities range from conducting various culture building activities, and include staff training and coaching to increase the school’s capacity to continue to develop positive relationships with students at school. 3. To engage in a continuous improvement process, the LEA surveys students and staff yearly to determine focus areas. Data from these surveys is shared among leadership teams and next steps are put into place after data analysis. An area of focus for this year has been identified: bullying prevention. This was noted from survey data and thus, the school is conducting several town meetings throughout the school year to present on topics related to this issue. California Healthy Kids survey data is used as a driving force to implement socio-emotional supports across the LEA and to target implementation of school events and activities to increase student’s sense of connectedness and to positively build relationships among students and staff. These efforts are being made in addition to continuing to implement a campus-wide progressive discipline policy while integrating restorative justice through facilitating restorative circles and discussions with students.|2021-09-13|||2021 37683380135913|Urban Discovery Academy Charter|6|The LEA utilizes the Comprehensive School Climate Inventory (CSCI) instrument developed by the National School Climate Center at Ramapo for Children. The CSCI is a nationally recognized school climate survey that provides an in-depth profile of your school community’s particular strengths, as well as areas for improvement. The instrument is administered to students, parents/guardians, and school personnel to gain insights into the perceptions of the school and school community to make informed decisions. The LEA adopted the CSCI in 2020-2021 school year with it being issued in May of 2021. DATA Data is gathered in the areas of safety rules and norms, sense of social-emotional security, support for learning, social and civic learning, virtual learning environments, respect for diversity, social supports, school connectedness/engagement, social media, school inclusion, leadership, and relationships. The instrument is administering on a five-point Likert-like scale of strongly disagree, disagree, neither agree nor disagree (neutral), agree, strongly agree. Data is reported with a median rating, minimum and maximum score, percentage points of agreement, and missing responses. Continuing data trends include students and families feel safe in school and a sense of belonging at a level of greater than 90%. MEANING While there is a need to continue to focus on school safety and belonging, impacts from the pandemic are evidenced in the survey that indicate a need to focus on positive outlook of faculty and staff, the need for professional development to address coming back to in-person learning and classroom management norms, development of curriculum resources, and the need for afterschool programs either in-person or through virtual/online platforms. USE This instrument was used as part of the LEA’s accreditation visit, reviewed by the Board of Trustees, reviewed by the cabinet and school principals, and shared with the faculty and staff. Focused areas of interest outlined in the meaning section of this report resulted in the addition of instructional coach, a change in curriculum materials, professional development revisions, and implementing afterschool programs. Continuing focus will remain on school climate and culture in all grades, but with elevated focus on middle school online behaviors. In addition, areas of focus will have a secondary survey administered through the year to monitor progress.|2021-06-23|||2021 37683380136663|America's Finest Charter|6|January 11, 2021, all students are permitted on site for face-to-face instruction. All teachers are requested to be on campus. Each teacher operates a hybrid class teaching both on-line and face-to-face simultaneously. In this framework, parents can opt to enroll their students in a full on-line structure should they not wish to send their students to either of their assigned schools (K-8/high school). New instruction and recovery strategies will continue in order to support student learning in both instructional model options. Student accountability will also continue. Both instructional options follow parallel pacing, schedules, and calendars so that students who wish to change can do so seamlessly. Both options have limitations in terms of structure and course offerings based upon staffing and logistic limitations. Students are spaced, at least, 4 feet apart. America’s Finest Charter School recently conducted a School Climate Survey as a local measure to evaluate students perceptions and school connectedness. The survey was sent to 114 students in grades 3-12. At AFCS, we place the highest value on school safety and ensuring that students feel connected to school. AFCS used Google Forms to conduct a comprehensive analysis of our recent student survey results. We are able to provide the following summaries for specific items which are most relevant to our student population and school mission: ”Teachers treat students with respect”: 84% students feel that all teachers always treat students with respect, 70% students feel that the school always has clear rules for behavior, 91% students feel that the school always wants the students do well in education.|2021-10-18|||2021 37683383730959|Charter School of San Diego|6|The Charter School of San Diego administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted the development of CSSD’s LCAP. In order to monitor the success of CSSD’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, The school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2020-2021, CSSD exceeded this metric. Over 96% of students reported that they felt safe at CSSD and 97% of parents reported that they feel their child is safe at CSSD. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2020-2021 CSSD’s suspension rates are 0% and expulsion rates are 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects their participation and engagement in school.|2021-06-23|||2021 37683383731395|Audeo Charter|6|Audeo Charter administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted the development of Audeo Charter’s LCAP. In order to monitor the success of Audeo Charter’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, The school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2020-2021, Audeo Charter exceeded this metric. Over 94% of students reported that they felt safe at Audeo Charter and 94% of parents reported that they feel their child is safe at Audeo Charter. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2020-2021 Audeo Charter’s suspension rates are 0% and expulsion rates are 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects their participation and engagement in school.|2021-06-23|||2021 37683386039457|Darnall Charter|6|A total of 162 students in grades 3-5, and 156 students in grades 6-8 participated in the distance learning Panorama evidence-based Student Survey. SURVEY FINDINGS: The following are the percent favorable by topic as reported in the student survey administered for grades 3-5: • 83% supportive relationships • 75% needs with distance learning • 69% positive feelings • 62% challenging feelings • 58% daily habits • 46% distance learning environment The following are the percent favorable by topic as reported in the student survey administered for grades 6-8: • 87% supportive relationships • 91% needs with distance learning • 69% positive feelings • 60% challenging feelings • 58% daily habits • 50% distance learning environment The Leadership Team will utilize the results of the Panorama Survey to improve and expand its Multi-tiered System of Supports (MTSS) of schoolwide support services, communication, support a positive school climate, and strengthen delivery and accountability of its character development/core values.|2021-06-17|||2021 37683386039812|Keiller Leadership Academy|6|KLA uses the California Healthy Kids Survey to measure school climate. KLA uses this data to make collaborative decisions for academic, social emotional, and procedural programs. Based on the survey results, KLA learned that while very little parents participated in school engagements, 100% of parents felt welcomed to participate and encouraged to be active partners at KLA. Parents, students and staff feel that KLA creates a safe learning environment where all students have opportunities to be successful. All stakeholders also reported that KLA promotes a culture of respect and fairness, and holds all students equally accountable to high, rigorous standards and expectations. KLA motivates students to learn and students and parents feel that KLA adults genuinely care about their students. Parents and students also feel well supported by the student support systems in place which includes Counseling, College and Career Readiness, Special Education, and English Learner programs. Even through the pandemic, parents reported that KLA maintained clear communication and provided a variety of support so that all students had access to quality education. KLA will continue to maintain the structures it has in place for academics, social-emotional, and parent involvement. KLA will also continue to use the Healthy Kids Survey as a means to guide programming decisions.|2021-06-08|||2021 37683386040018|Harriet Tubman Village Charter|6|Measurable Results Assessment Data: School Culture: 67 (Supportive Environment increased by 13 points) Students feel safe and able to build sense of community, establish culture, empower students’ application of learning, and supports the school’s mission. that allows students to feel empowered during learning. Students feel that teachers empower learning through high academic expectations. Students sense of belonging and learning engagement decreased during distance learning. Students are not as motivated to work towards their goals. Happiness also decreased this year and some students do not feel well understood. HTVCS is looking into hiring a social worker to support students’ emotional well-being. We will provide additional in-person extracurricular activities and school-wide events. Students are longing to be around other students. We are looking forward to resuming sports. Prior to the pandemic, school-wide implementation of the Leader in Me was showing strong results at improving school climate and culture, but the transition to distance learning halted that progress temporarily. We plan to get back on track with our Leader in Me program next year to support the development of our students as leaders in all areas of their lives.|2021-06-23|||2021 37683386040190|King-Chavez Primary Academy|6|KC Primary administered a local climate survey to students from grades 2 and 3. We chose to use a locally developed survey because of the age of our student body. 2020-2021 campus safety WestEd survey data for parents and staff was largely N/A since students returned to school after the surveys were administered. The school is seen as safe and inclusive. 92% of students indicate they feel safe/taken care of at school. Results from the 2019-2020 surveys show that 100% of parents and 96% perceive the school as safe for students. School connectedness is related to our school’s mission of Love. 79% of students reported high levels of school connectedness (highest rating on “I feel that I am part of my school family”). The data shows that our programs promoting school safety and connectedness are working. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) Student-centered academic strategies (e.g., structured classroom discourse); 2) Elective course offerings; 3) a restorative approach to discipline; 4) community events focused on safety; and 5) regular school celebrations to promote connectedness.|2021-06-10|||2021 37683386061964|The O'Farrell Charter|6|DATA: CALIFORNIA HEALTHY KIDS SURVEY DATA (2020-2021) ? Caring adults in school (% agree or strongly agree): ? Elementary school: 75% ? Middle school: 67% ? High school: 58% ? High expectations (% agree or strongly agree) ? Elementary school: 88% ? Middle school: 82% ? High school: 73%. ? Motivation (% agree or strongly agree) ? Elementary school: 72% ? Middle school: 62% ? High school: 56% MEANING: This data indicates a strong school culture focused on academic achievement and positive relationships. The percentage of students who report that they agree or strongly agree with these statements dips in high school, but remains above the 50% threshold. While the LEA facilitates activities to create a sense of school community and motivation in all grade levels, the LEA will focus on intensifying efforts in the high school to increase students’ perceptions of expectations and motivation. These activities range from conducting restorative circles to homebase competitions and various culture building activities, and include staff training and coaching to increase the school’s capacity to continue to develop positive relationships with students at school while holding them to high academic standards and providing high levels of varied support. USE: To engage in a continuous improvement process, the LEA surveys students and staff yearly to determine focus areas. Data from these surveys is shared among leadership teams and next steps are put into place after data analysis. An area of focus for this upcoming year has been identified: student motivation. This was noted from survey data and thus, the school is conducting several student town meetings and events throughout the school year to re-establish a sense of connectedness and motivation for students coming back from the pandemic school closures. Additionally, homebase curriculum includes a socio-emotional component and students in need will receive additional targeted counseling efforts from an at-risk counselor and other school counselors. California Healthy Kids survey data is used as a driving force to implement socio-emotional support across the LEA and to target implementation of school events and activities to increase student’s sense of connectedness and to positively build relationships among students and staff. These efforts are being made in addition to continuing to implement a campus-wide progressive discipline policy while integrating restorative justice through facilitating restorative circles and discussions with students.|2021-06-14|||2021 37683386115570|Museum|6|The school conducts a Social-Emotional Survey annually for students in grades 3-8. The results are reviewed by members of the School Leadership Team and pertinent staff. The 2020-2021 survey revealed that 87.5% of students feel safe or very safe when they are at school, 10% provided a neutral response, 1.4% indicated that they feel unsafe and 1.4% indicated that they feel very unsafe. The 2020-2021 survey for grades 6-8 indicated that 81% of students agree or feel strongly that they feel like a part of the school. 13% felt neutral, 1% disagreed and 5% strongly disagreed that they feel like a part of the school. A significant portion of the students who felt disconnected from the school were new to the school for the 2020-2021 school year and had spent much of the year in distance learning. To help identify students who may need emotional support or struggle with mental health needs, teachers at the school conduct a Student Risk Screening Scale for all students three times throughout the year. Additionally, the school conducts an annual Staff Survey to aid in determining perceptions of school climate and safety.|2021-06-14|Suspension & Expulsion Rate - The Museum School had a total of 0 suspensions for the 2020-2021 school year. School Safety Plan - The Museum School has a Board-approved Comprehensive School Safety Plan that includes an anti-bullying and harassment curriculum, policies, and procedures. Students in grades 6-8 receive instruction on preventing sexual harassment.||2021 37683386119168|San Diego Cooperative Charter|6|SDCCS students, parents, and staff take an annual locally developed survey to measure perceptions of school safety and connectedness. Disaggregated survey data was reviewed by advisory committees, and shared with all stakeholders. The data around school connectedness showed 95% of students and parents reported the school has caring adults, and 92% of students reported a feeling of belonging. The school is seen as safe. Partly as a result of campus closure, the school increased the frequency and methods of communicating and connecting with students and families. Our existing strong school culture contributed to the high levels of school connectivity. Parents, staff and students agree when surveyed that the campus is a safe place. The new campus is physically safe, and we have an established culture of emotional safety and inclusivity.|2021-10-12|SDCCS believes strongly that the parent is an important part of the educational journey. We prioritize relationships with our staff and our families. Our parent community reported feeling supported greatly by the school during the COVID-19 pandemic. We are currently working to slowly build back some of our community events safely upon returning to full-time on-site education.||2021 37683386119598|King-Chavez Academy of Excellence|6|School connectedness is related to our school’s mission of Love. 2020-2021 campus safety and connectedness WestEd survey data were largely N/A since students returned to school after the surveys were administered. Data from the 2019-2020 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. An average of 80% of elementary students in grades 4-6 and 51% of middle schoolers indicate they feel safe at school. Adult perceptions were higher, with 100% of both parents and staff perceiving the school as safe. 72% of elementary students reported high levels of school connectedness; the level of connectedness decreased to 48% in the middle grades. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) Student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs.|2021-06-10|||2021 37683460000000|San Dieguito Union High|6|Schools biennially administer the CHKS to all students in grades 7, 9, and 11. In 2021, students reported feeling safe, connected, academically motivated, and having caring adult relationships at school. Across all grades, alcohol, tobacco, vaping, and other drug use is down compared to prior years. Students reported social-emotional health similar to prior years with high rates of gratitude, self-awareness, optimism, and self-efficacy. Students who have experienced chronic sadness/hopelessness increased (3-5%) and students who report they have considered suicide decreased (1-2%) when compared to 2019 results. The 2020-2021 SDUHSD Community Survey included school climate questions for students, parents, staff, and community members. Overall, our community expressed positive perceptions of school climate and conditions with the majority of respondents reporting that schools in SDUHSD are safe, welcoming, clean, and well maintained. The SDUHSD community agrees students understand what is required to be successful in class (84%), schools provide acceleration opportunities (80%), and schools prepare students for success in college (76%). The community holds varying perceptions of opportunities for engagement, communication, and feedback. The community reported that the District provides opportunities to give feedback (53%) but less agree the district values their feedback (38%). A slightly higher percentage (68%) agree schools provide opportunities for feedback and value their feedback (54%). The community reports that schools communicate effectively (staff= 80%, students= 64%, families= 76%) and are less likely to report that the District communicates effectively (staff= 36%, students= 56%, families= 63%). Multi-year student data shows low chronic absenteeism rates and discipline rates across all schools. When reviewing the data by student group, students who are English Learners, living in Foster Care, experiencing homelessness, living in a household with low income, have both lower attendance rates and higher discipline rates. Potential areas for improvement related to school climate include: enhancing communication systems, refining current multi-tiered systems of social-emotional support framework to further identify students in need of interventions, promoting healthy habits, implementing alternatives to suspension, and enhancing education for students and parents related to alcohol, tobacco and other drugs (ATOD) use in high school. Planned actions and services include: School wellness programs, transportation support, access to connectivity, increase student support services, trauma-Informed training, suicide prevention training and resources, and restorative practices at all schools.|2021-06-17|||2021 37683530000000|San Pasqual Union Elementary|6|Students at San Pasqual Union School generally feel safe and connected within the school community. When surveyed via the 2021 California Healthy Kids Survey, 5th and 7th grade students reported: 5th Grade • 88% feel safe at school • 70% report adults at the school help students resolve conflicts with one another • 55% feel close to people at school • 77% feel connected to school • 73% feel proud to belong to their school • 90% report that teachers and other grown-ups make it clear that bullying is NOT allowed • 18% report chronic sadness within the past 12 months 7th Grade • 81% feel safe at school • 95% report that teachers treat students fairly • 70% feel close to people at school • 83% feel connected the school • 18% report chronic sadness within the past 12 months • 8% contemplated suicide within the past 12 months While student responses reflect that students are safe, treated fairly, and that bullying is not permitted, student feelings of chronic sadness, at times to the point of suicidal ideations, are troubling. While these numbers do not compare to local and national trends, it is imperative that the school provide a system of identifying and addressing these students' needs. As reflected in the the District's 2021 LCAP Goal #2, "Build Students of Character and Confidence," the District is establishing MTSS and intends to hire an Arts Teacher to incorporate and facilitate social emotional support for students. Additionally, the District will provide Care Solace as a resource to all students, families, and staff in need of a mental health referral service.|2021-06-23|||2021 37683610000000|Santee|6|Santee School District administers the California Healthy Kids Survey (CHKS) annually to 5th and 7th grade students. Due to the challenges of COVID-19 and the disruption of in-person learning, the survey was not administered in full in 2021. However, Santee School District has implemented surveys through Panorama Education. Two survey topics serve as our priority data analysis; School Safety and Sense of Belonging (School Connectedness). In spring of 2021, 85% of students in 4th and 5th grade responded favorably for the topic of Safety, and 79% responded favorably for Sense of Belonging. For 6th through 8th grade, 73% responded favorably for Safety, and 65% for Sense of Belonging. These results place Santee School District between 80th-99th percentile nationally for 4th-5th grade topic of Safety, with the 3 other results placing the District between the 60th-79th percentile. Santee School District disaggregates this data set to analyze if disparities exist among English Learners, socio-economically disadvantaged, military connected, students with disabilities, and student race. After a thorough analysis of these student groups, no significant disparities were found. Santee School District has put in place curriculum and staffing to support all students. The District is in initial implementation of Second Step curriculum to support socio-emotional learning and has also adopted Positive Behavioral Interventions and Supports (PBIS) school-wide systems to improve school culture and student behavior. In addition, Santee School District has hired 9 counselors to serve our schools to support with students with behavioral, social and emotional needs.|2021-10-05|||2021 37684030000000|Spencer Valley Elementary|6|Spencer Valley Elementary School District served 32 students this year from 22 families. Every family was interviewed by phone or in person by the interim superintendent to collect information on school climate as well as academic concerns. With our school's small size, the families feel that the school serves as a surrogate family for their children. It is a very tight-knit community and the school melds very well with the greater community of families.|2021-06-23|||2021 37684030125401|Insight @ San Diego|6|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Insight included in-person onboarding sessions for our families at the beginning of the 2019-2020 school year in order to allow staff and parents to meet in a face to face session before the school year began. The school has also increased in-person outings throughout the school year to allow for more face to face activity time. The outings include recreational activities, college/vocational school tours and community service projects that the students are able to participate in as a high school group. Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses. This has allowed for more students to have the ability to attend.|2021-06-07|||2021 37684036120893|California Virtual Academy @ San Diego|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 180 Students feel safe: 100% Teachers care about student success at school: 100% School promotes academic success: 99.5% School fosters an appreciation of differences and diversity: 98.1% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-07|||2021 37684110000000|Sweetwater Union High|6|During the 2020-2021 school year, we implemented the CORE Rally Survey to all Sweetwater students. We received over 23,000 responses (out of approximately 37,000 students). This survey had some similar questions to the CORE Social Emotional Survey that we have implemented since 2018, however it contained additional questions about students’ learning environment and personal well being during distance learning. We received perspectives from students in grades 7-12 which showed the following: On the category of school relationships middle school students responded more favorably (71% positive) than high school students (64% positive) and alternative education students (60% positive). The most pronounced difference was on the question of whether in the last month students’ teachers had gone out of their way to help a student. Middle schools again lead the way at 80% positive while high school students responded at 69% positive and alternative education students answered 65% positive. The gap between the highest and lowest race/ethnicities broke down thusly. Middle School Asian 74% to American Indian 61%. High School Asian 68% to American Indian 58%. Alternative Education’s population was too small to compare. In the category of learning environment middle school students responded more favorably (63% positive) than high school students (61% positive) and alternative education students (56% positive) though the gap was not quite as pronounced as in school relationships. One interesting finding from this section was that only 50% of our students have someone at home to help them when studying or completing assignments. Middle School Pacific Islander 69% to Hispanic 62%. High School Asian 65% to Pacific Islander 58%. Alternative Education population was too small to compare.|2021-10-25|These data show both positive and negative trends and require that our school sites dig deeper into analysis as they design their school improvement plans. Many of our staff have engaged in Restorative Practice training to help foster an approach that is fair and supportive. Three signature practices of school and class behavior include the use of a welcoming ritual, engaging practices, and an optimistic closure. We will need to constantly inquire as to the effectiveness of our efforts and include student voice in our needs assessment and root cause analysis as we did in our work for schools requiring Comprehensive School Improvement and Targeted School Improvement.||2021 37684110126086|Hawking S.T.E.A.M. Charter|6|Hawking STEAM Charter School administered student surveys at both school sites for all students in all grades: PARTICIPATION RATE: SITE #1 A total of 485 students in grades TK-8 participated and completed the survey, a 75% student participation rate. School Connectedness: Percentage of students who feel there is a caring adult (listens to and gets to know the student) in school: • TK-K-2nd-87% • 3rd Grade-76% • 4th Grade-79% • 5th Grade-81% • 6th Grade-82% • 7th Grade- 65% • 8th Grade- 60% % of students who feel that they are academically motivated at school: • TK-K-2nd-87% • 3rd Grade-70% • 4th Grade-76% • 5th Grade-84% • 6th Grade-75% • 7th Grade-60% • 8th Grade- 60% % of students who feel that they have high expectations from adults at school: • TK-K-2nd-87% • 3rd Grade-88% • 4th Grade-89% • 5th Grade-92% • 6th Grade-90% • 7th Grade- 77% • 8th Grade- 66% Student engagement % of students who feel that they are academically motivated at school: • TK-K-2nd-99% • 3rd Grade-70% • 4th Grade-76% • 5th Grade-84% • 6th Grade-75% • 7th Grade-60% • 8th Grade- 60% % of students who feel that they have high expectations from adults at school: • TK-K-2nd-99% • 3rd Grade-88% • 4th Grade-89% • 5th Grade-92% • 6th Grade-90% % of students who feel that they have high expectations from adults at home: • TK-K-2nd-99% • 3rd Grade-95% • 4th Grade-100% • 5th Grade-100% • 6th Grade-96% • 7th Grade- 79% • 8th Grade- 63% % of students who feel that they have parent involvement in schooling: • TK-K-2nd-99% • 3rd Grade-82% • 4th Grade-77% • 5th Grade-87% • 6th Grade-85% • 7th Grade- 65% • 8th Grade- 58% SITE #2: A total of 492 students participated: School Connectedness: % of students who feel there is a caring adult (listens to and gets to know the student) in school: • TK-2nd Grade - 96% • 3rd Grade-82% • 4th Grade-85% • 5th Grade-80% • 6th Grade-76% • 7th Grade- 65% % of students who feel that they are academically motivated at school: • TK-2nd Grade -97% • 3rd Grade-78% • 4th Grade-85% • 5th Grade-78% • 6th Grade-61% • 7th Grade- 72% % of students who feel that they have high expectations from adults at school: • TK-2nd Grade -97% • 3rd Grade-88% • 4th Grade-89% • 5th Grade-92% • 6th Grade-98% • 7th Grade- 82% Student Engagement: % of students who feel that they are academically motivated at school: • TK-2nd Grade - 98% • 3rd Grade-78% • 4th Grade-85% • 5th Grade-78% • 6th Grade-61% • 6th Grade-61% • 7th Grade- 72% % of students who feel that they have high expectations from adults at school: • TK-2nd Grade - 98% • 3rd Grade-88% • 4th Grade-89% • 5th Grade-92% • 6th Grade-98% • 7th Grade- 82% % of students who feel that they have high expectations from adults at home: • TK-2nd Grade - 98% • 3rd Grade-95% • 4th Grade-98% • 5th Grade-96% • 6th Grade-98% • 7th Grade- 83% % of students who feel that they have parent involvement in schooling: • TK-2nd Grade - 97% • 3rd Grade-85% • 4th Grade-79% • 5th Grade-75% • 6th Grade-79% • 7th Grade: 59%|2021-06-24|||2021 37684113731304|MAAC Community Charter|6|In the 2020-21 school year, MAAC Community Charter School administered the CA Healthy Kids Secondary School Student Survey, an evidence-based survey. A total of 78 students in grades 9-12 participated (7 in grade 9, 6 in grade 10, 21 in grade 11, and 44 in grade 12). As a result of the low participation rates for grades 9 and 10, their results were not reported by WestED on the CHKS Survey. However, the overall participation rate for grades 11-12 combined was 45% (48% for grade 11, and 43% for grade 12). SURVEY FINDINGS: The following are the survey findings for grades 11-12: In the area of Caring Relationships: - 71% of grade 11, and 65% grade 12 respondents stated that at MAAC, there are caring adults who notice when I’m not there,” very/pretty much true. - 76% of grade 11, and 74% grade 12 stated that at MAAC there is a teacher/adult “who listens to me when I have something to say, very/pretty much true. In the area of school connectedness: Questions were not answered In the area of Meaningful Participation: Questions were not answered In the area of verbal harassment at school in the past 12 months: Questions were not answered In the area of Quality of School Physical Environment: Questions were not answered In the area of Social and Emotional Health: - 59% of grade 11, and 445 of grade 12 respondents stated they have experienced chronic sadness, or hopeless feelings, over the past 12 moths. For the 2021-22 school year, the principal and school staff will utilize the results of the CHKS to improve: schoolwide support services, communication, develop positive school climate, and strengthen delivery and accountability of its character development/core values. In addition, the administrative team will work diligently to increase student participation rates for the CHKS that will be administered in Spring 2022.|2021-06-17|||2021 37684370000000|Vallecitos Elementary|6|The school social worker plays a key role at Vallecitos providing school counseling, social skills, anti-bullying curriculum, and provides parents resources needed. The school social worker leads the district in Multi-Tiered Systems of Support (MTSS) work for all students and staff. The MTSS Leadership Team meets regularly and provides input for improving school climate and culture. Vallecitos received a grant called the School Climate and Transformation Grant of $250,000 to improve school climate and culture. School Climate surveys are conducted yearly with students, staff, and parents. The average daily attendance rate was 94.4%. The results from the survey are listed below. ? 54% of students responded; 16% of parents responded; 142% of staff responded (leadership team did it twice). ? Areas surveyed: Teaching and Learning; School Safety; Interpersonal Relationships; Institutional Environment; Parent Involvement. Mean score for all sections = 3.56 points out 4 ? Survey results for 5th Grade (Elementary): • Students are treated with respect = 3.84 out of 4 • The school wants students to do well = 3.79 out of 4 • There are clear rules at school = 3.74 out of 4 • Overall result = 3.36 ? Survey results for 6-8 (Middle School) • Students are treated with respect = 3.53 out of 4 • The school wants students to do well = 3.37 out of 4 • There are clear rules at school = 3.55 out of 4 • Overall result = 3.24|2021-06-25|||2021 37684520000000|Vista Unified|6|Vista Unified uses a climate survey tool developed by the University of California San Diego (UCSD) to annually monitor the status of the school environment for students, parents, community members and staff. The UCSD survey is administered annually at three grade levels. This survey follows a cohort of students for three years and then resets. The purpose of this methodology is to track climate changes over time. The data from both surveys are presented to the School Board during a public meeting annually. (June 24, 2021) The most current climate survey results for students indicate statistically significant improvement in sense of belonging, safety, and teacher trust. The survey indicated a dramatic improvement in students' sense of safety in middle school.|2021-06-24|The administration of the survey, collection of data, and analysis of the data is completed by researchers from UCSD. This methodology ensures that the data is not influenced by staff members.||2021 37684520124917|Guajome Learning Center|6|We offer the CHKS every other year with the most recent administration being in Fall 2019. We will administer this again in late Fall 2021. In response to the results of the 2019 survey GLC has addressed areas of growth and continue to nurture its strengths. GLC’s focus on student needs and its safe environment were the most important attributes to students. Overall, students have very positive views of the school in terms of academic rigor, relationships with faculty, and teacher quality. The areas ranked highest by students include: school perceived as very safe or safe, high expectations, and caring adult relationships. One positive indicator is that we had 0 suspensions in the 2020-21 school year, which is a testament to the positive relationships that we build with our students and the safe spaces we have created. One of the clearest areas of growth identified in the survey was in building connection through extracurricular activities and a need for education surrounding tobacco, alcohol and drug use. We have integrated educational opportunities for our stakeholders including presentations on vaping in order to help people become more aware of its dangers and what to watch out for. Getting eight hours or more sleep for our high school students also seemed to be an area where our students were struggling. It was one of the areas that caused absences for our students. Anxiety and feeling underprepared for school were two other areas where students needed support. We are exploring and adding in a multi-tiered approach to engaging with our student’s social emotional health to address these areas. We are looking at ways to help support students get into good habits to support learning. Students in the 9th grade also showed lower levels of feeling connected to the school. This seems logical as they have entered a new environment, but it is an area we would like to see improve and will provide more opportunities for incoming 9th grade students to feel more engaged in the campus. Another growth area we have is extracurricular participation by our stakeholders. In Spring 2021 we administered a survey to parents to find out about how they would like to participate more in our school and how they see their student’s participation in the extracurricular opportunities offered. As we start to come back to campus after COVID we will continue our work on this goal. With access to the Guajome Park Academy’s campus students are able to participate in a number of activities, clubs, sports and theater offerings. Currently, 20% of students are taking course classes on the GPA campus. A number of these include electives that also provide extracurricular activities, such as orchestra and choir.|2021-06-24|||2021 37684523730942|Guajome Park Academy Charter|6|We offer the CHKS every other year with the most recent administration being in Fall 2019. We will administer this again in late Fall 2021. In our last survey, we saw 93% of our Middle Schoolers and 90% of our High Schoolers complete the survey. From that survey we see some very positive and encouraging results on the culture and climate of our school. Overall we have seen continued growth in our students' perceptions of the school’s climate as measured by the CHKS over the last five years. In looking at the overall School Climate Index (SCI) in the HS, results have shown an overall growth of 39 points from 2016 to 2018. Within our MS SCI score we saw a growth of over 63. In comparison of similar schools SCI scores in MS showed a growth of 53 points. Beyond the overall SCI score growth, subscales scores showed both high marks and growth reflecting a strong culture. Overall scores for Low Violence and Substance Use, showed a HS score with a growth of 109 points. For MS students score reflected a growth of 74. Marks in supports and engagement showed students in both MS and HS feel there are very strong supports in place on campus, and adults at GPA both high expectations and caring relationships. Other indicators, again reflect a strong and growing culture. In a combined MS/HS population 82% identified that they Try Hard in School. When asked about concerns of safety at school and concerns of bullying those scores dropped 8% since the 2018 survey. Looking at low substance use, scores similar results were recorded, with HS reporting a growth of 109 points reflecting a positive trend of less substance abuse, and MS reporting score growth of 74 points.|2021-06-24|||2021 37735510000000|Carlsbad Unified|6|Carlsbad Unified School District used various methods of communication in order to engage with our community stakeholders. Stakeholder meetings were then held to include a midyear LCAP progress update. The stakeholder groups included all of the following which took place in February: • K12 Classroom Teachers, School Site principals and assistant principals and School District Administrators (including special education department), and Classified Staff • DELAC Meeting • LIUNA Meeting • Teacher/Superintendent Advisory Council • Associated Student Body Meetings • Student/Superintendent Advisory Committee • Parent/Superintendent Advisory Council • Carlsbad Unified Teachers’ Association Meeting • Chamber of Commerce Board of Directors • School Site Council Meetings • School PTA Meetings • Community Advisory Council Meeting • Special Education Advisory Committee (SEAC) • SELPA Meetings with Director of Special Ed Carlsbad Unified School District then conducted several informational meetings to consult and gather input from various stakeholder groups. These meetings included: • CUSD Board of Education Meeting, 2/17/2021 • CUSD Special Board Study Session, 3/24/2021 • CUSD Board of Education Meeting, 4/21/2021 • CUSD Board of Education Meeting, 5/12/2021 • CUSD Board of Education Meeting, 6/9/2021 Public Hearing • CUSD Board of Education Meeting, 6/23/2021 Final Adoption • Foster Youth Stakeholder Meetings (Joint Homeless and Foster Care Liaison), 4/17/2021 and counselor training with SDCOE In addition to the stakeholder consultation meetings, an online survey was launched to the community of Carlsbad on 2/22/2021 which remained open through 3/8/2021. The purpose of the survey was to gather input from parents (specifically parents of unduplicated students), 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 3,507 responses. In addition to face to face meetings, the District maintained a website with additional information: https://cusdca.schoolloop.com/lcap After roughly 50 Stakeholder consultation meeting and a communitywide survey, the District identified reoccurring themes. These themes are reflected in the goals, actions, services and expected measurable outcomes identified on subsequent pages of the CUSD Local Control Accountability Plan. Common themes from the survey and meetings included: 1. Increased mental health support for students 2. Greater Diversity, Equity, and Inclusion for all students 3. Address learning loss and gaps that were a result of COVID-19 Pandemic|2021-06-23|||2021 37735690000000|Oceanside Unified|6|Oceanside Unified School District administers the California Healthy Kids Survey each academic year. This survey is administered in grades 3, 5, 7, 9 and 11. Data: School Safety: Anti-bullying climate has increased over the past few years in Elementary from 75% to 78% Positive behaviors have also increased from self reported 92% to 96% Perception of facilities has increased from the mid 30% to 50-70% range across the district School Connectedness: Majority of student feel connected throughout all grades although the percentage has dropped over the last couple years for grades 7, 9, and 11. Elementary grades 77%; Grade seven 58%; grade 9 55%; grade 11 55% More students in Elementary grades feel they have a meaningful adult relationship 76%. Percentage feeling a meaningful relationship by grade: grade seven 62%; grade nine 49%; grade eleven 56% Meaning: In the past year school connectedness has decreased. Much of this may be attributed to the COVID-19 pandemic and the lack of in-person connections. Facilities have had special care to keep students and staff safe over the 2020-2021 school year. Use: OUSD has hired school counselors and Assistant principals for all Elementary schools This is a renewed focus on Socioemotional health of staff and students. OUSD will continue to maintain a high standard of safety protocols in place for students and staff|2021-10-12|||2021 37735690136267|Coastal Academy Charter|6|Coastal Academy Charter School continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. Coastal Academy Charter School measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe the school does a good job at supporting students. Students share they feel connected and safe at school.|2021-09-14|||2021 37735693731221|Pacific View Charter|6|did you see the results you were seeking? PVCS conducts biannual student surveys. During the Covid pandemic, additional feedback from students and families was also sought in relation to health and safety issues and the desire for students to return to campus. The last survey was issued at the end of the school year 2021. 94% of responding students rated their overall satisfaction with the school as good to great, an increase of 4% from the previous school year. 95% of students feel supported by their teachers and that they received sufficient help with their school work. 95% of students feel supported in overcoming difficulties.This indicates that efforts to create a warm and supportive environment for students have been successful and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model. The fact that these numbers increased during the 2021 school year, arguably the most difficult school year in history, is remarkable. Also, in support of this, are the survey results indicating that 76% of students feel that the staff takes bullying seriously (a 10% increase from previous years) and 96% feel safe at school. Again, during a time of such intense fear around Covid, it is remarkable that so many students felt safe in their school environment. School support and safety is an area of strength for PVCS. Overwhelmingly, the difficulties brought on by the Covid pandemic created the biggest barriers to the school being able to implement services, especially enrichment opportunities for students including field trips, college visits and opportunities for social activities. The school plans to address these in the upcoming school year when restrictions allow. In addition, the following goals are planned for the next school year. Note that Goal 3 focuses specifically on building on the positive school climate and improving services to students. Goal 1: All students will graduate from Pacific View with a post-graduation plan for entrance into colleges, universities, trade schools or the workforce, depending on their individual need. Goal 2: Increase student achievement in Math and ELA for students receiving intervention to build deficient skills. Goal 3: Expand and improve resources and services to students and parents to provide|2021-06-22|||2021 37737910000000|San Marcos Unified|6|The San Marcos Unified School District gathers critical student perception data related to school climate through two key measures, the California Healthy Kids Survey (CHKS), and the Speak Up Survey. According to the most recent Speak Up survey, given in the Spring of 2021, 40% of high school students and 44% of middle school students indicated they feel emotionally safe at school, while 59% of high schoolers and 53% of middle schoolers indicated they feel physically safe at school. Additionally, 40% of surveyed 9-12th graders and 42% of 6-8th graders indicated school cares about them as a person. The results from the most recent California Healthy Kids Survey, given in 2018, reveal that 77% of elementary students (5th graders) and 62% of secondary students in grades 7,9, and 11 perceived there were "caring adults" in their schools. 97% of fifth graders and 65% of seventh, ninth, and eleventh graders perceive their schools are "safe" or "very safe." Moreover, 70% of our surveyed fifth graders and 55% of our secondary students stated that our schools offer adequate school support. However, the most recent CHKS also revealed that 31% of surveyed secondary students expressed they had experienced bullying/harassment, with 13% of students self-reporting they had been afraid of "being beaten up," and 9% reporting they had been in a physical fight. Additionally, this survey revealed trends related to the mental health needs of LGBTQ students enrolled. The survey was given to students in grades 7, 9 and 11, across all district secondary sites. Of students who self-identified as "not straight," 66% of seventh graders, 69% of ninth graders, and 73% of eleventh graders, experienced chronic sadness and hopelessness, versus 21-32% of students in these grades who self-identified as "straight/heterosexual." Results of the CHKS also demonstrated that students who identified as "not straight," 38% of seventh graders, 39% of ninth graders, and 43% of eleventh graders reported suicidal ideations, versus only 10-12% of students in these grades who identified as "straight/heterosexual." Of seventh graders self-identifying as "maybe transgender" (the only participating grade level with data in this area), 52% of students reported chronic sadness and hopelessness, and 30% reported that they had considered suicide. As a result of these student surveys, SMUSD has delineated steps in the district LCAP to collaborate with outside organizations to support efforts to improve school climates and culture by reducing inequity for and increasing engagement among LGBTQ youth and their families over the course of the next three years. These initiatives include professional learning related to knowledge about LGBTQ communities, developing strategies for engaging LGBTQ students at our schools, and increasing our anti-bullying interventions throughout the district.|2021-06-15|||2021 37737910138222|Pivot Charter School - San Diego II|6|Pivot Charter School employed a variety of surveys during the 2020-21 school year to gather input reflecting on the impacts of COVID to students, their academic progress, and the actions taken by the school during the closures and upon reopening. Since the resource centers were closed for a majority of the school year, these surveys focused on the virtual program offered by Pivot and the needs of the students during this unique time. Pivot learned that families were satisfied with Pivot overall (93.8% were either satisfied or extremely satisfied) but not everyone believed their student was academically successful this year (93.8% of parents believe their student was academically successful this year). Survey responses indicated that Pivot’s clear strength is in building relationships and recognizing students’ individual needs. An area for growth was observed with some families commenting on the virtual curriculum providers utilized by Pivot and the need for upgraded content or interface. Pivot researches curriculum providers and systems every year, searching for standards-based and aligned curriculum that allows students to work asynchronously with teacher support as needed. While no online curriculum is perfect, many continue to improve their options for customization. Pivot has and will continue to utilize these opportunities to make necessary adjustments and address concerns. To supplement the online curriculum that is used, Pivot continues to build a robust virtual program that includes online workshops and office hours with credentialed teachers. Many students and families were satisfied with those virtual offerings this year. So much so that the survey responses also indicated that they would like these offerings as well as some site based support to continue throughout the summer. Pivot plans to offer summer school to grades 6-12.|2021-06-04|||2021 37754160000000|Warner Unified|6|Data: Is provided from our MTSS parent survey and MTSS student survey, as well as our LCAP input meeting, LCAP parent survey and LCAP staff survey. Meaning: The surveys gave us a good sense that the school district is doing well and parents and students were happy with the progress that has been made. The overall challenge that was brought forth was the need for increased mental health and social-emotional learning. There were some requests for better communication among some families. Use: Warner Unified will make a concentrated effort to improve district office and teachers communications in the future. We will also be increasing our mental health programs on campus.|2021-08-10|||2021 37754160132472|California Pacific Charter - San Diego|6|LCAP Goal 3 addresses LCFF Priority 6) School Climate: Sense of Safety and School Connectedness. 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. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Action Items 3.3, and 3.5 were developed to support a safe and positive school climate. DATA Stakeholders actively participate in annual surveys that address the sense of safety and school connectedness. 44 students in CPCS-SD participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 6 students in grades K-5, 12 students in grades 6-8, and 26 students in grades 9-12. 97.7% of students agreed that their teacher cares about their education and helps them to succeed. 93.2% of students indicated that they feel safe a welcome to meet with their teacher to discuss their school work. 90.9% of students indicated that if they have a problem, they know someone at school they can talk to for support. 97.7% of students stated that overall, they feel satisfied with their school. MEANING Areas of strength are that the survey results indicate that, CPCS-SO has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing the number of students who participate in the survey. USE CPCS will continue to maintain and grow school initiatives that support student safety and school connectedness. In the 21-22 school year, CPCS will roll out a newly adopted social emotional curriculum through Edgenuity that teachers, counselors, administrators, and parents can use to support student engagement and feelings of safety and connectedness.|2021-08-10|||2021 37754160138651|San Diego Mission Academy|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 93% of the students reported that they felt safe at school * 77% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The school survey results showed that 98% of them felt safe, and 95% felt connected to the school. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be align with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-14|||2021 37754160139378|Sage Oak Charter School - South|6|Parent participants w/ student groups: EL 15.6% Foster Youth 0.0% Homeless Youth 0.0% Student with a Disability 15.6% Title 1 3.1% None of the Above 68.8% Parent participants w/ student ethnicity: White 37.5% Hispanic/Latino 9.4% African American 3.1% Asian 6.3% Filipino 3.1% American Indian/Alaskan Native 3.1% Two or more races 31.3% Declined to State 6.3% Overall % Parent in agreement: Improving the Academic Achievement of Students 93.8% Positive School Climate & Connectedness 96.9% Establishing Connections and Partnerships 96.9% College and Career Readiness and Technical Education 87.5% Overall Satisfaction and Input 96.9% Meaning:Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrates stakeholder engagement and the school's building partnerships with parents. Use:Collaborate on strategies to invite and encourage participation of all parent groups. Student Participants: EL 25.0% Students with a Disability 0.0% Foster Youth 0.0% Homeless Youth 0.0% Title 1 0.0% None of the Above 75.0% Overall % Students in agreement: My teacher is available to speak with me when I need guidance and support 100.0% The curriculum provides challenging grade level instruction and assessment 100.0% The curriculum and instruction are engaging and I complete my work on time 100.0% My teacher cares about my education and is committed to helping me succeed 100.0% I feel safe and welcome to meet with my teacher to discuss my progress 100.0% Overall, I feel satisfied with my school 100.0% Overall, I feel satisfied that the school does a great job communicating with me 100.0% There is additional support for my academic or developmental needs 100.0% If I need mental health support, I know I have someone at school that I can talk to 100.0% I am aware of the student mental health resources offered by the school 75.0% Meaning:Overall high student satisfaction w/ the school program. There is a need to focus on ensuring students are aware of mental health supports offered. Use:Continue to collaborate on all areas to maintain and continue student perception of the school's academic program. As well as increase our advertisement and knowledge of mental health supports through social media, stakeholders emails, and discussions at learning period meetings. Positive School Climate Student Survey results Student Participants: EL 25.0% Students with a Disability 0.0% Foster Youth 0.0% Homeless Youth 0.0% Title 1 0.0% None of the Above 75.0% Overall % in agreement: School's High Expectations for Student Performance 100.0% Respectful School Climate 100.0% Caring Adults at School that Support Students 100.0% Growth Mindset 100.0% Meaning:Strength in overall student satisfaction with the positive school climate. Use:Teacher collaboration on strategies and skills in effective communication during teacher/student meetings and monitoring student work w/ follow-up on students not completing their work with check-in calls and emails.|2021-07-15|||2021 37754160139386|Excel Academy Charter|6|Data: Student Input Survey EL 16.1%, Low Socio economic 80% White 44.1%, Hispanic 14.6%, American Indian 14.7%, African American 9.8%, Asian 11.9%, Declined to State 6% Overall % agreement with: 99.3% of survey respondents “agree” that there is school/teacher communication of opportunities for them to be actively involved in their child’s education. 88.8% of survey respondents “agree” that they feel connected to the school, valued and respected. 98.6% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. 99.3% of the survey respondents “agree” that Excel provides a rigorous core content curriculum and resources for students to master grade level standards. 98.6% of survey respondents “agree” that there is regular communication of their student’s progress. 99.3% of survey respondents “agree” that their child’s school has developed a partnership with them to support their child’s academic achievement. 77.6% of survey respondents “agree” that their child’s school and teacher values the student's background, culture, and diversity. 93% of survey respondents “agree” that the school demonstrates good effort in providing opportunities for involvement and input. 99.3% of the survey respondents “agree” that there is excellent communication of academic expectations. 83.2% of survey respondents “agree” that their student(s) set personal academic achievement goals. 86% of the survey respondents “agree” that the WIN program provides supplemental support that helps students improve in academic areas they may be struggling in. 97.9% of survey respondents overall agree that the school supports students in their academic goals. 97.2% of survey respondents overall agree that the school provides opportunities for parents to give input and participate in student’s education. Meaning: High Expectations: Increases confidence and improves academic performance. 99.3% of the survey respondents “agree” that Excel provides a rigorous core content curriculum and resources for students to master grade level standards. Use: Maintain student connection and engagement by continuing staff positive school climate collaboration and training. Provide professional development in cultural diversity in education.|2021-08-19|School Safety- 98.6% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. Respectful Climate: Promotes positive school climate - 89% of survey respondents “agree” that they feel connected to the school, valued and respected. Caring Adults: Having one or more caring adults increases students experiencing success at school. 99.3% of survey respondents “agree” that their child’s school has developed a partnership with them to support their child’s academic achievement. Social and Emotional Learning: The process through which students effectively apply the knowledge and skills necessary to set and achieve positive goals. 83.2% of survey respondents “agree” that their student(s) set personal academic achievement goals.||2021 37754160139451|Pathways Academy Charter - Adult Education|6|Data Student Input Survey EL 15.8%, Foster Youth 5.3%, Low Socio economic 68.4%, Student with IEP 5.3% White 30%, Hispanic 50%, Filipino 10%,Two or More 10% Overall % agreement with: 100% overall satisfaction with the school. 89% of student respondents agree that during teacher meetings, their teacher inquired about their well-being and if needed provided them with information on accessing community coordinated services (health, mental health, public assistance, housing). 99% of student respondents agree that through teacher meetings, communication of community and state resources are shared. 100% of student respondents feel valued and respected when collaborating with their teacher and/or staff and administration. 100% of student respondents agree that they feel safe and welcome to meet with their teacher to discuss their progress. 100% of student respondents agree that their teacher regularly checks in and provides academic updates and support. 100% of student respondents agree that they are engaged in completing assignments and coursework. 100% of student respondents agree that the Intervention & Transition Coordinator works with them to ensure that they are on track with their educational plan and offers resources and additional support. 98% survey respondents agree that they had technological devices provided to access instruction and learning support. 100% of the survey respondents agree that the curriculum and resources assigned continue to be accessible during the Covid-19 pandemic. 100% of adult student survey participants responded that they have access to grade level curriculum and instruction. Meaning: High Expectations: Increases confidence and improves academic performance. 100% of student respondents agree that the Intervention & Transition Coordinator works with them to ensure that they are on track with their educational plan and offers resources and additional support. Use: Maintain student connection and engagement by continuing staff positive school climate collaboration and training. Teacher training will be provided by the Intervention & Transition Coordinator on inquiring about student well being to identify student needs and coordinating services to remove barriers to students completing coursework and staying on track to graduation.|2021-07-15|School Safety- 100% of student respondents agree that they feel safe and welcome to meet with their teacher to discuss their progress. Respectful Climate: Promotes positive school climate - 100% of student respondents feel valued and respected when collaborating with their teacher and/or staff and administration. Caring Adults: Having one or more caring adults increases students experiencing success at school. 100% of student respondents agree that their teacher regularly checks in and provides academic updates and support, 99% of the adult student respondents agree that through teacher meetings, communication of community and state resources are shared, 89% of student respondents agree that during teacher meetings, their teacher inquired about their well-being and if needed provided them with information on accessing community coordinated services (health, mental health, public assistance, housing). Social and Emotional Learning: The process through which students effectively apply the knowledge and skills necessary to set and achieve positive goals. 100% of student respondents agree that they are engaged in completing assignments and coursework.||2021 37756140000000|Valley Center-Pauma Unified|6|A survey was administered to our students, grades 5-12 and overall, 83% of our students believe their school is a good school, 81% feel safe at school, and about 86% indicate there is an adult on campus who cares about them and encourages them to work hard in school towards success. While we would prefer to have these numbers in the 90% arena, which they were before COVID19, it does provide us with areas to plan and improve. In addition, providing voice at school and feeling like a part of the school is an area that needs attention as we transition back to in person learning. As part of our continuous improvement process, VCPUSD has set goals for improvement to increase student voice, increase health and safety, and provide a learning environment where students can participate and engage in activities that they are interested in or passionate about.|2021-10-14|||2021 37768510000000|Bonsall Unified|6|CA Healthy Kids Survey (CHKS) - 2018-19 Report for Bonsall Unified School District (based on 5th grade only) https://drive.google.com/file/d/1YXaxkAnJZtNdDpieKn-fJzJ2VVyCNlBq/view?usp=sharing At the elementary level, 68% of students feel connected to school. 75% of students expressed feeling a sense of safety at school. A high number, 89%, of elementary school students state they are academically motivated, and 71% feel that there is a caring adult at school. 69% of students indicated that there are social and emotional supports available to them. Only 32% of elementary students expressed that they feel they are meaningfully participating in school. Bonsall Unified School District (BUSD) will address the needs of students through the implementation of a Multi-Tiered System of Support (MTSS), which is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students’ social, emotional, and behavioral needs. As part of this framework, BUSD will continue to focus on restorative practices and will begin work with Trauma Informed Practices (TIPs) training this year. In addition to administering the California Healthy Kids Survey, BUSD will be utilizing Panorama software beginning in Fall 2021 to survey students, staff, and families. These surveys, which will be administered several times per year, will provide individualized data to inform improvements in academic, social, and emotional learning district-wide.|2021-09-08|||2021 37770320134577|Audeo Charter II (SBE)|6|Audeo II administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted the development of Audeo II’s LCAP. In order to monitor the success of Audeo II’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, The school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2020-2021, Audeo II exceeded this metric. Over 97% of students reported that they felt safe at Audeo II and 97% of parents reported that they feel their child is safe at Audeo II. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2020-2021 Audeo II’s suspension rates are 0% and expulsion rates are 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects their participation and engagement in school.|2021-06-23|||2021 37771560137323|Vista Springs Charter (SBE)|6|In 2020-21, as part of the 2021 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: yes, Neutral/I don’t know, or no. Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment. Students in grades 3-12 were surveyed. Students responded positively to 80% of the questions, indicating an overall positive perception of the school’s climate. The two statements with the highest ratings were: “I think my teachers work hard to help me with my schoolwork,” and “I think teachers make it clear that bullying is not ok.” The two statements with the lowest positive ratings were: “I think this school has helped me learn about colleges,” and “I think students are treated fairly when they break the rules.” More detailed survey results analysis were reviewed by school leadership in order to evaluate trends and address areas of need. The school plans to include a segment of the CHKS again in the 2021-22 school year, meeting the State Priority 6 requirements.|2021-06-10|||2021 38684780000000|San Francisco Unified|6|Each year, SFUSD administers a survey to gauge students social-emotional learning skills and student/staff/family perceptions of school culture/climate. Surveys are administered to students in grades 4-12 and all school staff and families. Results for two of the four survey constructs are summarized here: Sense of Safety and Sense of Belonging. Survey results are broken down by two grade spans—elementary and secondary. SFUSD disseminates reports to school sites, central office leaders, the Board of Education, and the general public that display trend data and comparisons across respondent groups. The results are also reviewed during annual data conferences between school site leaders and central office staff; school sites use the results to plan for the year ahead, which may include developing benchmarks, collecting additional data, and/or making decisions about professional development opportunities. 2021 Participation: 12,260 family surveys completed (approx 23%); 3,687 staff surveys completed (approx 63%); 18,529 students completed (54%). These response rates are low compared to past years, likely due to a combination of two pandemic-related phenomena: site-closures and survey fatigue. Results should be considered with that context, particularly given a pronounced increase in Sense of Safety scores. Safety: The overall favorability score was 76% among both elementary and secondary student groups. Three racial/ethnic subgroups—White, Asian, and multiple races—were at or above the elementary student average; Asian and Hispanic/Latino students were at or above the secondary average. The lowest scores at the elementary level were among students experiencing homelessness (69%), African American students (68%), and chronically absent students (65%). For secondary, African American students (72%), Pacific Islander students (71%), those with a 504 plan (72%), chronically absent students (71%), and American Indian students (63%). In response to the question “How safe do you feel during school?”, the elementary score was 78%, while secondary was 70%. Overall staff score: 82%. The family survey did not contain Safety questions in 2021. Sense of Belonging: The overall favorability score was 81% for elementary, 62% for secondary. At the elementary level, the highest scores were among White students (85%), Filipino students (83%), and Hispanic/Latino students (82%), while the lowest were among African American students (77%), those experiencing homelessness (76%) and chronically absent students (75%). At the secondary level, the highest scores were among English Learners (71%) and Foster Youth (70%). The lowest scores were among Asian students (59%), students with multiple races (59%), and students with a 504 plan (57%). In response to the question ”At my school, there is a teacher or some other adult from my school who really cares about me”, the elementary score was 85%, while secondary was 65%. Overall staff score: 82%. Overall family score: 96%.|2021-10-05|||2021 38684780101337|KIPP Bayview Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 90% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 64% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 38684780101352|KIPP San Francisco Bay Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 77% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 71% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 38684780101774|Five Keys Charter (SF Sheriff's)|6|575 students responded to the survey. The respondents represented a combination of in-custody and community students. Overall, survey data shows that Five Keys students have a positive experience during their enrollment. They have strong relationships with teachers and staff and believe that enrolling in Five Keys is a benefit to them. The two main areas in which they say Five keys can improve is around tutoring and general additional support. 29 parents responded to the survey which represents about 60% of the minors who are enrolled on an average day. Overall parents have a positive response to having their child enrolled at Five Keys. The parents cite the teacher as one of the biggest strengths of the school. The responses to the questions about instruction had mixed responses. The handful of “disagree” choices to a few instructionally focused questions suggest that the parents believe that instruction can be improved.|2021-06-17|||2021 38684780118133|Five Keys Adult School (SF Sheriff's)|6|575 students responded to the survey. The respondents represented a combination of in-custody and community students. Overall, survey data shows that Five Keys students have a positive experience during their enrollment. They have strong relationships with teachers and staff and believe that enrolling in Five Keys is a benefit to them. The two main areas in which they say Five keys can improve are tutoring and general additional support. 29 parents responded to the survey which represents about 60% of the minors who are enrolled on an average day. Overall parents have a positive response to having their child enrolled at Five Keys. The parents cite the teacher as one of the biggest strengths of the school. The responses to the questions about instruction had mixed responses. The handful of “disagree” choices to a few instructional-focused questions suggest that the parents believe that instruction can be improved.|2021-06-17|||2021 38684780118141|Five Keys Independence HS (SF Sheriff's)|6|575 students responded to the survey. The respondents represented a combination of in-custody and community students. Overall, survey data shows that Five Keys students have a positive experience during their enrollment. They have strong relationships with teachers and staff and believe that enrolling in Five Keys is a benefit to them. The two main areas in which they say Five keys can improve are tutoring and general additional support. 29 parents responded to the survey which represents about 60% of the minors who are enrolled on an average day. Overall parents have a positive response to having their child enrolled at Five Keys. The parents cite the teacher as one of the biggest strengths of the school. The responses to the questions about instruction had mixed responses. The handful of “disagree” choices to a few instructional-focused questions suggest that the parents believe that instruction can be improved.|2021-06-17|||2021 38684780123265|Gateway Middle|6|Gateway Middle School conducts a school climate survey at least every other year. During distance learning, we conducted multiple surveys with students and families to assess their experience of distance learning, their well being, and to inform our distance learning supports During distance learning, we surveyed Gateway Middle School families multiple times in order to assess connectedness to school, perceptions about our level of support, and student wellbeing. We disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender. Though there were differences among these groups on certain questions, we found no discernible trends across multiple questions or subjects. We are pleased to report the following results of our surveys on the type and level of support offered remotely to students: 98% reported that live zoom classes were helpful to their student 81% reported that synchronous office hours and personalized learning time were helpful 93% reported that access to small group work on Zoom supported their student 60% reported that access to counselors or student support staff benefited their student In addition, when Gateway did initiate in-person learning experiences in Spring 2020, we did so based on input from family surveys. Specifically, 72% of families reported that students most needed “opportunities to reconnect socially” and “support getting back into a school routine” so we prioritized this in our in-person offerings|2021-05-26|||2021 38684780127530|KIPP San Francisco College Preparatory|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 72% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 64% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 38684783830437|Gateway High|6|Gateway High School conducts a school climate survey at least every other year. During distance learning, we conducted multiple surveys with students and families to assess their experience of distance learning, their well being, and to inform our distance learning supports During distance learning, we surveyed Gateway High School families multiple times in order to assess connectedness to school, perceptions about our level of support, and student wellbeing. We disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender. Though there were differences among these groups on certain questions, we found no discernible trends across multiple questions or subjects. We are pleased to report the following results of our surveys on the type and level of support offered remotely to students: 98% reported that live zoom classes were helpful to their student 81% reported that synchronous office hours and personalized learning time were helpful 93% reported that access to small group work on Zoom supported their student 60% reported that access to counselors or student support staff benefited their student In addition, when Gateway did initiate in-person learning experiences in Spring 2020, we did so based on input from family surveys. Specifically, 72% of families reported that students most needed “opportunities to reconnect socially” and “support getting back into a school routine” so we prioritized this in our in-person offerings|2021-05-26|||2021 38684786040935|Thomas Edison Charter Academy|6|An online survey was completed in class by 5-8th graders at TECA in Spring 2021. Students provided feedback on their experiences as students at TECA. The survey was anonymous and completed by any students in attendance during the assigned zoom session. Results show that students’ overall perception of their academic development and the school’s support of them is positive. Most students (92%) perceive what they learn in-person at TECA as meaningful, while slightly fewer (83%) felt online learning was meaningful. Just about all (97%) students said they have friends at school, and 93% said they liked going to school, both demonstrating that our students have a solid support network at school that keeps them wanting to come to class. With regards to relationships, the vast majority of students surveyed indicate they have friends at TECA and feel connected to them. However, less students feel this connection to an adult, especially when it comes to non-academic problems (75%). While the majority of students indicated they feel safe in their neighborhood (93%), the number of students feeling safe emotionally (93%) and physically (95%) at school has significantly increased (by 10%) since the last survey administered. A major reason for this could be the high level of communication that TECA offered to families, including directly to students, during the pandemic. 95% of students felt that TECA kept them informed about school reopening and 97% felt that TECA handled safety precautions well. We are very happy to see that our students feel safe and that we communicated measures taken to keep them safe during such a difficult time. TECA also surveyed students regarding their experiences during the COVID-19 pandemic. While the majority of students (89%) preferred learning in-person at TECA, 27% still expressed interest in learning online, and 83% felt what they learned online was meaningful. Additionally, 86% of students said they learned how to use technology better, especially in Reading/Writing and Math. TECA administration used survey data to support with planning process for the year to identify needs and programming gaps. As a result of data such as this, a Restorative Practices PD for all staff is a top priority this coming school year. TECA will use these practices to support relationship building and problem solving with students and families to strengthen our relationships. In addition, we have rolled out the Loving and Supportive School Initiative as well as our Social Emotional Learning curriculum to focus on creating engaging, safe learning environments and social emotional learning. Because many students have had great experiences learning online, we will continue to use many of the technological resources that we identified during the periods of 100% distance learning. Finally, class size reduction has been a great support to teachers in grades 4-8 that will continue, which allows teachers to attend to the unique needs of their students more.|2021-06-16|||2021 38684786112601|Creative Arts Charter|6|During the Spring of 2020, our third, fifth, and eighth grade students took a survey to report upon their feelings about CACS. Some questions and responses included: Do your teachers at CACS encourage you to work hard so you can be successful? 98% of students said Yes, Always or Yes, Sometimes Do your teachers at CACS notice when you have trouble learning something? 83% of students said Yes, Always or Yes, Sometimes Is your classroom safe to share your ideas? 91% of students said Yes, Always or Yes, Sometimes I’m glad I’m a student at CACS. 94% of students Strongly Agreed or Agreed Finally, as part of the family survey, 89% of families agreed or strongly agreed that Creative Arts classrooms are a safe environment for their child to learn. Our current leadership model has an Executive Director, Director of Arts & Resource Development, and Director of Culture and Climate. Prior to the 2020-21 school year, an administrator role was cut due to budgeting concerns. This change meant a shift of responsibilities had to take place in which each of the administrative roles had the added responsibility of providing direct support for grades K-2, 3-5, and 6-8, respectively. During the 2020-21 school year, the shift in roles provided the opportunity for more targeted support for teachers and students from each of the administrators. Each administrator met with grade level teams either weekly or bi-weekly where meetings were student and family/guardian focused. Discussions centered on student engagement and participation. In order to address the social-emotional needs of our students and families in a more comprehensive manner, Creative Arts Charter School hired a full-time Social Worker for the 2020-21 school year. We also maintained our relationship with the Marina Counseling Center which provides up to 10 MFT interns completing their hours, to work directly with our students. Creative Arts plans to maintain and foster this relationship as we understand the need to provide ongoing social-emotional and mental health support more than ever after COVID and the impact on students' well being.|2021-06-22|||2021 38771310137307|KIPP Bayview Elementary (SBE)|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 94% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 67% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 39103970000000|San Joaquin County Office of Education|6|The results from the latest California Healthy Kids Survey administered with students enrolled in the San Joaquin County Office of Education Court and Community schools revealed a number of meaningful data points. Based on the 19-20 Healthy Kids Survey, 50% of community school students responded that they Strongly Agree or Agree on school connectedness and 61% of students responded feeling Very Safe or Safe at their school and that 34% responded neither safe or unsafe. Similarly, 43% of court students responded Strongly Agree or Agree on the school connectedness and 60% of students responded feeling Very Safe or Safe at their school and 27% responded neither safe or unsafe. There is no substantial difference in student safety survey results since the previous administration of the Healthy Kids Survey. Results from the Healthy Kids Survey also indicate that the majority or half of students feel that there are caring teachers or other adults at school. At the community school 61% of students responded that there was a caring adult at the school, and 49% of court school students responded that there was a caring adult at the school. In addition, at the community schools, 24% of students indicated they had meaningful participation at school and in the court schools, 32% of students said they had meaningful participation at school. This is an area that will continue to be reviewed and addressed within the scope of our Positive Behavior and Intervention Strategies (PBIS) as well as Restorative Practices. In terms of academic motivation, in community schools, 65% of students reported that they agree or strongly agree that they have academic motivation and 69% of students feel like the adults at the school have high expectations for them. In the court school 61% of students agree or strongly agree that they have academic motivation and 56% of students feel like adults hold high expectations of students. Results from the teacher survey indicate that 87% of teachers and other staff said that they have high standards for academic achievement. The results from the student and teacher survey show a disparity about student achievement and expectations. This is an area that continues to be reviewed and will be emphasized with the return to in-person instruction. Student engagement and consistent academic expectations continues to be an area of focus. Ensuring student voice and choice is present in all classrooms is an integral part of establishing strong school culture. The implementation of Universal Design for Learning (UDL) and the continuation of Project-based Learning (PBL) instruction continues to be an area of growth.|2021-06-25|||2021 39103970120717|one.Charter|6|Based on recent stakeholder survey information, one.Charter 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. 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 at the one.Charter school sites, 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. Another area of review may be providing all families with information regarding resources in the community. 61% of families answered they are given information about community resources including mental health, counseling and food resources, while 38% stated they were not given information in regards to these resources. We need to identify ways to change that 38% response. A survey, which was given across each grade span regarding local climate and perceptions of school safety, seems to indicate a strong agreement that one.Charter has made safety a top priority. 93% of students and parents surveyed strongly agreed, agreed or were neutral in their belief that the school is a safe place to learn. Of need are more individualized school surveys that provide feedback that is more conducive to each site. For example, the one.Charter program has a school site serving K-6, others serving 7-12 students, and others serving adult age students. Surveys should reflect those differences.|2021-06-22|||2021 39103973930476|Venture Academy|6|In the Spring of the 2020-21 school year, Venture Academy conducted student surveys on the perceptions of school climate, safety, and connectedness with high school students grades 9th -12th. A Student to School Climate Survey was sent out via the schools SIS messaging system to all high school students. The school received 257 responses to the survey. The questions used a 5 point Likert scale method with the following possible responses; Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree. Students responded to multiple questions revolving around three key areas, school safety, overall connectedness and overall access to school support and resources. In reviewing the data from the survey, several key learnings became apparent. The first key finding was a reinforcement of the believe that Venture Academy continues to provide an overall safe environment for students to learn. More than 70% of the VAFS student body returned to in-person learning during the 2020-21 School year. Of the student responses to the survey question regarding the statement: "I felt safe at school", 77.5% students responded with Strongly Agree and Agree, with 14% percent responding with Neutral. Majority of direct short answer responses were positive and encouraging of the school and staffs response to safety protocols being implemented in regards to COVID. Some areas of safety concern were noted, these specifically were in regards to traffic for start and dismissal times. The school is constantly re-evaluating ingress and egress patterns for student pick up and drop off. The 2020-21 school year posed unique problems with on-going construction and amended start and dismissal times due to COVID. In hopes of a return to full in person instruction, Venture Academy will again look to stagger start and dismissal times in the various grade levels. New building locations for specific programs should help with the overall traffic flow and patterns in the upcoming school year.Another key finding was in the area of communication. Student responses to the survey demonstrated that 48% of respondents felt that they were able to communicate with teachers, but close to 30% of students responded with a neutral response. With such a large percentage of students responding neutral, Venture Academy recognizes the need to improve communication not only from teachers to students, but the from the school across the board to families and students. Venture Academy has take action and begun implementation of the SchoolMessenger application which integrates with the newly implemented PowerSchool SIS system. This improved messaging system offers multiple forms of communication going home to parents including both digital and voice messaging, as well as automatic translation into multiple languages as identified as the home language by the family. This newly implemented communication program, along with coaching and support provided by school administration will hopefully provide a solution.|2021-06-22|Additional Self-Reflection: The final key finding resulting from survey responses was in regards to Venture Academy and how well access to resources and support for mental and emotional health were being provided by the school. Survey results demonstrated that only 40% of VAFS 9th -12th graders strongly agreed or agreed that they had access to resources for mental and emotional health, with 36.3% of responses being neutral. The lower percentage of students strongly agreeing and agreeing was concerning to Venture Academy as the school felt it had done a strong job of organizing resources and make information available to students. Venture Academy will conduct a review of the how these resources are made available and restructure the way in which follow up on students who were provided information is carried out. Venture Academy will also use the specific commentary feedback from the survey to analyze what resources were valuable and which were not. Hopefully by taking these actions we can address the concern.||2021 39684860000000|Banta Elementary|6|Every year parents, students (grades 2-8) , and staff are asked to participate in a local climate survey. Results from the 2020-21 surveys indicate: 95% of students feel safe at school. 51% of students, 27% of parents, and 40% of staff feel bullying is an issue on campus. 66.7% of students, 81.9% of parents, and 66.% of staff feel their school is clean, safe, and in good condition. 86.4% of students and 90.1% of parents feel teachers and staff are well prepared to educate students. Results from these surveys have helped the district/school with planning the actions/services in Goal 3 (Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.) of the annual LCAP. By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bullying on campus, school safety and security measures will need to be reevaluated to decrease instances of bullying on campus. The district continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.|2021-06-17|||2021 39684860127134|River Islands Technology Academy|6|River Islands Technology Academy annually administers both a Parent and Student survey to ask about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time virtually so Teachers could support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 20-21 school year for the 2021-22 LCAP are below: 2021-22 LCAP Student Survey Results I like coming here to River Islands Technology Academy for school.... 66% of students surveyed strongly agreed or agreed with this statement, while 10% of students surveyed strongly disagreed or disagreed. Students feel comfortable talking with school staff… 71% of students surveyed strongly agreed or agreed with this statement, while 10% of students surveyed strongly disagreed or disagreed. Students feel safe at school… 83% of students surveyed strongly agreed or agreed with this statement, while 5% of students surveyed strongly disagreed or disagreed. Parent Survey Results My student likes coming to school… 92% of parents surveyed strongly agreed or agreed with this statement, while 3% of parents surveyed strongly disagreed or disagreed. My child feels safe at school… 90% of parents surveyed strongly agreed or agreed with this statement, while 3% of parents surveyed strongly disagreed or disagreed. The Local survey has not allowed us to disaggregate data, other than by grade span. This is something that we will look at prior to administering the survey next to see if there is a way to include this component to provide us additional information when we look at grade span, gender, and ethnicity as a part of the results. We also will look at adding more safety related questions to take a look at student perceptions of the school campus and school events. The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. By having the opportunity to disaggregate the data next year, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them.|2021-06-15|||2021 39684860131789|NextGeneration STEAM Academy|6|STEAM Academy annually administers both a Parent and Student survey to ask about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time virtually so Teachers could support and work through the survey with the class as needed. Some results from the Student and Parent surveys in the 20-21 school year for 2021-22 LCAP planning are below: 2021-22 LCAP Student Survey Results I like coming here to STEAM Academy for school.... 70% of students surveyed strongly agreed or agreed with this statement, while 0.05% of students surveyed strongly disagreed or disagreed. (Several students were neutral on this questions) Students feel comfortable talking with school staff… 66% of students surveyed strongly agreed or agreed with this statement, while 0.08% of students surveyed strongly disagreed or disagreed. (Several students were neutral on this questions) Students feel safe at school… 71% of students surveyed strongly agreed or agreed with this statement, while 0.04% of students surveyed strongly disagreed or disagreed. Parent Survey Results My student likes coming to school… 91% of parents surveyed strongly agreed or agreed with this statement, while 0.05% of parents surveyed strongly disagreed or disagreed. My child feels safe at school… 86% of parents surveyed strongly agreed or agreed with this statement, while 0.02% of parents surveyed strongly disagreed or disagreed. The Local survey has not allowed us to disaggregate data, other than by grade span. This is something that we will look at prior to administering the survey next to see if there is a way to include this component to provide us additional information when we look at grade span, gender, and ethnicity as a part of the results. We also will look at adding more safety related questions to look at student perceptions of the school campus and school events. The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe, and welcome here at school. There were also several students who chose a neutral response to the questions asked. We will look at the wording of the options to try and have responses either fall in the positive or negative to get a better feel for the group. By having the opportunity to disaggregate the data next year, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them.|2021-06-15|||2021 39685020000000|Escalon Unified|6|Escalon Unified School District administers the California Healthy Kids Survey every other year. The survey was most recently administered during the 2019-2020 school year. Results from the survey indicated 87% of the students in 5th grade reported they felt safe at school "all of the time (54%)," or "most of the time (33%)." The survey was not administered at other grade levels (including 7th, 9th, and 11th) due to school closures and the COVID-19 pandemic. Prior to the 2019-2020 administration of the California Healthy Kids Survey, the survey was last administered in the 2017-2018 school year. During the 2017-2018 administration, 81% of 5th grade students (that completed the survey) indicated that they felt safe at school “most of the time or all of the time.” By comparison, 72% of 7th grade students and 62% of 9th grade students reported that they perceived school as “very safe or safe.” A low percentage of 7th and 9th grade students reported being afraid of being beaten up or reported having been in a physical fight. These results may suggest that few students have a physical fear of being attacked at school. Parent perception of school safety remains at relatively high levels. This is evidenced by annual parent survey data, where only 14% of the parents that completed the survey indicated that they disagree or strongly disagree with the statement, “my child feels safe and connected to his or her school.” “With regards to school connectedness, a similar pattern of reported differences was observed throughout the grade levels that completed the survey. For example, 5th and 7th grade students reported a higher level of connectedness than did their 9th grade counterparts. The district is exploring further why there may be a drop in reported perceived safety and school connectedness as the students matriculate to higher grade levels. On a related note, during the 2019-2020 school year, the student suspension rate for the district was 3.7%. This was a significant drop from the 2018-2019 school year, which was at 6.2%. The decrease reflected 119 less student suspensions from one year to the next. During the 2019-2020 school year the unduplicated count of students suspended was 105 which is a decrease from the prior school year (2018-2019) were the unduplicated count of students suspended was 174. In 2019-2020 the student expulsion rate was 0.07%. This rate indicated a total number of 2 expulsions. This was a decrease from prior school year (2018-2019) which included a total of 3 expulsions. The district continues to expand Positive Behavior Intervention Supports at all school sites within the district.|2021-06-15|||2021 39685020126011|Escalon Charter Academy|6|Escalon Charter administers the California Healthy Kids Survey every other year. The survey was most recently administered during the 2019-2020 school year. Results from the survey indicated 87% of the students in 5th grade reported they felt safe at school "all of the time (54%)," or "most of the time (33%)." The survey was not administered at other grade levels (including 7th, 9th, and 11th) due to school closures and the COVID-19 pandemic. Prior to the 2019-2020 administration of the California Healthy Kids Survey, the survey was last administered in the 2017-2018 school year. During the 2017-2018 administration, 81% of 5th grade students (that completed the survey) indicated that they felt safe at school “most of the time or all of the time.” By comparison, 72% of 7th grade students and 62% of 9th grade students reported that they perceived school as “very safe or safe.” A low percentage of 7th and 9th grade students reported being afraid of being beaten up or reported having been in a physical fight. These results may suggest that few students have a physical fear of being attacked at school. Parent perception of school safety remains at relatively high levels. This is evidenced by annual parent survey data, where only 14% of the parents that completed the survey indicated that they disagree or strongly disagree with the statement, “my child feels safe and connected to his or her school.” “With regards to school connectedness, a similar pattern of reported differences was observed throughout the grade levels that completed the survey. For example, 5th and 7th grade students reported a higher level of connectedness than did their 9th grade counterparts. Escalon Charter is exploring further why there may be a drop in reported perceived safety and school connectedness as the students matriculate to higher grade levels. On a related note, during the 2019-2020 school year, the student suspension rate for Escalon Charter was 3.7%. This was a significant drop from the 2018-2019 school year, which was at 6.2%. The decrease reflected 119 less student suspensions from one year to the next. During the 2019-2020 school year the unduplicated count of students suspended was 105 which is a decrease from the prior school year (2018-2019) were the unduplicated count of students suspended was 174. In 2019-2020 the student expulsion rate was 0.07%. This rate indicated a total number of 2 expulsions. This was a decrease from prior school year (2018-2019) which included a total of 3 expulsions. Escalon Charter continues to expand Positive Behavior Intervention Supports at all school sites within Escalon Charter.|2021-06-15|||2021 39685440000000|Jefferson Elementary|6|The California Healthy Kids Survey was administered to 5th and 7th grade students. Survey results are presented to all stakeholder groups. This local survey was selected to address Goal Two fostering positive relationships between staff, students, parents, and the community as part of a successful learning environment. The results revealed that about 90% of elementary students felt strongly that there are high expectations from adults in the school and students are academically motivated. 85% of students feel safe at school but 50% of students have had mean rumors spread about them or been called a bad name at school. 93% of students reported they feel they are treated with respect. The results for middle school students were slightly lower. As 84% felt high expectations from adults and 81 % felt academically motivated. 70% of students reported they feel safe at school, with 59% said they had mean rumors spread about them and 51% experienced harassment or bullying. Because 35% of students have experienced sadness and 17% have considered suicide, schools will work to offer mental health support to students when needed. JESD will continue to provide training and support for schools to implement PBIS training, MTSS training, Second Step Program, Bullying and Harassment Prevention Lessons, Peaceful Playgrounds, and mental health services.|2021-06-15|||2021 39685690000000|Lincoln Unified|6|Lincoln Unified School District (LUSD) administered the California Healthy Kids Survey (CHKS) in the fall of 2020. Results serve to measure the district's progress on state Priority Six, School Climate. In the area of School Connectedness results showed the following: Grade 7 - 67% reported positive results Grade 9 - 58% reported positive results Grade 11 - 47% reported positive results In the area of School Safety the results showed the following: Grade 7 - 68% reported feeling safe at school Grade 9 - 55% reported feeling safe at school Grade 11 - 50% reported feeling safe at school School Climate is an area identified by the district for focus and improvement. To this end it was determined that the district would administer an annual survey to students, families and staff in addition to the CHKS administered every other year. The Youth Truth climate survey was administered in the winter of 2021. Students reported positive responses in the following areas: Engagement: Elementary 91%; Middle School 44%; High School 43% Academic Challenge: Elementary 44%; Middle School 60%; High School 60% Relationships: Elementary 88%; Middle School 56%; High School 37% Culture: Elementary 49%; Middle School 48%; High School 35% Belonging: Elementary 56%; Middle School 44%; High School 29% The information from both surveys informs the development of the district LCAP. The district noted areas where there was significant change from the previous year when students were able to attend school in-person at the time of survey administration. One area impacted by distance learning was students' perception of "Belonging". The district will continue to focus on the areas of engagement and climate.|2021-06-23|||2021 39685690132415|John McCandless Charter|6|Based on the Youth Truth Survey submitted in February 2021, John McCandless STEM Charter is meeting the criteria for priority 6, school climate. The data from the 7/8 Student Youth Truth survey noted relationships, culture, and belonging to be significant strengths. We believe this is in large part due to our social emotional learning, the addition of a homeroom, and continued communication with students and families. Middle school staff was readily available during the school day and after school. Staff at JMC strives to build positive relationships with students and families through open communication. JMC was ranked in the 80th percentile for relationships, 85th percentile for culture, and 86th percentile for peer belonging and peer collaboration. Areas of relative weakness according to middle school students were engagement and academic challenge. We believe this was largely impacted by COVID restrictions and the lack of in person instruction. JMC ranked in the 38th percentile in engagement and the 44th percentile for academic challenge. Based on the Heathy Kids Survey in 2019-2020, 68% felt connected to school, 80% agreed that there was a high sense of motivation, 66% felt there was a presence of caring adult relationships, 64% felt school was a safe place, and 74% felt there was promotion of parent involvement in school. Students in grades 5/6 ranked culture, relationships and instructional methods as significant strengths according to the Youth Truth Survey in February 2021. Culture was ranked in the 97th percentile, relationships in the 67th percentile, and instructional methods in the 90th percentile. We believe this is in large part due to our emphasis on project based learning, teaching to the whole child and an emphasis on collaboration. Academic challenge and engagement were ranked as weaknesses according to the 5/6 Youth Truth Survey in February 2021. We believe this is in large part due to the lack of in-person learning. Students ranked academic challenge in the 14th percentile and engagement in the 27th percentile. Additional focus on Universal Design for Learning, academic rigor, and student engagement strategies will support improving school climate. JMC will offer professional development for staff in these areas. That combined with a return to in person learning should generate and increase areas of weakness.|2021-06-23|||2021 39685770000000|Linden Unified|6|LUSD administered the CHKS in the 2019-2020 school year for grades 7th, 9th, and 11th along with staff members. The following are the results: School is a safe place (I feel safe at school): 76% of 7th graders 67% of 9th graders 60% of 11th graders 85% of staff School Connectedness: 70% of 7th graders 59% of 9th graders 53% of 11th graders Each school administrator has received these findings at their school sites. They have shared the findings with school staff at staff meetings. Some actions at the school site level include continuance of the Student Resource Officer (SRO), conducting student focus groups, revisiting school vision/mission, PBIS, student clubs/organizations, and expanding opportunities for student voice/choice.|2021-08-18|||2021 39685850000000|Lodi Unified|6|The 2018-19 Lodi Unified School District School Climate Survey was taken by 9,598 students, representing 48 school sites in grades 4-12 with an approximately equal distribution across all grade levels. The survey was comprised of 44 questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree). The survey was designed to address the National School Climate Center’s characteristics of a positive school climate as follows: Norms, values, and expectations that support people feeling socially, emotionally, physically safe. • People are engaged and respected. • Students, families, and educators work together to develop and contribute to a shared school vision. • Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning. • Each person contributes to the operations of the school and care of the physical environment. School Safety: 86.9% of the students agree or strongly agree that they feel safe at school. This is supported in part by questions addressing students’ perceptions of their peers. For example, 68.1% of the students disagree or strongly disagree that they are often bullied. 78.8% disagree or strongly disagree that students threaten to hurt each other, and steal, damage or destroy other students’ property (77.8%). 65.5% of the students disagree or strongly disagree that they fight a lot. School Connectedness: 82.3% of the students agree or strongly agree that they feel what they are learning is important to them, and 85.3% agree or strongly agree that there are opportunities to become involved in activities outside of class. 84.0% agree or strongly agree that they feel socially accepted at school. 92.1% of the students agree or strongly agree that their teachers care about them, and 85.8% agree or strongly agree that their teachers treat them respectfully. 84.9% of the students agree or strongly agree that, administrators discipline students of different ethnicities fairly. Note: These results must be tempered by the fact that for much of the 2020-21 year, most students were not on campus. In today's environment of constant news along with social media, it is difficult to reassure staff and students of their safety. While 86.9% of students feel safe at school, there is always room for improvement. The district will continue to provide and possibly increase Campus Supervisors on secondary 7-12 campuses. In addition, physical security measures will continue to be put in places, such as alarms, cameras, and fencing. The district will continue to support School Resource Officers to service our campuses. Site Leadership teams have received training on PBIS and are developing and implementing strategies to help promote a bully-free environment. This year the district participated in “See Something, Say Something” from Sandy Hook. All administrators participated in a two-hour presentation and training. “See Something, Say Something” is to being implemented.|2021-06-15|||2021 39685850101956|Aspire Benjamin Holt College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39685850122580|Rio Valley Charter|6|Annually, Rio Valley Charter School surveys all stakeholders, including its K-12 students. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. An additional survey implements a locally designed a social-emotional screener to assess the social- emotional needs of all 7-12th grade students. Data from the surveys and from stakeholder 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. The final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.|2021-06-14|||2021 39685850133678|Aspire Benjamin Holt Middle|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39685856116594|Aspire Vincent Shalvey Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39685856118921|Aspire River Oaks Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39685930000000|Manteca Unified|6|Manteca Unified School District utilized the 2019-2020 California Healthy Kids Survey to report student perception of school safety and connectedness. The results are below, grouped by grade level. Safe: 5th graders : 77% 7th graders : 60% 9th graders : 60% Connected: 5th graders : 69% 7th graders : 59% 9th graders : 59%|2021-06-08|||2021 39686190000000|New Hope Elementary|6|Suspension Rate, Fall 2019 CA School Dashboard: 3.2% (declined 2.2%), Attendance Rates, P2 Report/PROMIS: 2018-19: 96.2% This was an .86% increase over 2017-18 2017-18: 95.34% Middle school dropout rate - 0% CHKS-2019 83% of students reported "High" feelings of school connectedness (10% increase over 2016) 67% of females and 82% of males feel safe or very safe at school. New Hope will continue to foster a nurturing environment by providing student support through school counseling services and an afterschool program which includes tutoring for struggling learners.|2021-06-14|||2021 39686270000000|New Jerusalem Elementary|6|Due to COVID, the last Climate survey was done Fall 2018. New Jerusalem School District Climate Responses New Jerusalem School includes one class of 26 Kindergarten students. Student Survey results included the feeder school New Jerusalem Charter School that houses Grades 1-8. During the Fall 2018 administration of the Student Climate Survey, there were 163 students in grades 1-5 and 86 students in grades 6-8 who responded. Results from Fall 2018 Student Climate Survey show that: 93% of our students Agree and Strongly Agree of feeling connected at school. 81% of students Agree and Strongly Agree of having a high level of academic motivation. 84% of students Agree and Strongly Agree of having adults at school that care about them. 83% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 79% of students Agree and Strongly Agree their school as safe or very safe. 79% of students Agree and Strongly Agree their school facilities are clean and in good working condition. Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed: • a significant increase (+84 students) in participation from previous year data • a strength (93% students) agree of feeling connected at school • an opportunity for improvement (79% students) agree their school as safe|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021.||2021 39686270117796|New Jerusalem|6|Due to COVID, the last Climate survey was done Fall 2018.New Jerusalem School District Climate Responses New Jerusalem School includes one class of 26 Kindergarten students. Student Survey results included the feeder school New Jerusalem Charter School that houses Grades 1-8. During the Fall 2018 administration of the Student Climate Survey, there were 163 students in grades 1-5 and 86 students in grades 6-8 who responded. Results from Fall 2018 Student Climate Survey show that: 93% of our students Agree and Strongly Agree of feeling connected at school. 81% of students Agree and Strongly Agree of having a high level of academic motivation. 84% of students Agree and Strongly Agree of having adults at school that care about them. 83% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 79% of students Agree and Strongly Agree their school as safe or very safe. 79% of students Agree and Strongly Agree their school facilities are clean and in good working condition. Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed: • a significant increase (+84 students) in participation from previous year data • a strength (93% students) agree of feeling connected at school • an opportunity for improvement (79% students) agree their school as safe|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021||2021 39686270126755|Humphreys College Academy of Business, Law and Education|6|Humphreys College Academy of Business, Law, and Education engaged parents and students in a school climate survey during the spring term of 2019. Students in grades 6-12 and their parents responded to a variety of questions regarding the climate and safety of the school. The student and parent respondents identified many of the same strengths and areas for growth. Both groups rated the feeling of safety on campus extremely high. Both groups gave strong ratings to teachers on campus, both in terms of encouraging students and taking efforts to help students be more successful. The student group identified adults working well together on campus as an additional area of strength. The parent group and student group identified the school’s efforts to engage students in extracurricular activities as one possible area of growth. ABLE Charter is very proud of the efforts of our faculty and staff in making parents and students feel safe on campus. The high safety ratings combined with strong teacher ratings hints towards the role teachers play not just in helping students succeed, but also in making students and families feel safe. We attribute the lower scores in encouraging students to participate in extracurricular activities in part to a lack of competitive sports teams at the middle school level. ABLE has since brought on additional middle school physical education teachers who are passionate about promoting health and athletics within our middle grades. In coordination with the school Athletic Director, we are developing a competitive middle school sports program.|2021-06-16|||2021 39686270127191|California Virtual Academy @ San Joaquin|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 128 Students feel safe: 100% Teachers care about student success at school: 97.6% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 98.4% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-07|||2021 39686270129890|Delta Home Charter|6|Due to COVID, the last Climate survey was done Fall 2018. During the Fall 2018 administration of the Student Climate Survey, there were 28 students in grades 1-5 and 40 students in grades 6-8 who responded. Results from Fall 2018 Student Climate Survey show that: 93% of our students Agree and Strongly Agree of feeling connected at school. 84% of students Agree and Strongly Agree of having a high level of academic motivation. 91% of students Agree and Strongly Agree of having adults at school that care about them. 85% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 83% of students Agree and Strongly Agree their school as safe or very safe. 90% of students Agree and Strongly Agree their school facilities are clean and in good working condition. Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed an increase in favorable responses of Strongly Agree and Agree of each of the five categories. Additional narrative comments were summarized below: • Students are proud of their school • Students feel like they are cared for and supported • Students feel accepted amongst their peers • Students express that their school provides a good learning environment • Overall, students state that they love their school.|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021.||2021 39686270129916|Valley View Charter Prep|6|Annually, Valley View Charter Prep Surveys all stakeholders, including its K-12 students. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. Data from the survey and stakeholders meetings are reviewed and discussed. Additionally, VVCP administers a socio-emotional screener to assess 7th-12th grade students. 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. The final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June. Satisfaction at Valley View is above 90% for parents, students and staff. Even with a high satisfaction rate, VVCP is constantly trying new and innovative ways to serve students. Most recently Valley View purchased a mobile lending library. This library is driven throughout our service area weekly offering textbooks, computers, and Lexile leveled readers for all students. The goal of the lending library is to provide greater access to a variety of resources to all students.|2021-06-14|||2021 39686270132050|Delta Bridges Charter|6|Due to COVID, the last Climate survey was done Fall 2018. During the Fall 2018 administration of the Student Climate Survey, there were 56 students in grades 1-5 and 50 students in grades 6-8 who responded. Results from the Fall 2018 Student Climate Survey show that: 81% of our students Agree and Strongly Agree of feeling connected at school. 68% of students Agree and Strongly Agree of having a high level of academic motivation. 74% of students Agree and Strongly Agree of having adults at school that care about them. 76% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 60% of students Agree and Strongly Agree their school as safe or very safe. 59% of students Agree and Strongly Agree their school facilities are clean and in good working condition. S Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed differences in student perceptions from previous year data. With our review of narrative comments from the Students Survey, the data revealed that 26 of the 58 written response shared students thinking positively of Delta Bridges School. Areas identified as desired improvements by the students for Delta Bridges Charter School included the dislike of the school lunch, and the dislike of school uniforms. Additionally, six responses expressed a concern about bullying at school. The school is working on addressing the student concerns and celebrating their successes. The implementation of a campus wide positive behavioral support system (PBIS) is starting to show improvements with many of their concerns. The Bridges Staff is committed to improving the success of Delta Bridges Charter School.|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021.||2021 39686270133116|Insight @ San Joaquin|6|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Insight included in-person onboarding sessions for our families at the beginning of the 2019-2020 school year in order to allow staff and parents to meet in a face to face session before the school year began. The school has also increased in-person outings throughout the school year to allow for more face to face activity time. The outings include recreational activities, college/vocational school tours and community service projects that the students are able to participate in as a high school group. Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses. This has allowed for more students to have the ability to attend.|2021-06-07|||2021 39686270136028|Delta Keys Charter|6|Due to COVID, the last Climate survey was done Fall 2018. During the Fall 2018 administration of the Student Climate Survey, there were 61 students who responded. Results from Fall 2018 Student Climate Survey show that: 91% of our students Agree and Strongly Agree of feeling connected at school. 82% of students Agree and Strongly Agree of having a high level of academic motivation. 88% of students Agree and Strongly Agree of having adults at school that care about them. 90% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 91% of students Agree and Strongly Agree their school as safe or very safe. 96% of students Agree and Strongly Agree their school facilities are clean and in good working condition. Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed an increase of agree and strongly agree responses in student perceptions from previous year data. Additional narrative comments included,” This school is helpful”, and “Teachers are helpful”.|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021.||2021 39686270136135|Delta Charter Online|6|Due to COVID, the last Climate survey was done Fall 2018. Results from Fall 2018 Student Climate Survey show that: 90% of our students Agree and Strongly Agree of feeling connected at school. 85% of students Agree and Strongly Agree of having a high level of academic motivation. 93% of students Agree and Strongly Agree of having adults at school that care about them. 94% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 89% of students Agree and Strongly Agree their school as safe or very safe. 96% of students Agree and Strongly Agree their school facilities are clean and in good working condition. Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed a significant increase (+36) in student participation from previous year data. With our review of annual comparative data from the Student Climate Survey, the data showed an increase in favorable responses of Strongly Agree and Agree of each of the five categories. Additional narrative comments were summarized below: • Delta Charter Online students express they are proud of their school and love attending DCO • Students express they like doing online classes and feel they are successful with working independently • Students feel they need little guidance due to the curriculum pacing guide.|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021.||2021 39686276119309|Delta Charter|6|Due to COVID, the last Climate survey was done Fall 2018. During the Fall 2018 administration of the Student Climate Survey, there were 86 students in grades 1-5, 134 students in grades 6-8, and 291 students in grades 9-12 who responded. There was an increase of 126 students from grades 1-12 who took the Student Climate Survey from the previous year. Results from Fall 2018 Student Climate Survey show that: 79% of our students Agree and Strongly Agree of feeling connected at school. 64% of students Agree and Strongly Agree of having a high level of academic motivation. 73% of students Agree and Strongly Agree of having adults at school that care about them. 70% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school. 77% of students Agree and Strongly Agree their school as safe or very safe. 59% of students Agree and Strongly Agree their school facilities are clean and in good working condition. Summary of Key Indicators: Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance. With our review of annual comparative data from the Student Climate Survey, the data showed variances in student perceptions from previous year data. Key ideas summarized from narrative responses included: 1) Develop programs to reward students for positive behavior, attendance, academic progress, etc. 2) Create positive and effective learning environments in all classrooms, 3) Create a culture of mutual respect throughout the campus community, 4) Improve facilities such as cleaner bathrooms and classrooms.|2019-02-12|A school wide Student Climate Survey will be implemented in Fall 2021. During the 2020-2021 school year, the Kindergarten through 8th grade campus was moved to another location.||2021 39686350000000|Oak View Union Elementary|6|The District learned from the data reported in the survey that families, staff and students feel safe and connected at school. There is room for growth in the area of student connectedness at the middle school level. The increased counseling services will focus on providing students a safe place to connect with staff.|2021-05-20|||2021 39686500000000|Ripon Unified|6|Information from five key questions on the student LCAP survey showed a strong sense of school safety and connection. Students responded to, “I can talk openly with my teachers when I have difficulties.” 64.94% of 4th-5th graders, 59.03% of 7th-8th graders, and 53.33% of 10th-11th graders replied, “Yes.” (This was a drop for 4th-5th graders, but a slight increase for 7-10.) Next, they were asked if their teacher made learning fun. 84.94% of 4th-5th graders, 84.03% of 7th-8th graders, and 66.67% of 10th-11th graders “Agreed” or “Strongly Agreed”. (Slight increases in 7-8 and slight drops for the other grades.) They were asked if teachers and staff encourage them to produce their best work. 92.29% of 4th-5th graders, 93.22% of 7th-8th graders, and 87.45% of 10th-11th graders “Agreed” or “Strongly Agreed”. (No significant changes) Then, they were asked if they understood the importance of coming to school every day, so they didn’t miss instruction. 91.71% of 4th-5th graders, 93.43% of 7th-8th graders, and 90.94% of 10th-11th graders “Agreed” or “Strongly Agreed”. (Slight drops in grades 7-10) Finally, students were asked if they felt safe at school. 83.63% of 4th-5th graders, 84.01% of 7th-8th graders, and 82.21% of 10th-11th graders “Agreed” or “Strongly Agreed”. (This was a significant increase in grades 10-11, and slight drops for the others.) Under the MTSS umbrella, staff has been trained at each school in Restorative Practices. Restorative circles are being used more and more often. Additional trainings have and will continue to occur. All school site staffs have received training in Character Strong and elementary sites in Purposeful People. Full implementation is occurring at two sites, while initial implementation is happening at all the other schools. The LCAP includes actions/services for attendance programs at all sites. Sites use their resources for continual improvement. 208 4th graders took the survey (18.3%), along with 197 5th graders (17.34%). 218 7th graders took the survey (19.19%), along with 258 8th graders (22.71%). All elementary sites were represented for both grade spans. 140 10th graders took the survey (12.32%) and 115 11th graders (10.12%) took the survey from the high schools.|2021-06-28|||2021 39686500125849|California Connections Academy @ Ripon|6|1. Data How much do you like your Connections Academy school? I like it a lot / I like it a little = 93% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 83% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 87% 2. Meaning We are very pleased at the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. Use We are very much interested in increasing the percentage of students that remain with us year over year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is a school wide social emotional support training that will begin in the 2021-2022 school year.|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, are a “school of choice” option for families. This option is available for any eligible student, based on applicable state requirements. Families who choose to enroll are often interested in a more interactive school experience. Students often choose to enroll because of different types of issues they faced in the traditional public school system, such as bullying. CalCA measures school climate in multiple ways, but the analysis of school climate is different due to the nature of an online charter school program, and results should be interpreted accordingly.||2021 39686760000000|Stockton Unified|6|Data analyzed included the 2020-2021 Cal-SCHLS and the 2020-2021 End of Year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all 4th-12th grade students). Although different scales are used on the Cal-SCHLS and PLUS surveys to measure student (staff) perceptions, comparison of trends across similar constructs is reported. Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, and staff reported lower perceptions than students across both measures. School connectedness was measured through a series of questions about students’ experience with caring adults and opportunities for participation (CHKS) and as an indicator of being “part of the school” (PLUS). About 49% of students reported high levels of school connectedness (CHKS) and more than 71% felt part of the school (PLUS) across each grade span. Additionally, between 79% and 91% of students reported there was at least one adult who cared about them (PLUS), and between 56% through 66%of students reported high levels of caring adult relationships (CHKS). Students’ perception of school safety was higher than that of staff. Over 77% of students felt safe (PLUS), and about 65% of the students felt very safe or safe at school (CHKS). Disaggregation of the PLUS data indicated that across all race/ethnicity, elementary students’ perception of school was more positive than middle and high school students. This trend was evident in both school connectedness (feeling part of the school, knowing a caring adult at school) and school safety. No significant difference was observed across race/ethnicity regarding school connectedness and safety. Continuous monitoring of disaggregated data may highlight trends that would benefit from targeted outreach and increased implementation of actions that are culturally relevant to ensure students feel supported at school. The PLUS Program has been operating in SUSD since 2012 as a data-driven youth-led approach to improving school climate. The district utilizes PLUS school climate data to inform district-wide LCAP actions and accountability, PBIS/MTSS actions and development, and PLUS Program implementation. Each school site also uses it for their own improvement plans. The PLUS program is at 48 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders utilize school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. Through these data-driven processes, we have seen improvement in overall school connectedness in every participating grade level as compared to the 2019-2020 school year. More students report that they have a caring adult at school, that they feel a part of the school, and they also reported increased feelings of safety.|2021-09-28|||2021 39686760108647|Aspire Rosa Parks Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39686760111336|Pittman Charter|6|We need to continue to implement more school engagement sessions with our students and find better ways to build strong relationships between students and teachers. Students are recognized for improved academics, positive behavior and attendance biweekly, monthly and quarterly. We have a strong Support Team whose main focus is to help students self regulate and to address students’ social-emotional needs in a caring and supportive environment. We are planning to hire a second counselor, 2 intervention teachers and 1 CSA and 2 noon duties.|2021-09-28|||2021 39686760114876|Aspire Port City Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39686760118497|Aspire Langston Hughes Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39686760119743|Stockton Early College Academy|6|A review of the fall school climate survey indicated that overall SECA students felt safer and more valued by teachers in relation to feeling cared about and successful at school than in the previous year (Safe 93%, “teachers” 89% and 84%). The number of students feeling “part of the school” declined (76%) which seems to be a reflection of the limitations of connection with a distance learning model during COVID. While the majority of students (73%) answered yes “I feel like my voice matters to teachers and administrators on campus”, follow up meetings with staff highlighted that teachers and administrators felt like more could be done to improve that number to 100%. When asked, teachers replied that they wanted to create greater opportunities to make student voices heard and give students a greater voice. 93% of students reported feeling safe in their school. In follow up focus group sessions involving 9-12 grade students the majority of students reported that it was likely new ninth grade students who made up the majority of those reporting feeling unsafe. 73% of students felt like their voice matters to teachers and administration on campus. Follow up brought two significant issues to light. First, many students reported a need to utilize the student leadership structure to help create opportunities for student/teacher interaction and more open focus group or listening session time with the school principal. Second, the majority of students mentioned that interactions with a couple of specific individual teachers has tainted the trust and faith in the idea of “student voice”. Students stated that the relationship with these individual teachers can overshadow their positive experience with all of their other teachers and make students feel like their voice is not being heard. Conversely, a large majority of students feel like teachers care about them and believe in their success (84% and 89%) which is supported by conversations with students and stakeholders. Upon the completion of the climate survey, SECA followed up with understanding the origin and possible sources for the results. This effort served to both bring clarity to specific issues causing the data and allowed opportunity for student voices to be heard. One area of concern was that, while significantly higher than the surrounding district averages, many students still felt their voice did not matter. After participating in these focus groups students reported that the focus group itself was a valuable component in helping them to feel like their voice was being heard and that it mattered. Student leaders on campus highlighted their thankfulness that SECA empowers student leadership on campus, and that reviewing the data helped them to shape upcoming student events and create opportunities to build feelings of involvement and caring, particularly with incoming 9th grade students.|2021-09-28|||2021 39686760120725|Stockton Collegiate International Elementary|6|Stockton Collegiate International Elementary School regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary. The pandemic, with the ongoing related developments in health guidelines and educational regulations, has shaped most school safety discussions. In direct response to concerns about returning to in-person instruction, Stockton Collegiate increased the counseling staff.|2021-10-20|||2021 39686760120733|Stockton Collegiate International Secondary|6|Stockton Collegiate regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary. The pandemic, with the ongoing related developments in health guidelines and educational regulations, has shaped most school safety discussions. In direct response to concerns about returning to in-person instruction, Stockton Collegiate increased the counseling staff and added intervention staff to provide academic support for students.|2021-10-20|||2021 39686760121541|Aspire APEX Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 39686760123802|Health Careers Academy|6|HCA’s staff believes in being nurturing and optimistic with our students. The culture of HCA is built and sustained through our PASSION acronym. We continue to evolve and improve in all areas that will increase student achievement. Our entire staff are dedicated to creating a learning environment for students to thrive in. We continue to work with students to improve awareness in regards to social and emotional needs, substance abuse, and appropriate use of social media. HCA’s counseling team continues to evolve. Counselors are creating more opportunities to work with students individually, and in groups to address the academic and social/emotional needs of our students. Teachers have scheduled parent conferences for all students during each Term. HCA student leadership group, and PLUS program continue to provide support for all students to help them feel included in HCA. Data from a survey reported over 89% of HCA students feel that a teacher or adult care about them. Over 80% feel that they are connected to the school. The HCA Counseling team, teachers and administration work to support students' growth academically and emotionally. HCA continues to evolve with students’ needs. The HCA counseling team, teachers and administration have an effective referral process to address students academic and emotional needs.|2021-09-28|||2021 39686760124248|Pacific Law Academy|6|Key learnings from the School Climate survey does show that over 80 percent of Pacific Law Academy Students feel that at least one adult on the Pacific Law Academy Campus cares about them. PAWS Advisory period has allowed the students to build relationships with the staff through Distance learning. Staff has taken ownership of their advisory class to provide support. The data does show that Pacific Law Academy has established a family culture that has sustained even in the Distance Learning World. Evidence is the communication with the support staff and the 100 percent turning in of materials and redistribution in a week at the beginning of the school year. Challenges are with our 9th graders, they have not had the in-person experience of the upper-classmen. The barriers will be the students that choose to remain in distance-learning when we return to live in-person instruction. We have developed one-one Mentorships provided by the upper-classmen to support individual ninth graders virtually. We are in the process of getting a report from the Student leadership about the effectiveness of having a mentor for the freshmen students. We will look at their grade improvements, teacher reports of increased participation. Willingness to have camera on during class and speaking during class.|2021-09-28|||2021 39686760139907|Voices College Bound Language Academy at Stockton|6|In 2021, Voices Stockton opened for its first operational year with grades TK-2nd. Due to the age of the students, we administered the Panorama Post Family-School relationships survey where data showed 92% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 21-22 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community. Other Strengths included: Annual SEL survey topics (staff and parents/guardians) School climate rated positively: Staff 93% Feedback and Coaching rated positively: Staff 83% Professional Learning rated positively: Staff 76% School Safety rated positively: Parents/guardians 92% School Climate rated positively: Parent/guardians 87%|2021-06-10|||2021 39686766042725|Nightingale Charter|6|CHKS and PLUS 100% "there is a teacher or adult who really cares about me." 5 student responses 100% "I feel like part of this school." 5 student responses 80% "There is a lot of tension at my school between different cultures and races." 5 student responses We need to continue to implement more school engagement sessions with our students and find better ways to build strong relationships between students and teachers as well as students and the school. One imperative key finding is that we had an extremely low amount of student participation. This highlights the need to ensure parents fill out the consent form and that students have multiple and plenty of opportunities to take the survey. It should be noted that students are recognized for improved academics, positive behavior and attendance biweekly, monthly and quarterly. We have a strong Support Team whose main focus is to help students self regulate and to address students’ social-emotional needs in a caring and supportive environment.|2021-09-28|||2021 39754990000000|Tracy Joint Unified|6|In February of 2021, the Local Control and Accountability Survey (LCAP) was administered to students in grades 4-12 while students were at home receiving distance learning. There were 5,776 student survey responses. Several questions on the survey asked about school safety and climate. Results showed 71% of students agreed there was a positive, welcoming climate and 76% of students felt safe while at school. As students re-acclimate to being on campus after nearly a year and a half, TUSD has implemented actions to help support students with the transition back to in-person learning, to create a safe, positive and connected learning environment for all students for the 2021-22 school year. Tracy Unified has increased the number of counselors at the middle and high school levels as well as added counselors at the K-8 school sites. In addition, TUSD has partnered with multiple mental health agencies to provide mental health services five days a week at each school site. All staff will receive Unconscious Bias and Cultural Competency training to increase awareness and positive responsiveness to diversity and equity on campus. All school sites will continue to have regularly-scheduled safety drills and updated safety plans in place. TUSD will continue implementing COVID safety guidelines aligned to CDPH.|2021-06-22|||2021 39754990139949|Tracy Independent Study Charter|6|In February of 2021, the Local Control and Accountability Survey (LCAP) was administered to Tracy Independent Charter School (TISCS) students in grades 4-12 while students were on the Edgenuity online platform. Several questions on the survey asked about school safety and climate. Results showed 53% of students agreed there was a positive welcoming climate and 80% of students felt safe while at school. TISCS staff has implemented actions to help support students in their transition online learning in the independent study mode for all students for the 2021-22 school year. In addition, TISCS has access to mental health agencies to provide mental health services five days a week for our students. All staff will receive Unconscious Bias and Cultural Competency training to increase awareness and positive responsiveness to diversity and equity on campus. The TISCS site will continue to have regularly scheduled safety drills and updated safety plans in place. TISCS will continue implementing COVID safety guidelines aligned to CDPH.|2021-06-22|||2021 39767600000000|Lammersville Joint Unified|6|Lammersville Unified School District (LUSD) gives both the California Healthy Kids Survey (CHKS), which is delivered every other year and a local survey delivered on alternate years of the CHKS. 88% of families feel school is a safe place for students {HKS}. 73% of families believe school provides opportunities for meaningful student participation {HKS}. 80% of families indicate the school encourages students to care about how others feel {HKS}. The percentage of students {65%}, parents {88%} and teachers {99%} who feel school is safe. The percentage of students {65%}, parents {79%} and teachers {87%} who feel connected to school. 100% {HKS} of students surveyed indicate the school is a supportive and inviting place for students to learn. As a result of the survey findings, LUSD has implemented Positive Behavior Interventions and Supports (PBIS) along with the Character Counts program. These programs are designed to educate in the realm of character and remediate student behavior through restorative practices. Though the results of student feedback are strong, improvement in student connectedness and behavioral supports should result in improved outcomes. Teachers and staff fostering positive student relationships should bolster student well-being and connectedness. Continued training in PBIS practices and methodology will be a focus moving forward. Moving forward, LUSD is focusing on vertical alignment of programs and co/extra-curricular activities. This alignment serves to provide better connections and culture between K-8 and 9-12 schools.|2021-09-01|||2021 40104050000000|San Luis Obispo County Office of Education|6|As the LEA reflected on the data from the 2019-20 California Healthy Kids Survey (CHKS), we learned that approximately half of the students have felt chronic sadness or hopeless feelings over the past 12 months prior to the survey. The majority of students have academic motivation to do better and feel safe at school. However, the drug and alcohol use issues continue to be reported in the high range. We used this information to drive the actions and services in our LCAP, which also aligns with our WASC action plan. The revisions, decisions and actions that the LEA has implemented are based upon the 2020 WASC Probationary Virtual Visit which resulted in the development of the WASC action plan that outlines five critical areas for focus: 1. Use of data analysis to improve student outcomes; 2. Use of student data to determine professional development offerings; 3. Outreach for parents/guardians; 4. Classroom management/student engagement/student morale; and 5. Academic rigor/implementation of common core state standards. The CHKS results confirmed the need for focus on these critical areas. Actions were implemented and the LEA is currently gathering data to measure the impact of the actions. Starting in the Fall of 2018, a focus was made on meeting students' basic needs, especially in the areas of behavior and social emotional well-being; this focus remained a priority, especially during the COVID-19 pandemic. Positive Behavioral Interventions & Supports (PBIS) and social emotional curriculum are built into the daily schedule. Teachers receive ongoing training in positive interventions, including the use of a level system, and participate in Professional Learning Communities. Students participate in targeted Tier 2 and 3 interventions for behavior, academics and social emotional needs. The PBIS School Climate Survey was given to students in the Fall of 2019 and Spring of 2020. The results were as follows: Juvenile Court School - 2.69 to 2.48 out of 4 for students; 2.95 to 3.13 out of 4 for staff; not enough family responses Special Education School - not enough student responses; 3.34 to 3.18 out of 4 for staff; 3.12 to 3.64 out of 4 for families Community School - 3.14 to 3.26 out of 4 for students; 3.02 to 3.64 out of 4 for staff; 3.2 to 3.58 out 4 for families Areas of strength from the survey were teachers treat students with respect and students know an adult at school that they can talk to. Areas of growth from the survey were students do not indicate they like school and students do not indicate that they are frequently recognized for good behavior. SLOCOE received Silver recognition for its implementation of PBIS at the Juvenile Court School, Gold recognition for its implementation of PBIS at the Special Education School and Platinum recognition for its implementation of PBIS at the Community School. The LEA will continue to work towards full implementation of PBIS Tiers I-III at all school sites.|2021-06-24|||2021 40104050101725|Grizzly ChalleNGe Charter|6|Key findings from student surveys showed a very strong student response to feelings of safety and belongingness. Over 95% of students report strongly feeling safe at the school. Further, student's responses state that they strongly feel that their teachers treat them with respect, challenge them to try their best, and show a strong concern for them. One area that student feedback indicates a less strong favorability has to do with school rules. Approximately 8% of our students reported that they perceived school rules as unfair or enforced inconsistently. We have had multiple workshops and trainings in the past year on classroom management/grading practices to clarify and emphasize awareness on discipline policies as well as deliver a more consistently equitable and enforced program of discipline and grading.|2021-06-03|||2021 40687000000000|Atascadero Unified|6|Atascadero Unified School District annually administers a local survey to parents, teachers and students in grades 4-12. With the limited time students were on campus this year, little information was gathered regarding school climate. The evidence we did gather showed: that over 85% of students and parents report they feel academically and socially emotionally ready for the next grade. AUSD will continue to give a local survey that is 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.|2021-06-08|||2021 40687260000000|Cayucos Elementary|6|Our District participates in the California Healthy Kids Survey every two years.|2021-10-13|||2021 40687910000000|Pleasant Valley Joint Union Elementary|6|The parents of Pleasant Valley JUESD we offered two surveys and multiple meeting opportunities to provide information about the school's climate and culture. In addition, students in grades two through six completed a survey that also gave information about the school's climate and culture. The parents report: --Students are achieving: 46.7% strongly agree, 46.7% agree, 6.7% do not know --Student provided instruction and is motivated to learn: 46.7% strongly agree, 46.7% agree, 6.7% do not know --Assignments help build real-world skills: 33.3% strongly agree, 60% agree, 6.7% do not know --The school provides adequate extra help for struggling students: 26.7% strongly agree, 20% agree, 53.3% do not know --The school has a support system to promote positive behaviors: 40% strongly agree, 46.7% agree, 13.3% do not know --The school provide sufficient opportunities to volunteer: 33.3% strongly agree, 46.7% agree, 13.3% do not know, 6.7% strongly disagree -- Students look forward to attending school each day: 57.1% strongly agree, 28.6% agree, 14.3% do not know -- School maintains a positive school climate (students feel safe and there are low suspension and expulsion rates): 76.9% strongly agree, 23.1% agree -- School facilities are clean and in good repair: 50% strongly agree, 28.6% agree, 21.4% disagree The students report: -- I look forward to coming to school each day: 34% strongly agree, 46.4% agree, 10% disagree, 4% strongly disagree -- My school is safe and secure: 52.2% strongly agree, 36.2% agree, 5.8% disagree -- I have completed projects that will help me in real life: 34.8% strongly agree, 53.6% agree, 7.2% disagree, 1.4% strongly disagree -- I enjoy learning by doing hands-on projects in class: 58% strongly agree, 37.7% agree, 1.4% disagree --If I have a problem, I know I have someone at school that I can talk to: 49.3% strongly agree, 33.3% agree, 5.8% disagree, 4.3% strongly disagree -- The teachers and other adults care about me: 53.6% strongly agree, 34.8% agree, 2.9% disagree -- Teachers and other adults want me to do my best: 78.3% strongly agree, 20.3% agree Overall, students and parents believe that Pleasant Valley JUESD is a safe and welcome place to come to school. Issues regarding upgrades to facilities involve repaving the blacktop and building a multipurpose building. There may be funding to replace the blacktop but building a new building is not possible given the current economic condition and enrollment. The district is in the process of looking for funding to complete the repaving of the playground.|2021-09-14|||2021 40688090000000|San Luis Coastal Unified|6|San Luis Coastal USD administered the California Healthy Kids Survey (CHKS) in 2019/2020 school year. Results served to measure the district progress on state priority #6 on School climate. Because of the recalibration of norms by Wested, the survey developer, overall results for 2020 cannot be compared to those reported previously. Differences in student perceptions of connectedness and school safety 69% of 7th graders reported feeling very safe, while 72% of 9th graders and 62% of 11th graders reported the same. Seventh and ninth graders reported a higher level of school connectedness and safety than eleventh graders. Thirty four percent of 7th graders, 28% of 9th graders and 27% of 11th graders reported being bullied or harassed. Actions being taken include the forming of a student senate for students in grades 7-12 with representatives from all district secondary schools. This group works with the superintendent to conduct a Youth Truth survey and to share results with administrators and teachers from their schools. This has led to concrete actions on part of staff to respond to student concern. 1. All Secondary Staffs Trained by County Behavioral Health on Drug Use and Prevention in our student population. 2. All Secondary Health Teachers, Counselors and Coaching Staff receive intense training on effective, researched-based curriculum designed to reduce drug and alcohol use among students (pending). 3. Consistent across secondary schools presentations to students regarding the health hazards associated with Vaping. 4. District-wide focus on Equity and Civil Discourse in part designed to ensure that all students, regardless of race, gender or gender identity, sexuality, or ethnicity feel connected to their school as a valued member of the student body. 5. Partnership with local Agency to work with students at the secondary level on Social Emotional Learning, self-worth, caring of others. 6. Perceived Safety: School site construction at both high schools includes new fencing and more centralized entry points passing through administrative buildings. District safety plans will be reviewed with local fire and police departments. 7. Cyber Bullying: Implement updated health curriculum for grades 7 and 9 with new information and lessons regarding cyber bullying.|2021-06-15|||2021 40688096043194|Bellevue-Santa Fe Charter|6|The School Climate Survey asks students to reflect on their perception of their "safety" at school. The majority of BSFCS students report feeling cared for (62.3% Strongly Agree, 27.4% Agree, 7.5% Neutral), feeling safe on our school site (68.9% Strongly Agree, 25.5% Agree, 3.8% Neutral, 1.9% Disagree), doing interesting activities (57.5%% Strongly Agree, 32.1% Agree, 8.5% Neutral, .9% Disagree, .9% Strongly Disagree), having a teacher who provides guidance (84% Strongly Agree, 15.1% Agree), being supported by adults on campus (58.5% Strongly Agree, 27.4% Agree, 12.3% Neutral, 1.9% Disagree), having quality instruction (92.5% Strongly Agree, 5.7% Agree, 1.9% Neutral), and growing in their learning (69.8% Strongly Agree, 22.6% Agree, 6.6% Neutral). The majority of students also report majority disagreement in having too much homework (32.1% Strongly Disagree, 21.7% Disagree, 19.8% Neutral, 15.1% Agree, 11.3% Strongly Agree).|2021-06-01|||2021 40688250000000|San Miguel Joint Union|6|The district administered a School Climate Survey in the spring of 2021 to all students in grades 3-8. In grades 3-5 the following information was obtained: 93% feel there is adequate communication from their teachers. 94% feel safe at school. 72% feel they have at least one caring adult at school to turn to for help. 71% feel that being at home during COVID has been hard for them due to missing friends and the connection to school. In grades 6-8 the following information was obtained: 86% feel there is adequate communication from their teachers. 83% feel safe at school. 59% feel they have at least one caring adult at school to turn to for help. 57% feel that being at home during COVID has been hard for them due to missing friends and the connection to school. 2021/22 is a unique year as we are returning to full-time in-person instruction this year after a year of Distance Learning and Hybrid Learning. We recognize the need for supports for students who have been out of the classroom for up to 17 months. We have planned additional intervention supports at both sites, additional counseling support at both sites, and continued implementation of Social Emotional Learning at the classroom learning. Both sites have Behavior Intervention Specialists to support student behavior. Staff district-wide has been trained in Trauma-informed practice. We are continuing the implementation of our MTSS plan utitlizing PBIS supports and strategies.|2021-10-14|||2021 40688410000000|Templeton Unified|6|After review of the 2019-20 Healthy Kids Survey, Templeton USD noted that the school climate and student well being reflects an overall sense of safety. Trends from the 7th grade to the 11th grade show that as students mature and become more comfortable in the school setting, their sense of safety increases. In the 7th grade 65% of the students perceived their school as safe, 71% of 9th graders saw their school as safe, while 80 % of 11th graders perceived their school as very safe or safe. When considering physical altercations this trend continues. Fear of being beaten up decreased from 20% of 7th graders, 17% of 9th graders to 7% of 11th graders. Other notable indicators of the school and district climate include being made fun of with 53% of 7th graders noting zero times, 62 % of 9th graders and 78 % of 11th graders. Property damage data also reflects a safe school environment with 77% of 7th graders, 80% of 9th graders and 88% of 11 graders never having had property stolen or deliberately damaged. School connectiveness data displays a general sense of connectiveness to each school site. This data shows a solid connectiveness at the 7th grade level with 70% agreeing that they are connected to Templeton Middle School. The 9th grade measure of school connectiveness is at 64% which can be understood that this survey, taken in the fall of 2019, was the initial introduction of the 9th graders to Templeton High School. By 11th grade 71% of the students felt connected to THS. Motivation is often an indicator of school connectiveness as it reflects the personal efforts of the student and teacher to accomplish classroom activities. Middle school 7th graders agreed that they were academically motivated at 80%, high school 9th graders motivation for academics dropped to 67% but this boosted up to 71% by the 11th grade. Parent perceptions are also valid indicators of school climate and connectiveness. In answering the statement “School is a Safe Place to Learn” 89%of all parents agree. In responding to the statement “School Motivates Students to Learn” 80% of parents agree. In conclusion, Templeton Unified School District is proud of its schools’ safe and welcoming environments and connectiveness to students. The District does recognize the need to continue to build relationships with students and families who add a diversity of culture and languages, and those who struggle with social and economic disadvantages. Actions currently in progress to be more inclusive and to lessen any sense of disenfranchisement have begun with parent surveys requesting parents to express their needs, especially in the distance learning environment. A reorganization of site and district administrative roles places a greater emphasis on inclusiveness, alternative learning styles and programs available for students and parents through alternative education programs such as home school, independent study and continuation.|2021-06-29|A greater understanding of student backgrounds and circumstances that may serve as barriers to learning is occurring at each site. Social Emotional Wellness is a current District focus to develop empathy and support for all students.||2021 40754650000000|Coast Unified|6|Coast Unified School District administers the California Healthy Kids Survey every two years to students in grades seven, nine and eleven. Survey results are shared with members of the School Board and are included in the district LCAP. Below is a summary of the survey results: California Healthy Kids Survey Results: *School connectedness 2015/16 7th grade: 64% 9th grade: 43% 11th grade 36% 2017/18 7th grade: 53% 9th grade: 49% 11th grade 33% *School perceived as safe or very safe 2015/16 7th grade: 80% 9th grade: 55% 11th grade 57% 2017/18 7th grade: 56% 9th grade: 58% 11th grade 48% *Current alcohol or drug use 2015/16 7th grade: 14% 9th grade: 33% 11th grade 42% 2017/18 7th grade: 0% 9th grade: 8% 11th grade 27%|2021-10-14|In examining the results of the survey, efforts to focus on school connectedness, school safety and substance use/abuse will continue. Coast did see an increase in safety concerns, however, we believe that publicized events related to school safety may have had an impact on the perceived safety of our campuses.||2021 41104130000000|San Mateo County Office of Education|6|SMCOE's LEA recently received results from the 2020-2021 Healthy Kids Survey. Below are some of the statistics that we found interesting. DATA: 24 students took the survey 67% Caring Adult Relationships 73% Adults Had High Expectations 79% School was Safe 76% Said had been very drunk or high 7 or more times 67% Said had been drunk or high on campus 33% expressed social emotional distress 39% experienced chronic sadness/hopelessness 69% experienced gratitude 54% male / 46% female 78% straight / 22% bisexual 4% transgender 30% parents did not finish high school 52% English / 48% Spanish spoken at home English writing skills was the area most expressed at lower than other English language skill areas 0% said they had military connections Some points that we found interesting were the student's previous use of substances. We see the common use of substances by our population so the data was consistent with what we know. We were pleased to see that most students felt there is a caring adult on campus. And the point regarding students being aware that writing is an area of weakness is important. MEANING: There was much more data in the Healthy Kids survey but overall this assists us as we move forward building a trauma attuned environment. Staff is needing further training on creating the appropriate environment for each of our settings. We are working with two important organizations: Effective School Solutions and EL Achieve. Both organizations are training our teachers. In addition, we plan to do more with substance abuse support on our campuses. USE: We will continue to utilize the full report of the Healthy Kids' Survey during future staff meetings so that we have opportunities to fully discuss the outcomes from the students and we can embed further plans into the LCAP .|2021-10-06|||2021 41688580000000|Bayshore Elementary|6|The District used the California Healthy Kids Survey to analyze school climate. Our 6th graders had the lowest percentage of students who felt connected to the school with 74% saying they were connected to the school. We will begin administering a new SEL survey and an Equity survey to students to inform our decisions around school climate.|2021-10-12|Objective Met||2021 41688660000000|Belmont-Redwood Shores Elementary|6|BRSSD uses the California Healthy Schools Survey on an annual basis to monitor school climate, in conjunction with our local measures of office discipline referrals aligned with our PBIS system. Students in Grades 5 and 7 take the survey, and all parents are invited to participate. We returned to campus in late March, and found that with the combination of distance learning and hybrid learning, we have very few office discipline referrals. COVID-19 put a wrench in all things related to school. Our survey data from 2021 compared against previous years indicates the impact - from lower participation rates in the survey to increased rates of feeling sad, feeling uninterested in work, and feeling disconnected from the school community, our data suggest a strong need to focus on relationships as we return to campus in 2021-2022.|2021-09-30|||2021 41688740000000|Brisbane Elementary|6|In general, students felt supported by adults at school. The survey was administered prior to students' return to campus; however, 58% of students surveyed felt safe at school; 60% of students reported that they received “quite a bit” or “a huge amount” of support from adults at school; 63% of students agreed that they are happy at school. Staff members engaged students outside of their classroom experience and conducted frequent check-ins with students and their families throughout the year. Despite overall positive results, staff and parents requested a more focused approach to social and emotional learning and well-being of students for the next school year.|2021-06-16|||2021 41688900000000|Cabrillo Unified|6|Due to COVID-19, Cabrillo Unified School District was unable to collect enough data pertaining to school climate. Utilizing Panorama Survey, we administered multiple climate surveys to provide a valid measure of school safety and connectedness: Panorama Survey (441 respondents) and California Healthy Kids Survey (177 respondents). Our objective was to have a minimum of 66% of students feel they belong to their school. Our goal for next year is to increase our students' feeling of belonging to 75%. After reviewing and interpreting data, although we have various other strengths, an area of improvement is to support students with feeling safe at school. In order to address this gap, we have implemented a district-wide Social Emotional Learning curriculum to address this barrier. Cabrillo Unified School District has engaged in a district-wide adoption of the Multi-Tiered System of Support (MTSS) framework to address the whole child, inclusive of Social, Cultural and Behavior supports. This focus has been embedded as a goal in our Local Control Accountability Plan (LCAP), Single Plan for Student Achievement (SPSA), and our district-wide professional development plan. Using our LCAP surveys and professional development surveys, we will engage in a cycle of continuous improvement by analyzing our data to determine if we see improvement using qualitative data around students' social-emotional learning and sense of belonging at school.|2021-06-24|||2021 41689080000000|Hillsborough City Elementary|6|The HCSD administered the California Healthy Kids Survey to students in 3rd-8th grade in the spring of 2021. The survey results from 5th and 7th grade students will be used for comparison to the most recent time (2018) the survey was administered. Both grade levels continued to have high participation rates with 83% of 5th graders (+7 increase over 2018) and 90% of 7th graders (+12 increase over 2018) participating. 84% of fifth graders (-13 decrease from 2018) reported high or moderate levels of school connectedness and 80% of seventh graders (-19 decrease from 2018) reported high or moderate school connectedness. We attribute this decrease in school connectedness to the impacts of the COVID-19 pandemic. We believe that our small class sizes and very small student:staff ratio, along with school social/emotional programs and supports, helped buffer an even further decrease in school connectedness during the pandemic. 93% of fifth graders (+21 increase over 2018) report feeling safe at school all or most of the time and 90% of seventh graders (+7 increase over 2018) report the same. All information from the CHKS survey has been shared with school site administrators and is shared with the district-wide SEL team. The information gathered from this survey helps to provide a bird's eye view of school climate and culture, but the HCSD is looking at opportunities to gather helpful survey data from additional student groups and identify specific groups of students, or individuals, who may need additional support. The HCSD will administer the CHKS survey again in the spring of 2021 to gather additional comparison data due to the impact of the COVID-19 pandemic. The HCSD may also administer or develop other SEL surveys or screening measures to gain additional data to help inform decision making.|2021-06-22|This item was presented at the June 22, 2021 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=83790&AgencyTypeID=1&IsArchived=False||2021 41689160000000|Jefferson Elementary|6|Annual Fall survey on Climate to all 3rd-8th grade students. Also provided to all JESD families and all JESD school site staff. Schools include their findings in their Single Plan for Student Achievement (SPSA). District results are incorporated in the Local Control Accountability Plan (LCAP)|2021-10-06|||2021 41689160112284|California Virtual Academy San Mateo|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 46 Students feel safe: 97.8% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 100% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-10|||2021 41689240000000|Jefferson Union High|6|Based on the school climate module of the CA Healthy Kids Survey, the area of strength for the district is respectig diversity. An area of focus is creating a positive learning climate. As a district, one of the instructional foci have been creating curriculum that are meaning and engaging and that there are multiple opportunities for students to interact and engage with others during the lesson.|2021-10-05|||2021 41689240127548|Summit Public School: Shasta|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 88% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 96% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 87% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 95% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 93% Summit Shasta believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Shasta take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support.|2021-06-17|||2021 41689320000000|Pacifica|6|A Climate Survey through Panorama was given to all 3-8th grade students in Pacifica School district in the early fall of 2017, 2018 and 2019. In the fall of 2017, the overall response rate for this climate survey was 87%. In questions relating to connectedness to school, 81% of 3-5 grade students responded positively and 69% of 6-8 grade students responded positively . With questions around their perceptions of school safety, 70% of students in 3-5 responded positively and 65% of 6-8 responded positively. In the Fall of 2018, the overall response rate for this climate survey was 85%. In questions relating to connectedness to school, 83% of 3-5 grade students responded positively and 70% of 6-8 grade students responded positively . With questions around their perceptions of school safety, 69% of students in 3-5 responded positively and 66% of 6-8 responded positively. In the Fall of 2019, the overall response rate for this climate survey was 91%.In questions relating to connectedness to school, 80% of 3-5 grade students responded positively and 68% of 6-8 grade students responded positively . With questions around their perceptions of school safety, 68% of students in 3-5 responded positively and 70% of 6-8 responded positively. These results show that the perceptions of the students with regard safety and school connectedness have been fairly consistent one year to the next. A closer look at the individual school results may give us some ideas to which actions and strategies are effective and promote improvement in student safety and connectedness to school.|2021-06-09|The School Climate survey was not given in the 2020-2021 school year due to the pandemic and the move to distance learning.||2021 41689400000000|La Honda-Pescadero Unified|6|LHPUSD administers the California Healthy Kids (CHKS) survey every two years in grade 5,7,9, and 11. The 2020 survey was not given due to COVID but an internal climate survey was administered and analyzed. The results from Spring 2018 have been analyzed for key learnings. The 2016 results showed a gap between teacher and student perception of high expectations and consistent messaging regarding equity and respect. Using this data, the district formed a Climate Assembly where the results were studied and further data gathered through focus groups to provide context to the data. The Climate Assembly meets monthly to provide a space where teachers, staff and administration can come together to discuss the issues of bias, equity and respect. One outcome of the collection and review of data over the 2017-2018 was a revision to the middle school discipline practice. Focus group data showed that the discipline practices were being applied unfairly and without consistency. The school replaced the "blue slip" system which assigns detentions to students who accumulate blue slips with a "reminder" system which assigns a student a team conference with teacher, student and principal if a student accumulates too many "reminders" in a week. LHPUSD is currently undergoing an Equity Audit with Insight Education which will provide key findings in January 2022.|2021-11-15|||2021 41689570000000|Las Lomitas Elementary|6|The District used multiple survey tools starting in Spring 2020 that informed the 2020-21 and 2021-22 school years. Surveys included a student and staff survey by Panorama, a school climate survey, and a family and staff safety and wellness survey. Students' sense of school connectedness and school safety continued to remain strong despite the complications of the pandemic. Overall most students (83% in grades 3-5 and 79% in grades 6-8) felt supported by their relationships with friends, family, and adults at school. In addition, results from the California Healthy Kids Survey, administered to 5th and 7th grade students in Fall 2019, showed that teacher-student relationships have improved over time since 2017. However, still, a quarter (25%) of students in grades 3-5 reported not having a teacher or other adults from school whom they can count on no matter what, and one-third of students in grades 6-8 reported this as well. In response, LLESD has intentionally given the space, time, and tools for students and staff to foster meaningful and supportive relationships and understand why it is not happening for some students. For instance, LLESD staff participated in two multi-session professional development series which addressed the community resilience model and social-emotional learning. Corresponding trainings were also provided to students and will be offered to families. The critical concepts and skills included in these trainings impact foundational skills like emotional regulation, relationship-building, and the school climate. Students are also participating in empathy interviews with school counselors to provide additional insight on this topic. The results will inform future school programming and staff professional development.|2021-06-02|This item was presented at the June 2, 2021, regularly scheduled meeting of the Las Lomitas Elementary School District Board of Trustees. https://laslomitas.agendaonline.net/public/Meeting.aspx?AgencyID=48&MeetingID=26421&AgencyTypeID=1&IsArchived=True||2021 41689650000000|Menlo Park City Elementary|6|MPCSD administers the Panama Survey to 3rd-5th and 6th-8th grade students. For sense of belonging, our 3rd- 5th graders scored at 4/5 and our 6th-8th graders scored 3.3/5. For feeling physically & emotionally safe our 3rd-5th graders scored 4.4/5 and our 6th-8th graders scored 4.3/5. Our elementary students, despite a year of pandemic impacts on school and learning, continue to feel a strong sense of belonging and safety in their school community. Our middle school students scored slightly lower in the sense of belonging, unlike their elementary counterparts. Most of our students report feeling safe and connected to their schools. As a result, we will continue to work at having an average 4-5 for this indicator and address social-emotional development and issues for students in grades K-8 through counseling services, resiliency coaching and restorative practices for both teachers and students as well as continuing positive behavior interventions in all schools. We have created a Whole Child Learning and Development Framework that encompasses our approach in raising outcomes for all students that includes social-emotional well being in addition to academic achievement.|2021-06-10|||2021 41689810000000|Portola Valley Elementary|6|The Portola Valley School District administers a school climate survey normally annually to parents and students in grades 4-8. Students in grades K-3 take the survey bi-annually. Due to the pandemic, we surveyed grades 3-8 for the 2020-2021 school year. Results of the 2020-2021 survey indicate: 95% of students in grades 3-8 feel safe, supported and connected at school. 89% of students say that teachers support them 92% say that the school is clean and safe 89% of our students say they are provided with opportunities to be challenged. We look critically at this data each year in order to ensure that we are offering environments that are not only conducive to learning but that foster growth in the social emotional learning areas. At the 4-8 school, a zero period class has been set up to support students who are struggling or just need a little help as well as providing an after school homework club to provide support for homework. At the K-3 school a "Families" program has helped to bring students of all grades together to practice life skills outside of the regular classroom and to also develop relationships with a teacher who is not their classroom teacher. Children stay with their family teacher for the duration of their years in the K-3 school.|2021-10-14|School Climate continues to be a strength at both schools. The schools are invested in continuing to build a strong culture among staff, students and parents. Positive Behavior Intervention System (PBIS) and membership in the Challenge Success Program through Stanford University are just two examples of how our district works to foster strong communities. We are fortunate to have two full time counselors (one at each site) who are charged with teaching social emotional learning at all grade levels as well as offering support to students and their families in the areas of academics and other needs. The 4-8 school has put a special emphasis on transition from the K-3 school to grade 4 and from grade 5 to middle school based on feedback on our parent surveys about seamless transition. The K-3 school is currently participating in MTSS training through our County Office of Education in order to further develop their already robust support system for students who need support to be successful in school.||2021 41689990000000|Ravenswood City Elementary|6|Each year, Ravenswood students and families complete the California Healthy Kids Survey. Unfortunately, we were limited in the number of 5th grade students who completed the survey, and a report was unable to be produced this year. At the time, the majority of 7th grade students completing the survey were still accessing school through distance learning. There were significantly elevated levels of students experiencing sadness/hopelessness, which we believe are strongly linked to the ongoing global pandemic, and their extended distance learning experience without face to face contact with school site staff and other students. A lack of in-person contact can be very draining and exhausting, especially for students. We are developing strategies to rebuild relationships, and reteach the skills of interacting with peers and adults, as we all (staff and students alike) readjust to return to an in-person and on-campus educational experience. We also have mental health supports available for students at all sites, and additional resources accessible for staff and families.|2021-06-24|||2021 41689990134197|Aspire East Palo Alto Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 41689990135608|KIPP Valiant Community Prep|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 79% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 69% of TK-4 student surveys and 72% of 5-8 student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 41690050000000|Redwood City Elementary|6|Both the California Healthy Kids Survey and Panorama Climate survey were given to students, families and staff in the spring of 2021. While the outcome in school connectedness showed favorable responses, certain student groups did not feel as connected as others. Specific outreach will be made to these student groups and trainings in equity and student voice will be emphasized.|2021-06-30|||2021 41690050127282|Connect Community Charter|6|Connect gives an Educational Vital Signs survey bi-annually to all parents, and works to get feedback from staff, parents, and students alike. The school is committed to addressing any important issues that arise. Additionally, Connect’s SSC and ELAC committees are involved in making and approving both funding and financial decisions as well as contributing to school culture and bringing up concerns to the administration. Connect's local indicators continue to grow. Connect has a high climate index of 78%, and is currently performing above average (100) on all indicators. Connect performs in the high range for Trust. Connect continues to make plans to increase parent engagement and student safety.|2021-06-03|||2021 41690050132068|KIPP Excelencia Community Preparatory|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 85% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 69% of TK-4 students surveys and 63% of 5-8 student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 41690050132076|Rocketship Redwood City|6|Families are largely satisfied with the school, with 78% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 79% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 79% of families. We are looking to improve opportunities for families to participate in their child's learning, as 66% of families reported having those opportunities this year and we would like all families to know about how to participate in their child's learning.|2021-06-10|||2021 41690210000000|San Carlos Elementary|6|Results of the 2021 web-based engagement surveys given to families, students and teachers/staff can be found in Priority 3. This narrative will be used to explain the analysis and associated actions in Goals 4 and 5 of the SCSD LCAP. Goal 4 of the SCSD 2021-24 LCAP specifically targets the social-emotional needs of students: "Create systemic structures that foster the 5C's and support the social emotional student needs that are developmentally appropriate to P-3, 4-5 and 6-8 grade level configurations, and allow for meaningful progress monitoring." Within this goal, specific actions have been established to address active participation and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning were identified as high impact actions. Goal 5 of SCSD’s LCAP specifically targets student access to learning and sense of belonging: "Ensure equitable access to learning for all students by providing necessary structures and intentionally monitoring student engagement and student sense of belonging within each school community and across all student groups." Within this goal, specific actions have been established to address school climate, and sense of belonging. Continued implementation of Positive Behavior Intervention and Support (PBIS), and continued development of the District’s Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. Middle schools continue to implement the Where Everybody Belongs (WEB) Program to further enhance the transition to middle school. Both middle schools are working with their staff on implementation of restorative circles and other alternatives to negative consequences. In addition, Diversity, Equity, and Inclusion (DEI) was identified as an important opportunity for focus and continuous improvement from all stakeholder groups. The District's work in DEI has just begun, but there is a strong desire to make this work visible and transparent to increase the sense of belonging and student engagement of all student groups. An outside consultant (Inclusion Counts) has provided all SCSD teachers and staff with professional development on a variety of topics to support development of classroom and school program practice and culture. Further, with the assistance of Inclusion Counts, SCSD formed a DEI Steering Committee made up of diverse individuals from a variety of backgrounds. This group, and soon to be formed subcommittees, are leading the work in this area. Progress will be monitored and shared with this group and other stakeholder groups on a regular basis.|2021-06-17|||2021 41690390000000|San Mateo-Foster City|6|Our 5th and 7th grade students participated in the California Healthy Kids Survey (CHKS), and the results were reported to site leadership and schools. Key findings related to caring adult relationships were closely examined. Due to the format of the survey this year, questions regarding school connectedness were not asked to students in Full Time Distance Learning and students were not in person for the majority of the school year so school safety was not a crucial finding. Despite pandemic challenges, in fifth grade, 80% of students reported having caring adult relationships “All” or “Most” of the time. There was an 8% change (+) in the data compared to last year. Similarly, 66% of 7th grade students stated “Very Much True” or “Pretty Much True” to having caring adult relationships, which was an increase (+6%.) from the year before. Social emotional data for 5th grade students included questions of frequent sadness. District data showed a decrease (-7%) in students feeling sad “All the Time” or “Most of the Time”, down from 18% last year to 11% this year. As for social emotional well-being of 7th grade students, chronic sadness, considered suicide and social emotional distress (pandemic specific question) were three areas that were studied. Over a third of 7th grade students (37%) reported feeling chronically sad/hopeless where students did not do their usual activities for 2 weeks or more. There was an increase (+9%) from last year. Based on the chronic sadness data, it is not surprising that there was an increase in students considering suicide from 14% last year to 17% this year. Another measure of interest was a new question on the survey looking at the social emotional distress that students were feeling. Thirty-one percent of our 7th grade students who responded to the survey answered “Very Much True” or “Pretty Much True” to these questions. The fact that both 5th grade and 7th grade saw an increase in caring adult relationships between last year and this year speaks to the dedicated staff in SMFCSD and their ability to build strong bonds with their students. In terms of growth, middle school staff can continue to make strides to connect with their students since there is still about a 14% + that have yet to build a strong bond (to reach at least 80%). The biggest challenge for SMFCSD next year is to address the social emotional well-being of students, especially in the middle schools, and specifically among our LGBTQ+ who experienced the highest increase in chronic sadness. Goal 3 in the District’s 2021-22 LCAP and the SMFCSD AB86 Plan lay out the district’s rationale and actions going forward for improving school climate and student wellness, including: increased counseling and social worker support; expanded implementation of trauma-informed instruction, restorative practices, and social-emotional learning time and curriculum; and hiring additional staff to support community and connection on campuses.|2021-06-24|||2021 41690470000000|San Mateo Union High|6|The District administered the Panorama School Climate survey to all students from November 9-20, 2020 and reviewed the results with various stakeholder groups during the winter of 2020-21. In addition, the District presented a summary of the data to the Board of Education at its Feb. 11, 2021 meeting. The Survey was intended to solicit feedback about student experience as relates to school climate and bias/racism on campus. What follows is a breakdown of student responses to the survey. 79% of students responded to the survey across the District: African American: 47/71 = 66% response rate Asian: 1857/2474 = 75% response rate Latin-x: 2116/3031 = 70% response rate Pacific Islander: 121/181 = 67% response rate White: 1977/2430 = 81% response rate English Learner: 574/897 = 64% response rate Students with Socioeconomic Disadvantages (SED): 1583/2306 = 69% response rate Students with IEP’s: 501/950 = 53% response rate What follows is a summary of the analysis of the data. The first area of the survey was related to Social-Emotional Learning. - Student-Teacher Relationships: - Students overwhelmingly feel respected by teachers - Authenticity/depth of relationships appears to be shallow - Sense of Belonging: - Students’ perception of connectedness to others has significant room for growth (although they report being most-connected to each other) - Engagement (with courses/people): - Interest/engagement with current courses is generally quite low - Unclear how much of this is related to the current situation, but it is low relative to the National data set Panorama has shared The second of the survey was School Climate and Culture as relates to issues of race, diversity and hate-speech since those are areas of focus for the District and Board in light of the recent (fall 2020) Grand Jury report about hate speech in the County and in the SMUHSD in particular. What follows are the findings from the survey in this area: - Diversity/Inclusion: Our schools are diverse and students generally experience/interact with that diversity - Cultural Awareness/Action: Engagements where race is discussed/addressed are less-frequently engaged than the experience students have with diversity in our schools - Hate-motivated Speech: Slightly over half of students reported seeing adults effectively address issues of hate-motivated speech and nearly 40% are unaware of the policies we have in place to address hate-motivated speech The results of the survey were used to identify the following next steps: - Hire Anti-Racist teaching consulting organization to support its efforts to address and redress racism in our schools - Continue to deepen understanding of student concerns and needs via the conducting of focus groups - Continue to administer to the survey to track progress and also be sure to implement it with families and staff as time allows in the spring or fall of 2021.|2021-06-10|||2021 41690620000000|Sequoia Union High|6|The District uses the California Healthy Kids Survey to analyze school safety and connectedness (school climate). The survey measures student perceptions of school safety and connectedness both at large and within subgroups. The table below summarizes student responses by grade level and student participation in various instructional models during the 2020-2021 school year. Number of Respondents by Instructional Model: In-school learning only Grade 9- 28 Grade 11-19 Remote learning only Grade 9-1,814 Grade 11- 1,616 Hybrid learning Grade 9- 35 Grade 11- 19 Note that only questions relevant to the instructional model implemented in the school are answered by students in 2020-21. For example, students who participate in school remotely are not asked questions about the physical environment at the school. In addition, a handful of the items in the School Climate Module have been modified slightly to be applicable to all students, regardless of instructional model. Key Indicators of School Safety School perceived as safe: Grade 9- 76% Grade 11- 66% Very Safe Grade 9- 19% Grade 11- 28% Safe Grade 9- 57% Grade 11- 38% Neither safe nor unsafe Grade 9- 22% Grade 11- 25% Unsafe Grade 9- 2% Grade 11-9% Very unsafe Grade 9- 0% Grade 11- 0% School Connectedness Grade 9- 62% Grade 11- 52% I feel close to people at this school. Grade 9- 50% Grade 11- 44% I am happy to be at this school. Grade 9- 61% Grade 11- 57% I feel like I am part of this school. Grade 9- 57% Grade 11- 48% The teachers at this school treat students fairly. Grade 9- 76% Grade 11- 51% I feel safe in my school. Grade 9- 69% Grade 11- 57% Total school supports Grade 9- 59% Grade 11- 53% Caring adults in school Grade 9- 62% Grade 11- 63% High expectations-adults in school Grade 9- 75% Grade 11- 74% Meaningful participation at school Grade 9- 36% Grade 11- 32% Takeaways from the 2020-21 survey include the following: 76% of 9th graders and 66% of 11th graders perceive their school to be safe or very safe More than half of surveyed students feel connected to their school 76% of 9th graders and 51% of 11th graders felt that teachers at their school treat students fairly While the majority of student feel like there are ample supports at their school (59% of 9th and 53% of 11th), a lower percentage of students have meaningful participation at school (36% of 9th and 32% of 11th).|2021-06-09|It is evident that the district and school sites succeed in creating safe and positive learning environments. Unfortunately, due to the administration of this survey during a distance-learning school year due to COVID-19, it is not possible to derive true feelings of school connectedness. This is due largely in part to the fact that 9th graders have yet to spend a day on campus (as of the survey date) so they may have answered questions differently with an actual on-campus experience. Future surveys would allow for a more complete data analysis.||2021 41690620112722|Summit Preparatory Charter High|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 90% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 95% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 88% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 95% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 92% Summit Prep believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Prep take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support.|2021-06-17|||2021 41690620119503|Everest Public High|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 91% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 96% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 86% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 96% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 92% Everest believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Everest take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support.|2021-06-17|||2021 41690620139915|KIPP Esperanza High|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 84% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 73% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 41690700000000|South San Francisco Unified|6|In Spring 2021, SSFUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11, as well as to staff and parents. Due to Distance Learning, surveys were administered remotely and participation rates were lower than expected, especially at the 5th grade level where active consent parent permission was required for students to participate. Because the majority of the students remained in 100% Distance Learning, some CHKS items related to school climate were not included in the survey and the focus was on relationships, communication, academic motivation and support. 84% of elementary students and 76% of secondary students agreed that adults at school care about them 87% of elementary students and 73% of secondary students agreed that adults at school have high expectations for all students 84% of elementary students and 61% of secondary students agreed that they were academically motivated during Distance Learning 82% of elementary students and 58% of secondary students agreed there are supports in place for their social emotional learning 87% of elementary students and 66% of secondary students agreed that students are treated with respect Due to the challenges of administering the CHKS remotely during Distance Learning, participation rates were inconsistent so disaggregated results are not consistently available across grade levels or survey items. The range of responses for the items above were larger for secondary according to grade level: 9th graders in particular had lower responses to items about school supports, relationships, and connectedness perhaps because their entire high school experience at that point had been online. The CHKS data reinforced SSFUSD's emphasis on school connectedness and relationships as students and staff transitioned back to in-person learning for the 2021-22 school year. Support for students' social emotional well being and mental health, also supported by the CHKS data as well as feedback from community input sessions, staff and student feedback, is a continued focus with the addition of Wellness Counselors, District Counselor meetings, ongoing professional development related to social emotional learning, and the expansion of our mental health resource offerings including Care Solace, Daybreak, and partnerships with community organizations. The District will also be developing clearer communication of what social emotional and mental health supports are available to our students, families, and staff, based on CHKS data as well as community feedback.|2021-10-07|||2021 41690880000000|Woodside Elementary|6|Within the school survey, a question was posed to TK-8th students and families asking them if their family feels included in the school community. The results show that 50.66% strongly agree with this statement, 39.47% somewhat agreed with this statement, 5.92% somewhat disagreed with this statement, and 1.97% strongly disagreed, and 1.97% were not sure. This shows strong evidence that approximately 90% of our school community feel connected to our school community. The data also shows that 10% of our population who did not feel completely included in our school community and it's important that we follow up with these families in order to determine what the LEA can do to make the school environment more inclusive for all families. We did this later in the spring of 2020-2021 school year with a Diversity, Equity, and Inclusion Survey to the parents and students to gather more information and will use this information in our WIDC work this year. We focused our school safety questions around families' feelings around sending their children back to in-person learning. The question posed to the community was whether the protocols put into place allowed families to feel safe sending their children to school every day. The results showed that 80.75% strongly agreed, 11.18% somewhat agreed, 2.48% somewhat disagreed, 0% strongly disagreed. This data shows that over 90% of our school community felt safe sending their children to school every day with the plan the LEA put in place for in-person learning. The data also shows that 10% of our population who did not feel safe or whose children did not access in-person learning programs and it's important that we follow up with these families in order to determine what the LEA can do to make the school environment more safe. We did this prior to the start of the 2021-2022 school year and have back 99% of our student body back in-person.|2021-10-12|||2021 42104210000000|Santa Barbara County Office of Education|6|In December 2020, the California Healthy Kids Survey (CHKS) was administered with 60% of students responding. Students in grades 8-12 participated in the survey. JCCS parents also participate in annual surveys created by the JCCS Leadership Team and advisory committee members. Survey results are reviewed and analyzed by the JCCS Leadership Team and advisory committee members, and results are summarized in the Local Control Accountability Plan (LCAP). Local decisions are made based on the results of these surveys. The CHKS results indicated that the majority of students (62%) reported feeling optimistic about school; with 68% reporting they feel safe at school; 60% reporting there is a teacher or other adult who wants them to do their best; and 66% reporting that an adult has high expectations for them. Our data confirms that our staff is building relationships that have a meaningful impact on our students and their choices. The majority of our students are coming to us with adverse childhood trauma and the fact that the results of the survey show they have an adult who they can trust at school is a huge achievement. Having one caring adult has proven to be the key indicator of a child’s ability to overcome childhood trauma and build resiliency. An area of concern was the high number of students (44%) who reported they've been drunk or "high" on drugs at school and 28% reported current alcohol or drug use. Additionally, 19% of students reported being chronically sad or having feelings of hopelessness. This data supports the need to have a full-time Youth Support Specialist (YSS) through the Council on Alcohol and Drug Abuse (CADA) on campus who provides both individual and group therapy sessions. In 2021-22, JCCS teachers and teaching assistants will receive training in mental health, substance abuse, trauma-informed practices, and/or Crisis Prevention & Intervention (CPI) to better support student needs. Both of these actions are reflected in the 2021-22 Local Control Accountability Plan.|2021-06-10|||2021 42691040000000|Ballard Elementary|6|The ESE Climate Survey was administered to grades 5 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 85% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 97% of students say they feel safe at school.|2021-06-24|||2021 42691120000000|Blochman Union Elementary|6|Teachers have been receiving training in the Multi-tiered System of Support (MTSS) methodology. MTSS is an integrated framework that includes Common Core State Standards (CCSS), core instruction, differentiated learning, Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks. The district has added a .5 FTE, in-house school psychologist and has implemented a PBIS system to help address student mental health and behavioral issues. Due to the pandemic, there was not time to implement a formal student survey. However, teachers and school administration are in daily contact with students and addressed student concerns and needs as necessary.|2021-06-08|||2021 42691120111773|Family Partnership Charter|6|In 2020-21 Family Partnership Charter School conducted school climate surveys to families in grades K-12. The results of the surveys will be shared with various stakeholder groups at the start of the 2021-22 school year. 154 families participated in the survey - about 45% of enrollment. Approximately 35% of survey participants were in grades 9-12, 30% in grades 6-8, and 35% in grades K-5. Results from the survey indicate that families overwhelmingly feel safe at the school and have had a positive experience with staff and students. The following are examples of families' responses to the prompts provided in the survey: FPCS is a supportive and inviting place for my child to learn. All Students (99.4% agree/strongly agree), Hispanic Students (100% Strongly agree), Two or More Races (100% agree/strongly agree) FPCS sees me as a partner in my child's education. All Students (98.7% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (97% agree/strongly agree) FPCS utilizes parent input to make important decisions. All Students (96.7% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) FPCS staff are responsive to my child's social and emotional needs. All Students (93.5% agree/strongly agree), Hispanic Students (93% strongly agree), Two or More Races (97% agree/strongly agree) FPCS has high expectations for all students. All Students (96.7% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) FPCS communicates the importance of respecting different cultural beliefs and practices. All Students (100% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) The overall survey data indicates that all families feel the school culture is positive and safe. While there was not a disparity between subgroup responses, the overall participation rates need to increase in the future. Additional efforts will be made to reach families and obtain responses.|2021-06-17|||2021 42691120124255|Trivium Charter|6|Trivium provides a family survey two times a year. The consistent feedback is that the families want our own facilities and gave us high marks on the academic program and communication. We are constantly improving our communication and upgrading communication tools.|2021-06-29|||2021 42691120137877|Trivium Charter School Adventure|6|Trivium provides a family survey two times a year. The consistent feedback is that the families want our own facilities and gave us high marks on the academic program and communication. We are constantly improving our communication and upgrading communication tools.|2021-06-29|||2021 42691120137885|Trivium Charter School Voyage|6|Trivium provides a family survey two times a year. The consistent feedback is that the families want our own facilities and gave us high marks on the academic program and communication. We are constantly improving our communication and upgrading communication tools.|2021-06-29|||2021 42691200000000|Santa Maria-Bonita|6|The Santa Maria-Bonita School District’s (SMBSD) commitment to a school climate conducive to learning is reflected in our LCAP Broad Goal 5, “All schools will increase student engagement by intertwining social and emotional learning and academics, maintaining a safe, secure, healthy, and positive learning environment, and providing a supportive environment with strong adult relationships.” To measure student perceptions of school safety and connectedness, SMBSD administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students in November of 2021. The average response rate was 75% of 5th graders and 95% of 7th graders. The major findings from the 2020-21 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 59% and 61%, respectively. A majority of students in 5th grade (91%) report feeling safe to very safe “all, most or some of the time” at school. A majority of 7th graders (95%) perceive school as “very safe, safe or neither safe nor unsafe.” Students in 5th and 7th grade report high to moderate levels of academic motivation at 74% and 69%, respectively. A majority of both 5th and 7th grade students report they feel there are caring adults at school, 72% and 60% respectively. SMBSD continues to provide students and their families with a supportive, inclusive and welcoming school environment. Appropriate and responsive solution efforts to increase student connectedness, school safety, and student achievement continue to be implemented and refined districtwide. They include the coordination of additional staff to maintain clean and safe facilities, the expansion of counseling services to support the social and emotional wellbeing of our students and their families, increased health assistant coverage, and the coordination of school, district, and community resources to meet the needs of the whole child. The district’s family engagement coordinator and health program specialists support and coordinate varying aspects of community engagement and health services in cooperation with five family outreach advocates and four district community liaisons who connect families to resources. The district is committed to the academic achievement and social and emotional wellbeing of its students through school safety and connectedness. In addition, SMBSD has partnered with Panorama Education to provide consistent SEL curriculum and survey tools for students, staff, and families to ensure we are providing needed support at all levels. In May of 2021, the district collected its baseline data. The survey will be administered three times during the 2021-22 school year to parents, staff, and students.|2021-06-23|SMBSD’s efforts continue to be focused on the Whole Child Approach and Multi-Tier System of Support to provide positive school climates, student engagement, and parent involvement. Consistent culture and climate practices have been introduced system-wide. Practices include the use of a positive behavior expectations matrix, behavioral expectations explicitly taught, positive reward systems, and the goal to have positive interactions with all students throughout the day. Culture Climate teams have been set up at each site and meet on a regular basis to review practices, behavioral trends, social-emotional data, and attendance data. A teacher on special assignment for culture and climate was hired to assist teams with analyzing data and providing professional development in how to implement best practices of social-emotional development into classrooms that help to educate the whole child and create a positive, nurturing environment within the classroom and across the school as a whole. In addition, every school site is provided with one outreach mentor and one marriage and family therapist. These individuals meet with students in small groups, as well as one on one to address their personal needs. These individuals are very valuable to our students facing challenges; however, staffing these positions has been a challenge. The agencies that SMBSD contracts with continue to recruit and interview for these positions to get the necessary staffing at each of our school sites.||2021 42691380000000|Buellton Union Elementary|6|BUSD administers the following surveys: -CA Healthy Kids Survey, grades 5 & 7 = every other year -Parent Satisfaction Survey = annually -California School Staff Survey = every other year In 2020-2021, we administered the CAHKS and Staff Survey in November. We also updated our Parent Survey in order to be more relevant with our current programs. We utilize the results of these surveys to update our Single Plans for Student Achievement and LCAP. The results of these surveys are shared and analyzed with the School Site Council, faculties and other leadership teams and the results are used to make informed decisions about the schools' programs. We can continue to work on the social and emotional development of our students. In order to do so, we are in our second year of implementing a district-wide curriculum called Second Step. We have reinstated our school counselor to a full-time position in order to work with more students in a group setting. We also have lunch clubs at the middle school that focus on kindness and friendship. As a district, we can continue our professional development in order to develop strategies to meet the differentiated needs of our diverse student population. In order to do so, we are beginning to explore Universal Design for Learning (UDL), as well as review current instructional programs for effectiveness. As a model site for implementing MTSS, we continue to provide high quality interventions for all students in need. A 3-year analysis of disaggregated parent survey results indicate the following overall communications are improving and satisfaction in the schools’ academic programs remains high. One key area that both schools continue to strengthen is student input in their educational programs. We continually seek ways for students to contribute their thoughts and ideas for how to improve both school sites and become active stakeholders in their education and schools.|2021-10-13|||2021 42691460000000|Carpinteria Unified|6|DATA: High rate of school connectedness (7th-84%; 9th-91%; 11th-93%) High rate of student perception of school safety (7th-87%; 9th-95%; 11th-96%) Low rate of student perception of academic motivation (7th-75%; 9th-78%; 11th-78%) MEANING: The district will continue to focus on increasing school climate, specifically school connectedness and academic motivation at Carpinteria Middle School USE: Carpinteria Middle School has implemented the following activities to improve school climate: Daily advisory period using the 7 Habits of Highly Effective Teens Active ASB student leadership Implementation of PBIS strategies Monthly training in social-emotional learning for district staff Implementation of social skills in grades 7 and 8 Assemblies for student recognition Early release time for teacher collaboration to adjust instructional practices AHA! Peacebuilders After School Program|2021-06-22|||2021 42691610000000|Cold Spring Elementary|6|The Cold Spring School District is focused on creating a positive school culture and climate. This includes creating an environment where students feel safe, nurtured and connected to their community. The District measures its success in this area through a student survey of fifth and sixth grades. The survey is paired with a survey of all parents, staff and community members. The results of the survey indicate that the student environment is conducive to effective learning. Over 96% of the students felt connected to their school environment. This same subgroup also felt school safety was a priority for teachers and staff. The culture and climate of the school is reflected most prominently in the zero suspension and expulsion rate maintained by the District over the last 5 years. To achieve a positive school culture and climate, the District has as a priority goal (LCAP Goal 3) the connectedness of students to their teachers. The success of the District is measured through the student survey. Nearly 98% of students responded that they felt very connected to their teacher and District staff. The informal qualitative data reflects that students feel teachers and staff truly care about their success in the academic programs offered by the school. According to the 2020-2021 LCAP Parent Survey, 95% of respondents feel the culture and climate at Cold Spring School is Excellent/Above Average. The survey results reflect the importance administration, teachers and staff place on ensuring students feel valued in the classroom and school. The survey results also indicate the majority of students place high value on Art, Music, PE, STEAM and Technology. In response to the results of the survey, the District will continue to strive to meet the needs of students through a relationship driven approach to teaching and learning. The principal and staff will be visible on campus throughout the school day. The Superintendent/Principal will foster an inclusive environment through a weekly in-person Monday morning assembly and a weekly Friday Zoom assembly into the classroom. Beginning Monday, October 25, 2021, COVID-19 vaccinated parents will be allowed to volunteer in the classroom and attend the Monday morning outdoor assembly.|2021-10-11|||2021 42691790000000|College Elementary|6|The CHKS climate survey was administered to grades 6-7 by the LEA during the spring of 2021. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 71% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 76% of students say they feel safe at school.|2021-06-15|||2021 42691796118434|Santa Ynez Valley Charter|6|All students in grades 3 through 8 took the school climate survey. The results on a 5-point scale (5 being highest rating) are: I am happy to be at this school 4.2 I feel safe in my school 4.5 The teachers treat students fairly 4.1 The teachers communicate with parents about expectations. 4.1 Parents feel welcome to participate at school 4.4 I try hard to make sure I am good at my schoolwork 4.7 At my school there is a teacher or adult who really cares about me. 4.2 At my school there is a teacher or adult who listens to me when I have something to say. 4.4 At my school there is a teacher or adult who believes I will be a success. 4.3 My school is usually clean and tidy. 4.1 At my school I help decide things like class activities or rules. 3.3 The key learnings from the survey are that students feel safe and connected to their teachers and staff members and they are engaged in learning and other activities. An area of growth is to have more democratic processes for students. In all areas of the survey we see an increase in satisfaction from 2019, which means that the strategies for improvement have yielded positive results.|2021-06-22|||2021 42692030000000|Guadalupe Union Elementary|6|School Safety: As this section of the CHKS is recommended for Hybrid or In-Person instruction, and because 2020-21 was fully remote, we will establish a baseline upon return to in- person learning for the 2021-22 school year. School Connectedness: As this section of the CHKS is recommended for Hybrid or In-Person instruction, and because 2020-21 was fully remote, we will establish a baseline upon return to in- person learning for the 2021-22 school year. Caring Relationships: 2020-21 7th and 8th Grade students averaged reporting "Pretty much true" or "Very much true" that there were caring relationships in school: 7th: 67% 8th: 54%|2021-11-10|||2021 42692110000000|Hope Elementary|6|During the 2020-21 year, Hope School District administered the CHKS to Grade 5 and 6th grade students, parents, and staff. The respondents included 166 - 5th and 6th graders, 94 Staff members, and 174 Parents across all grades and sites. By choosing to administer the survey to 5th and 6th grade and expanding to include parents and staff, we not only have more data, we were able to use cohort data to track any significant changes. The data showed an overall strength of the schools in providing a safe place for students. Some of the notable findings are: More than 95% of respondents report that students are safe on campus, bullying is not a problem, and incidences of conflict are dealt with adequately by adults. The use of tobacco and other substances is reported as not being an issue. Students report that they have an adult to go to for help, adults have high expectations (academic and behavioral) for them, they are treated with respect, and that students generally behave well. 10% and 7% of fifth and sixth graders report feeling frequent sadness 92% and 87% of fifth and sixth graders feel generally good and happy 8% of district staff report that depression in students is a moderate problem 19% of parents are quite or extremely concerned about their child's mental well-being On 100% of the school climate indicators, we scored higher than the 2017-19 (most recent available) state averages. These include school connectedness, academic motivation, caring relationships, and 14 other indicators. We had our highest score from the last 4 years on low violence victimization. This information will continue to be used in the school climate/Social-emotional learning focus of the district. Specific and explicit instruction of Emotional Skills and Competencies, and Social and Interpersonal Skills and Competencies was implemented in the 2018-19 school year. Teachers worked with school based counselors on providing lessons to each class. These results will be considered when deciding training for the 2022-23 year, evaluating the data collected in data team meetings, planning for future parent education topics, and for focus areas for the strategic plan.|2021-10-11|||2021 42692290000000|Lompoc Unified|6|The Lompoc Unified School District administers the California Healthy Kids Survey every other year. The survey will be administered to students in grades five, seven and nine during the 2020-21 school year. Data complied from the 2018-2019 administration was reported to the Board of Education. The LCAP survey was administered and results shared with Board of Education in Spring 2021. A climate survey developed by a representative committee will be administered by an outside company in Fall 2021 to all parents and community members. The data indicated strengths in the areas of students feeling connected to school staff and students feeling safe at school. Disaggregated data indicates 11th grade students do not feel as connected to a school staff member as 5th, 7th or 9th grade students. The District has identified students' social-emotional health and increasing students in making decisions about their learning areas focus for the upcoming school year. More than 10% of students in grades 7, 9 2021-22 Local Performance Indicator Self-Reflection for Lompoc Unified School District Page 10 of 11 and 11 reported to have seriously considered attempting suicide during the '17-'18 school year. More than 44% of students at each level reported they have no say in decision-making regarding their learning. The District provides funding for student support counselors at all sites. The District has applied for grants aimed at improving school safety and increasing social-emotional supports for students. The most significant challenge for LUSD, under Priority 6, is the number of students who have significant trauma impacting their academic and social development, grades K-12. The LCAP will continue to fund health staff, behavior specialists and seek training opportunities for staff in order to address the identified students needs.|2021-06-22|||2021 42692290116921|Manzanita Public Charter|6|Results from both climate surveys and meetings show that the LEA is significantly meeting the needs of the school community. 90-95% of all stakeholders report great satisfaction with the academic progress of scholars and express approval of school discipline and social emotional support measures. Throughout the pandemic, surveys also showed strong support for the administrative and educational decisions made regarding school safety. Stakeholders do, however, continue to express concerns about the need for more comprehensive social emotional support measures due to COVID-19 pandemic realities. The LEA compared 2019-20 with the 2020-21 survey results and discovered that a caring and academically supportive campus has now become the top issue of concern-replacing a concern for a safe and more modernized physical campus from earlier surveys. Stakeholders continue to express a desire to address playground/bus bullying on campus. The LEA continues to partner with "The Soulle Shoppe" on its school wide Peacemaker and "I MESSAGE" program. In addition, the school has recently adopted a school-wide SED program designed to focus on character development and team building for all scholars and staff. The LEA plans more a more comprehensive alignment of the SED curriculum with school wide events such as trimester awards programs. Manzanita has also partnered with the Santa Barbara County SELPA office and has hired a behavioral therapist to help train the entire staff on de-escalation strategies to help keep all scholars safe on campus.|2021-10-20|||2021 42692450000000|Los Olivos Elementary|6|Los Olivos 5th and 7th grade students took the Healthy Kids Survey on Monday February 22, 2021. It's a comprehensive student data survey that addresses school climate, health risks and behaviors, and youth resiliency. The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. As noted in the LCAP our strength was that we returned to in-school learning grades TK-5 on October 19,2021, and grades 6-8 on November 9, 2021, and we continued on campus teaching and learning for the remainder of the year safely. In terms of identified needs, also noted in the LCAP. Los Olivos determined a need for more meaningful participation. Students (30%), staff (27%) and parents (33%) score meaningful student participation as a low area on the California Healthy Kids Survey. Also one of the few significant student groups on the LCFF Dashboard, economically disadvantaged, demonstrate a higher rate of chronic absenteeism (CA) rate than any other group. Additionally, while our student groups with special needs and English learner students do not comprise a significant student group for the LCFF Dashboard, we monitor their attendance as well. Our students with special needs were chronically absent at 6.7%. Related to that, our 2018-2019 attendance records indicate 22% of absences were unexcused despite having a 97% attendance rate. Due to the needs identified above , we plan to engage students at higher levels to lower Chronic Absenteeism rates among student groups and ensure students have more meaningful participation opportunities as noted in LCAP Goal #1 Action 9 and LCAP Goal #2 Actions 5 and 6.|2021-10-11|||2021 42692520000000|Montecito Union Elementary|6|There are 66 questions/statements on the MUS annual survey. There were 55 statements across both surveys in which respondents were asked to select between the following choices: “Strongly Agree, Agree, Disagree, or Strongly Disagree.” There are also several yes/no questions and questions which ask for different types of responses (such as, “How many Board Meetings did you attend this year?”). Within the 55 statements across both surveys in which respondents were asked to select between the following choices: “Strongly Agree, Agree, Disagree, or Strongly Disagree, the following statements can be made: The “Strongly plus Agree” totals were higher than the “Disagree plus Strongly Disagree” totals 55 times (100% of the time). For 51 of these statements (or 93% of the time), the “Strongly Agree” total was higher than the “Agree” total. For 4 of these statements (or 7% of the time), the “Agree” total was higher than the “Strongly Agree” total. Those statements are as follows: parents satisfied with school lunch program school nurse is responsive to my child Board is approachable Board is responsive to needs and requests 24 of 55 (44%) statements rated 98-100% for “Strongly Agree plus Agree.” Those are: Parent satisfied with the quality of education at MUS Parent feels child’s teacher is approachable Child feels teacher is approachable Parent is adequately informed about student’s progress Expectations of positive behavior are consistent throughout school Of particular note is 96% of students look forward to coming to school and 99% of families felt the teacher was approachable, signaling that children feel safe at school. 99% agree or strongly agree that there are positive behavior expectations at school that kids are held accountable to.|2021-06-08|We recognize that this survey data is one of many data points (or points of orientation, as Senge might call it) that we take into consideration in any continuous improvement cycle. We are fortunate to have numerous sources of both quantitative (teacher assessments to standardized tests) and qualitative data (surveys to informal conversations) about our school district. Our work is to utilize all of this information to benchmark our progress toward a model of excellence and continual improvement.||2021 42692600000000|Orcutt Union Elementary|6|1. Data - Key Learnings The following were the district's major areas of focus in 2020-2021. Data from the 2020 California Healthy Kids Survey (CHKS) are cited for each area. "Frequent sadness" - 10% of 5th graders, 8% of 6th graders "Experienced social emotional distress" - 24% of 7th graders "Experienced chronic sadness/hopelessness" - 36% of 7th graders These percentages were an increase from when the CHKS was administered in 2018. Focus groups suggested that this is because of the pandemic and the isolation it has caused. "Considered suicide" - 12% of 7th graders This percentage is similar to what it was in 2018. Focus groups determined that suicidal ideation is strong and we need to work to focus on these children and reach out to any who are showing signs. "Adults have high expectations for students" - 93% of 5th graders, 88% of 6th graders, 79% of 7th graders "Caring adults in school" - 84% of 5th graders, 77% of 6th graders, 70% of 7th graders While these are positive numbers, we continue to target improvement in this area. 2. Meaning The emotional distress, chronic sadness, and suicidal ideation are areas for immediate focus. Even one student experiencing any of these conditions is too many, and yet we have substantial percentages of students in these categories. It is imperative that the district address these issues, as learning cannot occur with a foundation of social/emotional wellness and safety. 3. Use For the 2021-2022 school year, the district has hired an additional counselor. In June the district held a training in Youth Mental Health First Aid for counselors, psychologists, and some administrators. The district also has implemented Securly, an internet filtering program that does real-time scanning of students' online activity (on district-provided devices) for self-harm, suicidal ideation, depression, sexual harassment, bullying, and threats. In its summer programs, the district piloted the Social, Emotional, and Ethical (SEE) Learning program, and the program received positive reviews from teachers and students. The district will assemble a committee in 2021-2022 to make a recommendation on a social/emotional learning curriculum and to explore options for social/emotional screening tools.|2021-06-16|||2021 42692600116434|Orcutt Academy Charter|6|1. Data - Key Learnings The following were the Orcutt Academy's major areas of focus in 2020-2021. Data from the 2020 California Healthy Kids Survey (CHKS) are cited for each area. "Experienced social emotional distress" - 43% of 7th graders, 44% of 9th graders, 45% of 11th graders "Experienced chronic sadness/hopelessness" - 40% of 7th graders, 46% of 9th graders, 63% of 11th graders These percentages were an increase from when the CHKS was administered in 2018. Focus groups suggested that this is because of the pandemic and the isolation it has caused. "Considered suicide" - 20% of 7th graders, 20% of 9th graders, 21% of 11th grader These percentages, although unacceptably high, are similar to what they were in 2018. Focus groups determined that suicidal ideation is strong and we need to work to focus on these children and reach out to any who are showing signs. "Adults have high expectations for students" - 83% of 7th graders, 79% of 9th graders, 73% of 11th graders "Caring adults in school" - 70% of 7th graders, 65% of 9th graders, 65% of 11th graders While these are higher numbers, we continue to target improvement in this area. 2. Meaning The emotional distress, chronic sadness, and suicidal ideation are areas for immediate focus. Even one student experiencing any of these conditions is too many, and yet we have substantial percentages of students in these categories. It is imperative that our school address these issues, as learning cannot occur with a foundation of social/emotional wellness and safety. 3. Use For the 2021-2022 school year, the district has hired an additional counselor, so additional counseling services are available at OAK-8. In June OAHS held a training in Youth Mental Health First Aid (YMHFA) for all OAHS staff; this training was well received, and many OAHS staff logged the additional hours of training necessary to accomplish YMHFA certification. The district also has implemented Securly, an internet filtering program that does real-time scanning of students' online activity (on district-provided devices) for self-harm, suicidal ideation, depression, sexual harassment, bullying, and threats. In its summer programs, the district piloted the Social, Emotional, and Ethical (SEE) Learning program, and the program received positive reviews from teachers and students. The district will assemble a committee in 2021-2022 to make a recommendation on a social/emotional learning curriculum and to explore options for social/emotional screening tools.|2021-06-16|||2021 42693100000000|Santa Maria Joint Union High|6|The California Healthy Kids Survey (CHKS) was given spring of 2021 to students. The student data for school connectedness reveal that 48% of ninth-grade students an average reporting of "Agree" or "Strongly Agree," 50% of eleventh-grade students an average reporting of "Agree" or "Strongly Agree," with our continuation high school students an average reporting 64% "Agree" or "Strongly Agree." The following questions, "I am happy to be at this school," "the teachers at this school treat students fairly," and "feel safe in my school," for our continuation high school students report in order of the questions 74%, 85%, 80% with an "Agree" or "Strongly Agree." The percentage difference among 9th and 10th-grade students can be as much as a 20% difference. The question "I feel close to people at this school" reported 30% (9th-grade), 37% (11th-grade), and 30% (continuation HS) for "Agree" or "Strongly Agree." The question "the teachers at this school treat student fairly" reported 42% (9th-grade), 43% (11th-grade), and 50% (continuation HS). 76% of continuation high school students reported "safe" or "very safe," of which 69% were male compared to 53% of 9th-graders, of which 56% were male and 48% female, and 52% of 11th-graders which 50% were male and 50% female. Hispanic or Latinx was the only significant subgroup reported. Hispanic/Latinx students response to "Safe" or "Very Safe" to perceived school safety, 43% (9th-grade), 54% (11th-grade), and 77% (continuation HS). Hispanic/Latinx experienced harassment or bullying reported that 11% (9th-grade) and 24% (11th-grade) students did. Hispanic/Latinx has been afraid of being beaten up reported 8% (9th-grade), 9% (11th-grade), and 0% (continuation HS) did. Hispanic/Latinx has been in a physical fight reported 15% (9th-grade), 13% (11th-grade), and 15% (continuation HS) did. Hispanic/Latinx has seen a weapon on campus 4% (9th-grade), 7% (11th-grade), and 8% (continuation HS) did. Data from the CHKS for school connectedness and perceived school safety reveal areas of strength and growth. The District will continue to monitor school connectedness and school safety via three administered surveys for fall, winter, and spring. District professional development plan includes continued training in restorative practices, cultural proficiency, and social-emotional support.|2021-06-08|||2021 42693280000000|Santa Ynez Valley Union High|6|In Fall 2020 during COVID-19, Santa Ynez Valley Union High School District students in 9th and 11th grades participated in the California Healthy Kids Survey (CHKS). Number of Respondents by Intstructional model: 9th grade: 84 Hybrid Learning, 93 Remote Learning and 2 reported In-School Learning. 11th grade: 26 Hybrid Learning, 101 Remote Learning and 1 In-School Learning. The results can be summarized as follows: School Violence, Victimization and Safety: 9th/80% and 11th/76% answered feeling Very Safe or Safe at school. Harassment/Bullying Physical (pushed, shoved hit): 9th/4% and 11th/4%. This is down from 17% in 2018. Reasons for Harassment on School Property: 9th/14% and 11th/16% experienced some form of harassment in either Race/Ethnicity, Religion, Gender, or Physical/Mental Disability. The most common for 9th graders was Race where 5%, reported occurrences of 2 or more times. This is down by 6% since 2018. The most area of harassment for 11th graders was Gender, where 17% reported occurrences of 2 or more times. School Supports: 9th/55% and 11th/64% reported having caring adults in school, high expectations-adults in school, meaningful participation at school. School Connectedness: 9th/69% and 11th/79% reported Agree or Strongly Agree to feeling connected within the school community. Academic Motivation: 9th/63% and 11th/62% reported Agree or Strongly Agree to feeling motivated about school. Promotion of Parent Involvement 9th/53% and 11th/40% responded Agree or Strongly Agree to promotion of parent involvement at school. Peer Supports 9th/74% and 11th/83% reported Pretty Much True or Very Much True in response to having positive peer relations. Adult Supports 9th/78% and 11th/83% responded Pretty Much True or Very Much True regarding positive adult relationships.|2021-10-26|||2021 42693360000000|Solvang Elementary|6|1. DATA Healthy Kid Survey Data (HKS), 7TH GRADE SCHOOL SAFETY: 85% feel safe/very safe Differences among student groups: Hispanic/Latinx, safe/very safe, 83%; Male, 75% safe/very safe, Female, 73% safe/very safe, Nonbinary and something else < 10 respondents, thus no report Had mean rumors or lies spread about you. Male, 8, Female 27%, Nonbinary and something else < 10 respondents, thus no report Been afraid of being beaten up. Male, 17%, Female, 13%, Nonbinary and something else < 10 respondents, thus no report Health Kid Survey Data, 7th Grade SCHOOL CONNECTEDNESS: 72%, pretty/very much true I feel close to people at this school: 48% agree/strongly agree, 37% neither disagree/agree I feel like I am part of this school: 62% agree/strongly agree, 23% neither disagree/agree Differences among student groups: Male: 80%, Female: 66%, Nonbinary: 0, Something else: 0 2. MEANING While a great majority of students, at least, feel safe, Solvang School wants 100% to feel that way, regardless of one's student group. A growth area or challenge then is to cultivate counseling, student services, student government, parent engagement, and classroom based activities to address well being. 3. USE The HKS data came out last spring and was used to create programs to address social-emotional wellness, e.g., counseling and student services.|2021-11-10|||2021 42693440000000|Vista del Mar Union|6|Due to the smaller size of enrollment at Vista de Las Cruces School, the District was informed by staff at West Ed that California Healthy Kids Survey results could not be tallied. Therefore, the District participated in the Turn Around For Children Survey. Students in grades 3 through 5 completed this survey. Selected results are as follows: 94% of students reported "I've been in a good mood." and "I've been active." as often or all of the time. 83% of students reported "I've been eating healthy foods." as often or all of the time. 82% of students reported "I've been interested in daily activities." as often or all of the time. 76% of students reported "I've been feeling cared about by others." and "I've been getting enough sleep." as often or all of the time.|2021-06-17|The three goals of Vista de Las Cruces School are 1) Citizenship; Character Education Traits ) Physical Fitness and Nutrition, and 3) Love of Learning; Learning for Life. Survey feedback showed that that the LEA can provide for healthier foods through the daily lunch program and structure the master schedule for expanding interest for daily activities. Further, how students feel about being cared about by others is of major concern which evolved to further expand morning meetings as a whole school assembly followed by morning meetings within classroom across all grade levels and ongoing special events for children. These meetings supports citizenship skills and character development . Throughout the day, students are reinforced for demonstrating these qualities. At Vista, our students are individuals, not data points. The District has created a home cooked nutritious lunch program that includes fruits, vegetables and healthy foods for daily intake. Healthy eating habits are more likely to stay with our students if they learn them as children. Nutritious foods helps our students grow, and are essential for a student's mental and physical development. Vista students love the outdoors. The importance of regular physical activity becomes a part of life-long learning and the development of a healthy lifestyle. Vista has identified physical fitness and healthy nutrition as one of its three primary goals for the school year.||2021 42750100000000|Cuyama Joint Unified|6|The CHKS climate survey was administered to grades 5, 7 by the LEA during the spring of 2019. Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. 75.5% of students say they feel connected with their school. 2. The questions relating to school safety. These questions measure whether students feel safe at school. 57% of students say they feel safe at school.|2021-06-24|||2021 42750100138891|California Connections Academy Central Coast|6|1. Data How much do you like your Connections Academy school? I like it a lot / I like it a little = 93% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 83% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 87% 2. Meaning We are very pleased at the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. Use We are very much interested in increasing the percentage of students that remain with us year over year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is a school wide social emotional support training that will begin in the 2021-2022 school year.|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, are a “school of choice” option for families. This option is available for any eligible student, based on applicable state requirements. Families who choose to enroll are often interested in a more interactive school experience. Students often choose to enroll because of different types of issues they faced in the traditional public school system, such as bullying. CalCA measures school climate in multiple ways, but the analysis of school climate is different due to the nature of an online charter school program, and results should be interpreted accordingly.||2021 42767860000000|Santa Barbara Unified|6|Santa Barbara Unified School District administered the California Healthy Kids Survey During the 2020-2021 school year. Focusing on Junior High School students, specifically grade 7, the survey reflects the following: 63% of 7th graders strongly agreed/agreed that they felt School Connectedness, 34% indicated they recognized Meaningful Participation, 70% indicated they experience Caring Adult Relationships. Additionally, 24% of staff reported that they strongly agreed/agreed that there is evidence of Social Emotional Supports at school at the Junior High School Level. These were the most significant indicators for grade 7 students overall. While the majority of students, (70%), indicated they experience Caring Adult Relationships at school, this did not translate to having Social Emotional Supports in place at school. The Caring Adult Relationship did not translate to Meaningful Participation. A significant barrier to student connectedness and engagement was the implementation of distance learning during 2020-21. Online instruction and strategies were not sufficient to give students the interactive experience they need to feel fully engaged and supported. Social emotional disconnects with distance learning, coupled with lack of peer interaction and participation in sporting and school events, definitely hampered students' ability to experience camaraderie, engage in social situations, gain acceptance, maintain friendships and interact overall during and outside of the school experience. Counselors and other site support staff did not have in-person access to students as they typically would. Additionally, lack of live instruction had decreased the level of active participation in learning for many students. In response to this data, plans and programs have been identified and implemented. Student counselors' services and ability to work with students have been expanded. Through an MTSS tiered approach, targeting intervention, culturally responsive and asset based supports are the primary focus, providing expanded support. A Teacher on Special Assignment for Student Engagement develops programming and support for students most likely to disengage. A Restorative Actions Counselor is at Goleta Valley JHS for program implementation and support. A district-wide partnership with CALM Family Service Agency. These mental health professionals consult with teachers, families and students to allow for SB Unified School District staff to implement mental health services in schools. This directly impacts the staff's ability to refer students to a professional for emotional support in addition to traditional staff. The future data goals for 2023-2024 reflect the desired outcomes with students returning to in-person instruction, family engagement, additional support staff and additional professional development.|2021-06-22|||2021 42767866045918|Peabody Charter|6|Peabody Charter School chose to use the CalSchls Survey System (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 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. This data that comes from WestEd isn’t disaggregated by subgroups. The data reported here reflects an early survey. Peabody didn’t survey last year, 2020-2021, due to the Pandemic. Peabody plans to offer a new survey this year. Key points shared with the Peabody Board of Directors included: 1. 96% of parents surveyed agree or strongly agree that the school encourages parents to be an active partner with the school in educating their child(ren). 2. 87% of 5th graders and 84% of 6th graders report that they feel connected to Peabody "all" or "most" of the time. 3. 98% of parents report that they are treated with respect by the school. 4. 86% of 5th graders and 83% of 6th graders report that there are caring adults in school "all" or "most" of the time. 5. 90% of parents report that Peabody allows input and welcomes parents' contributions. 6. 95% of 5th graders and 90% of 6th graders report that there are high expectations-adults in school "all" or "most" of the time. 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. 10% of parents report that they disagree that Peabody provides quality programs for their child's talents, gifts, or special needs. While we offer a rich variety of visual and performing arts, as well as physical education, Peabody as a school is looking to see how we might improve the experiences of some of our students with regard to students with special needs.|2021-10-14|||2021 42767866111603|Santa Barbara Charter|6|Areas of strength: 88% of our 5th and 6th graders are happy to be at Santa Barbara Charter School, most or all of the time, compared to 85% in the Fall of 2019. 86% of students feel like they are a part of Santa Barbara Charter School, most or all of the time, compared to 85% in the Fall of 2019. 86% of students feel teachers treat students fairly most or all of the time, compared to 79% in 2019, and 100% of students feel teachers treat students fairly some, most, or all of the time. 89% of students feel that teachers and other grownups care about them, most or all of the time, compared to 82% in the 2019 survey. 87% of students say that teachers and other grownups believe they can do a good job, most or all of the time, with 54% answering that they believe this all of the time; the corresponding responses were 85% and 52% in the 22019 survey. 95% of students say that teachers and other grown-ups want students to do their best, most or all of the time, with 73% answering that teachers want this all of the time; the corresponding responses were 92% and 70% in the 2019 survey. Areas of challenge: Students in 5th and 6th grades indicate they might like to have more say in deciding class activities, telling teachers what they’d like to learn about, and helping to make rules. In the 2021 survey, 12% feel they don’t get any chance to help decide class activities, down from 27% in Fall 2019. 56% of the students feel they get to help make decisions about class activities “some of the time,” compared to 37% of the students in the previous two years. This year, 18% of students say they never are asked what they want to learn, compared to 30% last year and 32% the year before. MEANING: Students were engaged in distance learning for the entire Fall semester and the beginning of the Spring semester during 2020/2021. During distance learning, and even more so upon return to in-person learning in the Spring, SBCS placed a heavy emphasis on building and maintaining a sense of community and connections, while delivering a modified but still rigorous curriculum, and maintaining high expectations for learning. Even with the challenges presented by the pandemic, students for the most part indicate that they are happy at school and included in the school community. There are strong and significant relationships with teachers and other grownups at SBCS, as students feel seen, heard, and known. Students see that teachers set high expectations for students and also support them in doing their best. These numbers remain strong year-to-year, and even show a consistent trend of improvement despite the unique challenges of 2020-21. Regarding the areas of challenge, we noticed a decline in the number of students who feel they get no involvement in decision making and choice, and an increase in the number who feel they have at least some involvement in decisions about their learning. While the trend is positive, this is an area in which we are committed to improving.|2021-05-19|Moving forward, Teachers Council will share experiences and solutions with an eye toward identifying and evaluating the community-building and student-choice activities that arose from the distance learning challenge, and incorporate these ideas into curriculum planning for 2021-22 and beyond. Teachers Council also will engage in training related to Project Based Learning (PBL), which was planned for 2020-21 but we were not able to pursue during the pandemic. Teachers will discuss not only the ideas of integrated studies, but also how to set up learning opportunities where children help drive the program through individual and small group standards-based goals and activities of choice. Teachers will continue to offer opportunities across the curriculum, such as individual and group projects and alternative means of acquiring or demonstrating content knowledge and elective units. One area of focus will be the challenge of small group collaboration within the likely constraints of continued social distancing. The school also is in the process of modifying our after-school program (ASP) to offer Extended Learning Opportunities (ELO), focused on Project Based Learning (PBL), as well as more traditional academic support, particularly for identified students; ASP staff training in ELO and PBL is planned to begin in the 2021-22 school year.||2021 42767866118202|Adelante Charter|6|During the 2020-2021 school year Adelante Charter administered the California Healthy Kids Survey -CHKS (Adapted for remote learning) to all 5th graders. The typical school connectedness questions from the survey were directed at in-person learning and since our students were still in distance learning when they took the survey, the questions were not included and the data can't be compared to last year. Other indicators were included in the area of school support. 80% of 5th graders reported that they interact with caring adults from school all of the time or most of the time, 89% reported that adults at school have high expectations for students all the time or most of the time. 78% reported being academically motivated even during distance learning. Looking at students' social-emotional health 23% of 5th graders reported feeling sad all of the time or most of the time - a closer look at the data revealed this was only reported from female students. We know COVID-19 has impacted students' mental health and this is a focus we are bringing into the coming year. The California School Staff Survey was also administered (Adapted for remote learning) with a 65% response rate.100% of responders reported they agree or strongly agree that the school is a supportive and inviting place for students to learn, promotes academic success for all students, emphasizes helping students academically when they need it, and emphasizes teaching lessons in ways relevant to students. 90% reported that disruptive student behavior is a mild to insignificant problem at the school. 87% of responders report they agree or strongly agree that the school is a supportive and inviting place for staff to work. 85% of responders report they agree or strongly agree that the school promotes personnel participation in decision-making that affects school practices and policies. 100% of responders report they agree or strongly agree that adults who work at the school feel a responsibility to improve this school. 88% report that student depression or other mental health issues are a mild to moderate problem and 89% of responders reported that teachers and staff need more professional learning in the area of supporting students exposed to trauma or stressful life events. Again, supporting our focus on student well-being. CSPS- adapted for remote learning (parent survey) data indicate that during the ‘20-’21 school year 98% of responders reported that they agree or strongly agree that the school treats all students with respect. 96% of responders agree or strongly agree that the school provides high-quality instruction to their child. It is also important to note that 46% of families who responded to a school wide survey on student outcomes reported feeling somewhat to extremely concerned about the mental health of their child. This concern supports Adelante’s focus on mental wellness for all students and the importance of integrating social-emotional learning throughout the curriculum|2021-10-04|Adelante wants to support all children to feel safe and connected at school, without this, authentic learning cannot take place. There is still work to be done to ensure this happens, particularly with students who have experienced trauma related to the pandemic. We identified some concerns related to behaviors and mental wellbeing when students returned to in-person learning in April. We will continue to address bullying and verbal abuse by modeling/teaching non-violence and restorative practices. Tribes Learning Communities are used in every classroom and are the foundation for building community and connection and addressing social emotional learning and restorative practices are implemented when conflict arises. The counselor and school psychologist are working closely with administration and staff to support students who need more support.||2021 42771980138362|Olive Grove Charter - Orcutt/Santa Maria (SBE)|6|OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 90%, and an average of 95% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 96% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 93% agree or strongly agree the school “has high expectations for all students”; 85% agree or strongly agree that the school “encourages students to care about how others feel”; 89% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”; and 83.5% of HS students indicate they strongly agree/agree there are “caring adults in school”. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school.|2021-06-15|||2021 42772060138370|Olive Grove Charter - Lompoc (SBE)|6|OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 87.5%, and an average of 96% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 100% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 100% agree or strongly agree the school “has high expectations for all students”; 76% agree or strongly agree that the school “encourages students to care about how others feel”; 100% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”; and 85% of HS students indicate they strongly agree/agree there are “caring adults in school”. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school.|2021-06-15|||2021 42772140138388|Olive Grove Charter - Buellton (SBE)|6|OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 89%, and an average of 93% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 100% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 92% agree or strongly agree the school “has high expectations for all students”; 60% agree or strongly agree that the school “encourages students to care about how others feel”; and 92% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school.|2021-06-15|||2021 42772220138396|Olive Grove Charter - Santa Barbara (SBE)|6|OGCS administers the California Healthy Kids Survey (CHKS). The average number of respondents reporting they strongly agree or agree in response to “Student Learning Environment” questions is 89.6%, and an average of 94% of respondents reported they strongly agree or agree in response to “Promotion of Parental Involvement” questions. Specific highlights from this year’s CHKS survey include: 95% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect”; 94% agree or strongly agree the school “has high expectations for all students”; 83% agree or strongly agree that the school “encourages students to care about how others feel”; 94% of parents/guardians indicate they strongly agree/agree the “school provides quality counseling and supports for students with social or emotional needs”; and 89% of HS students indicate they strongly agree/agree there are “caring adults in school”. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school.|2021-06-15|||2021 43104390000000|Santa Clara County Office of Education|6|The Santa Clara County Office of Education participates in the CA Healthy Kids Survey annually. For Spring of 2021, 28% of eligible students in grades 4, 6, and 7-12 participated in the survey. Participant ethnicity was as follows: (a) Hispanic-64%, (b) Asian- 12% and (c) White- 10%. Some discrepancies in topic occurred in comparing responses by Hispanic and White Students. White students showed higher % responses than Hispanic students overall in the following areas: (a) academic motivation, (b) parent involvement, (c) having a caring adult at school, and (d) feeling high expectations by adults. The ethnicity breakdown did not include an Asian group large enough to break out the data. Other areas of response included: (a) 90% of respondents feel safe at school, (b) 61% of students show a sense of self-efficacy, (c) 55% of students have an adult who supports them, and (d) 56% of students are self-aware. 18% of students indicate they have been harassed, with most indicating harassment due to rumors being spread about them. The SCCOE district reviews the CA Healthy Kids Survey data by whole district and by school site. Responses include a continual focus on Positive Behavior Intervention and Supports and a focus on Safe Spaces at school to provide a place where students feel safe and have adults to support them. The SCCOE continues to include parents in decision making. Survey results are shared with principals who will in turn share results with staff and parents.|2021-06-09|||2021 43104390106534|Bullis Charter|6|Each year, students take part in a survey via the Panorama platform. With much learning happening remotely last year, the content we asked in survey questions varied from previous years. All students in 3-8 grade took the survey remotely. School Mindset was identified as a strength at Bullis, in comparison to other schools across the nation. Specifically, students in grades 3-8 exhibited a growth mindset regarding their ability to adapt, learn, change, etc. at school. Coming out of the pandemic, BCS is focusing on items within the School Engagement bucket of questions, thinking specifically about the reengagement and connection to a school community after students may have been out of normal school routines for quite some time. BCS has brought on an additional part-time school counselor to support with student transitions back into the classroom and to help support with proactive strategies and programs in building healthy relationships and community with classmates.|2021-06-21|||2021 43104390111880|Discovery Charter|6|In May of 2021 the board of directors, Discovery Experience Committee authored a survey sent to students. The survey was sent out while Discovery was still in Distance Learning only. The choices are Always/Most of the time or Sometimes/Rarely: Do Discovery Students like school? Always/Most of the time: 79% Sometimes/Rarely: 15% Are Discovery students learning how to keep trying when faced with a challenge? Always/Most of the time: 80% Sometimes/Rarely: 18% Do Discovery students feel like they can make decisions at school? Always/Most of the time: 62% Sometimes/Rarely: 37% Do teachers at Discovery listen to the ideas and opinions of students? Always/Most of the time: 81% Sometimes/Rarely: 14% This survey was taken while students were in distance learning. Overall the students appear to have had a positive experience. Although, there is a shared concern among teachers and staff of the social emotional toll the pandemic has had on individuals and families. We have placed a high emphasis on this for the beginning of school in the Fall of 2021.|2021-06-23|||2021 43104390113431|University Preparatory Academy Charter|6|UPA administered the California Healthy Kids Survey (CHKS) last in 2018-2019. The School Climate Index (SCI) provides a state normed, school-level description of several factors that are known to influence learning success in schools. Scores on the SCI are based on student CHKS data. SCI scores can range from 100 to 500, with higher scores representing more positive school climates. UPA middle school reported a SCI of 320, and high school was 341. The average SCI score for all middle schools and high schools in California was 300. While both numbers were above average, the middle school experienced a 25-point drop from the previous year whereas high school showed a 69-point increase. The leadership team met as a group to analyze the results of this survey and continued focus groups to improve the area of need, which were opportunities for meaningful participation, perceived school safety, and school connectedness. As a result, we now have automatic locking doors, a fence around our campus, carnival and fun activity days throughout the year, and increased mental health counseling. UPA sent a survey to the student body asking them what their top priorities were in improving the school. After gathering school-wide responses, the ASB organized a four-session focus group consisting of five students from each grade level. The focus group created a list of primary initiatives and secondary initiatives that were presented to the administration. Each member of the admin team was assigned initiatives to complete. The student body felt valued by including them in the decision-making process to improve our community.|2021-09-23|For the last year and a half, our campus climate has largely been virtual. During the distance learning and hybrid learning periods, UPA relied heavily on family town hall meetings to ensure that the community's needs were being met and to take in feedback about how to improve the connections during the disrupted school years.||2021 43104390113704|Rocketship Mateo Sheedy Elementary|6|Families are largely satisfied with the school, with 82% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 83% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 83% of families. We are working to improve the clubs offered, which 76 familes identified as an important area for growth.|2021-06-10|||2021 43104390116814|ACE Empower Academy|6|ACE is in partnership with Panorama Education and the CORE data collaborative for it’s survey administration. ACE administers student and staff surveys twice a year (mid and end of year) and an annual end of year survey for it’s families. ACE was unable to administer the end of year survey for the Spring of 2020 due to school closures due the the COVID-19 pandemic. From ACE’s 2020-2021 year survey administration the following data was collected: Safety: 2020-2021 surveys: There was a 3% increase from the mid year (81%) to the end of year (84%) survey administration where students reported overall a feeling of safety. While 97% of students responded favorably to the question, “How safe do you feel when you are at school or in online school sessions?” Though almost all students felt safe at ACE, over 70% of students also reported being pushed, lied about, or had inappropriate comments or gestures done to them or said about them. Connectedness: 2020-2021 surveys: There was a 1% increase from the mid year (92%) to the end of year (93%) survey administration where students reported overall sense of belonging (School Connectedness). While 93% of students responded favorably to the question, “Do you feel like you are part of this school?” Students also reported favorably when asked if they are happy to be at this school (95%), teachers treat students fairly (97%), and that students feel close to people at schools (85%). Overall this data shows that ACE students have positive interaction, relationships with ACE staff, and have a positive outlook towards ACE in general. It is not surprising to see positive responses in this area, as one of ACE core values is around staff and student relationships. At ACE, We believe strong relationships lead to student success. We believe relationships are the fundamental lever of generational change; staff, families, and our communities are the agents of that change. ACE is committed to an interconnected school community based on genuine respect and compassion where relationships are integral to the success of all. These connections can be attributed to ACE’s focus on community outreach, school culture and emphasis on ACE’s core values. Adults at ACE care about student connections and student learning. There is continued work to be done at ACE on peer to peer interactions and fostering opportunities for students to report positive connections with their peers. ACE currently does not collect data on positive peer to peer interactions. This data point could be used to compare to the negative interactions to ensure ACE reduced the percentage of students who experience these forms of interactions.|2021-06-16|ACE survey’s students on Self Efficacy, which measures one of ACE’s Strategic Plan goals of Voice and Choice. The idea of Voice and Choice is to get Students to learn to develop resilience, personal agency, and a commitment to their learning and their future. The survey data shows that there is still work needed to be done in increasing the percentage of students who report favorably having high efficacy. In the 2020-2021 survey administration there was a 3% decline from 59% mid year administration to 56% at the end of year. This could be attributed to the impact of the pandemic along with other stressors brought on by online learning. ACE has partnered with Sown To Grow to provide a space where a student can reflect on daily goals and their social emotional reflection questions. This daily practice that ACE students participate in is a tool that supports students to advocate for themselves, be confident with their peers and which will then translate to their education.||2021 43104390119024|Rocketship Si Se Puede Academy|6|Families are largely satisfied with the school, with 80% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 83% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 81% of families. We are working to increase the joy that students feeling during school, as only 74% reporting that they feel happy and excited to come to school every day. We think that this excitement for school was negatively impact by the long period of distance learning.|2021-06-10|||2021 43104390120642|Rocketship Los Suenos Academy|6|Families are largely satisfied with the school, with 81% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 89% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 86% of families. We are working to improve the clubs offered, which 67 familes identified as an important area for growth.|2021-06-10|||2021 43104390121483|Alpha: Cornerstone Academy Preparatory|6|CAPS is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: • Students are engaged (98% attendance/engagement rate) • CAPS is improving its response to behavior, with a decreasing suspension rate that would put us in theblue color tier (2019). • Students rate their experience at CAPS positively, with a 3.43 average (out of 4) on the student culture survey. • 99% of families who are proud to be an alpha student/family Strengths/Progress Our data shows that we have been intentional around improving various aspects of student culture and school climate in this past year. This is apparent in how our students have engaged in distance learning (98%), how we were progressively focusing on positive behavior interventions in order to reduce our suspension rate when we were in session, how our students rated their experience on the student culture survey (3.43 out of 4), and how our families responded to how proud they/their student was to be an alpha student (99%). We believe this has been a result of ensuring we focus on positive behavior interventions and a focus on our staff on building positive relationships with students. Challenges/Areas of Improvement As we return to in-person learning, we face barriers in integrating schools back into their school community to feel a sense of belonging. We will focus on providing more opportunities for building community, social interaction, and events/incentives that go along with being part of a student body. In addition, we will focus on implementing a Universal Behavioral Support System to ensure that our focus remains on building a positive culture around behavior response. Based in stakeholder input through the LCAP / Initiative setting process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: • Developing and implementing a Universal Behavioral Support System (UBSS), including: • Create lead team for creation of UBSS. • Lead team members will participate in SCCOE led PBIS trainings. • Based on trainings, the lead team will create and begin implementation of a school-wide UBSS that will include outcome metrics for student behavior. • Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and classwide incentives for high attendance. • Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families.|2021-06-24|Actions (cont'd) • Access to student and family mental health counseling through school-based counselors and external providers (FACTR) • Comprehensive Student Activities/Events Calendar: Increase the resources we put towards enhancing non-academic student experiences (student events, field trips, etc) • Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students • Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs.||2021 43104390123281|Rocketship Discovery Prep|6|Families are largely satisfied with the school, with 80% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 81% of familes reported that they valued, and by strong relationships with staff and teachers, which were reported for 82% of students. We are working to improve the clubs offered, which 85 familes identified as an important area for growth.|2021-06-10|||2021 43104390123794|Summit Public School: Tahoma|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 87% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 93% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 83% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 93% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 89% Summit Tahoma believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Tahoma take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support.|2021-06-17|||2021 43104390124065|Sunrise Middle|6|We conducted parent and student surveys at the beginning of the 2020-2021 school year and again near the end. We found that all of our parents were quite satisfied with the school. However, there were some differences in how the students responded from Fall to Spring. Here is the data: Sept. 2020 student survey: 77.3% of students feel highly connected to their school 91.4% of students feel high academic motivation 90% of students feel held to high expectations. 84.5% feel they have caring adult relationships at school 78.5% perceive the school as safe 15.6% experience harassment or bullying 29.6% experience chronic sadness or hopelessness May 2021 student survey: 91.5% of students felt connected to Sunrise 2021-22 Local Performance Indicator Self-Reflection for Sunrise Middle School Page 10 of 14 76% felt academically challenged 87% said the teachers had high expectations for them 64% felt they had caring adult relationships at school 94% said the school was safe 10% had experienced bullying at school 15% felt chronically sad or hopeless Sept. 2020 parent survey: Parents were 95-99% satisfied with the school in most all areas April 2021 parent survey: 98% of parents felt their participation in school decisions was valued. 98% felt included in school meetings and given options for involvement. 100% felt the school was friendly and safe. 97% felt their children were academically challenged and supported in their needs. Our take on the fluctuation in student responses: * The students' connection to Sunrise increased dramatically over the course of the 2020-2021 school year. This would make sense because we didn't have as much contact with the students last spring and summer due to the COVID pandemic. We then saw the students a lot more during the Fall and Winter due to all-day Zoom sessions, weekly SEL advisory periods, weekly awards and incentives, and parking lot awards and fun nights. We also visited the students at their homes and invited many to come on campus. By April all students were allowed back on campus. * We believe our students may not have felt as academically challenged this year because it was more difficult for the teachers to teach them on Zoom, compared to in person, and also because we shortened the school day to avoid screen time fatigue. * The students might not have understood the question about having caring adult relationships at school. We suspect that response will increase the more they are on campus. * We are glad that fewer students were chronically sad or hopeless by the end of the school year. This may have been because the pandemic conditions have improved.|2021-06-14|Sunrise has as its main emphasis - especially now during COVID - the school's school climate. We know it is very important for our students to feel they're in a safe community, guided by loving leaders, and to remain hopeful for the future. Our SEL and school climate contribute to this greatly.||2021 43104390125781|Rocketship Academy Brilliant Minds|6|Families are largely satisfied with the school, with 79% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 84% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 84% of families. We are working to improve the clubs offered, which 112 familes identified as an important area for growth.|2021-06-10|||2021 43104390125799|Rocketship Alma Academy|6|Families are largely satisfied with the school, with 84% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 90% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 87% of families. We are looking to improve opportunities for families to participate in their child's learning, as 67% of families reported having those opportunities this year and we would like all families to know about how to participate in their child's learning.|2021-06-10|||2021 43104390127969|Discovery Charter II|6|In May of 2021 the board of directors, Discovery Experience Committee authored a survey sent to students. The survey was sent out while Discovery was still in Distance Learning only. The choices are Always/Most of the time or Sometimes/Rarely: Do Discovery Students like school? Always/Most of the time: 72% Sometimes/Rarely: 22% Are Discovery students learning how to keep trying when faced with a challenge? Always/Most of the time: 70% Sometimes/Rarely: 25% Do Discovery students feel like they can make decisions at school? Always/Most of the time: 75% Sometimes/Rarely: 25% Do teachers at Discovery listen to the ideas and opinions of students? Always/Most of the time: 67% Sometimes/Rarely: 27% This survey was taken while students were in distance learning. Overall the students appear to have had a positive experience. Although, there is a shared concern among teachers and staff of the social emotional toll the pandemic has had on individuals and families. We have placed a high emphasis on this for the beginning of school in the Fall of 2021.|2021-06-23|||2021 43104390128090|Summit Public School: Denali|6|- Students responding "agree" or "strongly agree" to "I feel emotionally safe at school" = 81% - Students responding "agree" or "strongly agree" to "I feel physically safe at school" = 90% - Students responding "agree" or "strongly agree" to "Students at my school respect each other" = 76% - Students responding "agree" or "strongly agree" to "I believe the adults at my school care about me as a person" = 88% - Students responding "agree" or "strongly agree" to "There is at least one adult at school that I trust" = 84% Summit Denali believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Denali take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging. Our data does suggest that a number of students feel bullied and/or harassed. We take this data very seriously and have actively worked to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support. We are also actively working on our integrated behavioral and support systems to make sure that all students are growing and developing on appropriate, personalized trajectories as they work to become members of our heterogenous community.|2021-06-17|||2021 43104390129213|Alpha: Jose Hernandez|6|JH is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: • Students are engaged (96.6% attendance/engagement rate) • JH is improving its response to behavior, with a decreasing suspension rate that would put us in the green color tier. • Students rate their experience at JH positively, with a elementary students scoring a 3.87 average and middle school students with a 3.35 average (out of 4) on the student culture survey. Strengths/Progress Our data shows that we have been intentional around improving various aspects of student culture and school climate in this past year. This is apparent in how our students have engaged in distance learning (96.6%), how we were progressively focusing on positive behavior interventions in order to reduce our suspension rate when we were in session, and how our students rated their experience on the student culture survey (3.87 out of 4 for K-2, 3.35 for 5-8). We believe this has been a result of ensuring we focus on positive behavior interventions, the inclusion of a Dean of Students to support students and staff directly, and a focus on our staff on building positive relationships with students. Challenges/Areas of Improvement As we return to in-person learning, we face barriers in integrating schools back into their school community to feel a sense of belonging. We will focus on providing more opportunities for building community, social interaction, and events/incentives that go along with being part of a student body. Based in stakeholder input through the LCAP / Initiative setting process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: • Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and classwide incentives for high attendance. • Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. • School will maintain a Dean of Students to support the implementation of our multi-tiered intervention strategies. The Dean of Students will work directly with students, and will also support teachers and other staff to equip them with strategies that will help students feel safe, motivated, and challenged in classrooms and around campus.|2021-06-24|Challenges (Cont'd) • Access to student and family mental health counseling through school-based counselors and external providers (FACTR) • Increase the resources we put towards enhancing non-academic student experiences (penguin palooza, student stores, field trips). • Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students • Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs.||2021 43104390131110|Rocketship Fuerza Community Prep|6|Families are largely satisfied with the school, with 83% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 85% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 84% of families. We are looking to improve opportunities for families to participate in their child's learning, as 69% of families reported having those opportunities this year and we would like all families to know about how to participate in their child's learning.|2021-06-10|||2021 43104390131748|Voices College-Bound Language Academy at Morgan Hill|6|In the 2020-21 school year, Voices Morgan Hill administered the Panorama Post student support and environment survey. Based on that survey, 59% of students grade 4th-5th and 51% of students grades 6th-8th responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 92% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 21-22 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community. Other Strengths included: Annual SEL survey topics (staff, students in grades 4-6, and parents/guardians) School climate rated positively: Other staff 87% Parents/guardians 85% Feeling supported to grow professionally rated positively: Professional Learning rated positively: Other staff 76% Teacher-student relationships rated positively: Students 4th and 5th grade 73% Students 6th grade 76%|2021-06-10|||2021 43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|6|In the 2020-21 school year, Voices Mount Pleasant administered the Panorama Post student support and environment survey. Based on that survey, 68% of students grade 4th-5th and 57% of students grades 6th-8th responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 88% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 21-22 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community. Other Strengths included: Annual SEL survey topics (all staff, students in grades 4-6, and parents/guardians) School climate rated positively: Teachers 62% Other staff 63% Parents/guardians 77% Teacher-student relationships rated positively: Students 4th and 5th grade 76% Students 6th grade 71%|2021-06-10|||2021 43104390133496|Rocketship Rising Stars|6|Families are largely satisfied with the school, with 79% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 84% of familes reported that they valued, and the sense that teachers were responsive to parent concerns, which was reflected by 84% of families. We are working to improve the clubs offered, which 112 familes identified as an important area for growth.|2021-06-10|||2021 43104390135087|Opportunity Youth Academy|6|OYA has participated in the California Healthy Kids Survey. OYA created and administered a student survey. Approximately 10% of OYA students took the survey in March 2021. The survey results overwhelmingly demonstrate that college/career planning is key to improving outcomes for all OYA students. In addition, the majority of OYA students reported they felt safe and supported by OYA staff.|2021-06-10|||2021 43693690000000|Alum Rock Union Elementary|6|Alum Rock Union School District is committed to providing all students and families a safe, welcoming and caring environment conducive to learning. Several Alum Rock schools have been engaged in implementation of Positive Behavior Intervention and Supports (PBIS) as well as Restorative Justice with the goal of reducing incidents and disciplinary actions while working to increase the socio-emotional support at elementary sites. ARUSD experienced a decrease in suspensions with only 3 Suspensions for the 2020/2021 school year with zero expulsions. These positive results have supported our decision to increase the number of school sites receiving training and support in the Restorative Justice Model. In addition, more training is planned for alternative methods to suspension for all school administrators. Students and parents have also been surveyed using a survey with specific questions on school climate. Spring survey responses indicated that 96% of parents believe our schools are safe and 97% of parents believe that their child feels welcomed by school staff. Survey responses for students indicated that 75% of students at the Elementary School level feel safe at school; 74% at the Middle School level. 78% of Elementary School students and 67% of middle school level indicated a “sense of belonging” ( School connectedness). A total of 82% at the Elementary School level and 86% for Middle School level rate their school as “feeling that there is a climate of support for academic learning””. At the elementary school level, 85% of students and 81% for middle school level indicated “Knowledge and fairness of discipline, rules and norms”. In an effort to improve student connectedness and student safety, our Student Services department is working with schools to develop positive behavior strategies and incentives. Schools also have access to a variety of teacher, student, and parent workshops that support student safety and school connectedness. We continue to seek opportunities to provide additional counseling support to identified students in need at all grade levels as a way to address school safety concerns in relation to socio-emotional issues.|2021-06-24|||2021 43693690106633|KIPP Heartwood Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 83% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 65% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 43693690125526|Alpha: Blanca Alvarado|6|BA is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: • Students are engaged (96% attendance/engagement rate) • BA is improving its response to behavior, with a decreasing suspension rate that would put us in the green color tier. • Students rate their experience at BA positively, with a 3.34 average (out of 4) on the student culture survey. • 93% of families who are proud to be an alpha student/family Strengths/Progress Our data shows that we have been intentional around improving various aspects of student culture and school climate in this past year. This is apparent in how our students have engaged in distance learning (96%), how we were progressively focusing on positive behavior interventions in order to reduce our suspension rate when we were in session, how our students rated their experience on the student culture survey (3.34 out of 4), and how our families responded to how proud they/their student was to be an alpha student (93%). We believe this has been a result of ensuring we focus on positive behavior interventions, the inclusion of a Dean of Students to support students and staff directly, and a focus on our staff on building positive relationships with students. Challenges/Areas of Improvement As we return to in-person learning, we face barriers in integrating schools back into their school community to feel a sense of belonging. We will focus on providing more opportunities for building community, social interaction, and events/incentives that go along with being part of a student body. Based in stakeholder input through the LCAP setting process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: • Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and classwide incentives for high attendance. • Use Dean’s List to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. • Comprehensive Student Activities/Events Calendar: Increase the resources we put towards enhancing non- academic student experiences • Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students • Maintain schools operations accountability measures, through the continued development of the school ops teams, PD, and walkthroughs.|2021-06-24|||2021 43693690129924|Kipp Prize Preparatory Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 86% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 97% of KIPP students surveyed responded positively to feeling a sense of belonging at school, and 82% responded positively to feelings of connectedness with teachers. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 43693770000000|Berryessa Union Elementary|6|Berryessa Union School District (BUSD) sends out a yearly survey to parents (Panorama) and staff.|2021-10-12|||2021 43693850000000|Cambrian|6|PBIS School Climate Survey Administered in Spring 2021 ll students in Grades 3-8 Number of Student Responses: - 1728 Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2020 to Spring 2021, respectively) & the Change (from Spring 2020 to Spring 2021 is the percent of responses): - I like the school. (70% to 76%) & (+ 6%) - I feel like I do well in school. (78% to 78%) & (No Change) - My school wants me to do well. (83% to 86%) & (+3%) - My school has clear rules for behavior. (88% to 93%) & (+5%) - Teachers treat me with respect. (88% to 95%) & (+7%) - Good behavior is noticed at my school. (61% to 77%) & (+16%) - I get along with other students. (82% to 88%) & (+6%) - I feel safe at school. (79% to 87%) & (+8%) - Students treat each other well. (68% to 92%) & (+24%) - There is an adult who will help me if I need it. (78% to 81%) & (+3%) Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement. The following are actions that staff will be implementing in the 2021-2022 school year: - Review the results of the school climate survey with all staff and identify areas of improvement where the survey results in less than 80% of students responded "often" or "always". - Staff will also share and discuss overall students' results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. - Staff will administer a pre and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.|2021-06-17|Cambrian School District has been implementing Positive Behavior Interventions and Supports (PBIS). A key strategy of the PBIS process is prevention. The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. in addition, for the 2021-22 school year, to address the social-emotional learning needs of students and staff as we return to in-person instruction and mitigate the impact of school closure, distance learning, and the COVID-19 pandemic, additional counseling services will be provided at all sites and all staff will be trained on how to use the "Zones of Regulation" program.||2021 43693856046445|Fammatre Elementary|6|PBIS School Climate Survey Administered in Spring 2021 All students in Grades 3-8. Number of Student Responses: 1728 Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2020 to Spring 2021, respectively) & the Change (from Spring 2020 to Spring 2021 is the percent of responses): -I like the school. (70% to 76%) & (+ 6%) -I feel like I do well in school. (78% to 78%) & (No Change) -My school wants me to do well. (83% to 86%) & (+3%) -My school has clear rules for behavior. (88% to 93%) & (+5%) -Teachers treat me with respect. (88% to 95%) & (+7%) -Good behavior is noticed at my school. (61% to 77%) & (+16%) -I get along with other students. (82% to 88%) & (+6%) -I feel safe at school. (79% to 87%) & (+8%) -Students treat each other well. (68% to 92%) & (+24%) -There is an adult who will help me if I need it. (78% to 81%) & (+3%) Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement. The following are actions that staff will be implementing in the 2021-2022 school year: -Review the results of the school climate survey with all staff and identify areas of improvement where the survey results in less than 80% of students responded "often" or "always". -Staff will also share and discuss overall students' results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. -Staff will administer a pre- and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.|2021-06-17|Cambrian School District has been implementing Positive Behavior Interventions and Supports (PBIS). A key strategy of the PBIS process is prevention. The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.||2021 43693856046452|Farnham Charter|6|PBIS School Climate Survey Administered in Spring 2021 All students in Grades 3-8. Number of Student Responses: 1728 Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2020 to Spring 2021, respectively) & the Change (from Spring 2020 to Spring 2021 is the percent of responses): - I like the school. (70% to 76%) & (+ 6%) - I feel like I do well in school. (78% to 78%) & (No Change) - My school wants me to do well. (83% to 86%) & (+3%) - My school has clear rules for behavior. (88% to 93%) & (+5%) - Teachers treat me with respect. (88% to 95%) & (+7%) - Good behavior is noticed at my school. (61% to 77%) & (+16%) - I get along with other students. (82% to 88%) & (+6%) - I feel safe at school. (79% to 87%) & (+8%) - Students treat each other well. (68% to 92%) & (+24%) - There is an adult who will help me if I need it. (78% to 81%) & (+3%) Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement. The following are actions that staff will be implementing in the 2021-2022 school year: 1. Review the results of the school climate survey with all staff and identify areas of improvement where the survey results in less than 80% of students responded "often" or "always". 2. Staff will also share and discuss overall students' results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. 3. Staff will administer a pre- and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.|2021-06-17|Cambrian School District has been implementing Positive Behavior Interventions and Supports (PBIS). A key strategy of the PBIS process is prevention. The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.||2021 43693856046486|Price Charter Middle|6|PBIS School Climate Survey Administered in Spring 2021 All students in Grades 3-8. Number of Student Responses: 1728 Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2020 to Spring 2021, respectively) & the Change (from Spring 2020 to Spring 2021 is the percent of responses): -I like the school. (70% to 76%) & (+ 6%) -I feel like I do well in school. (78% to 78%) & (No Change) -My school wants me to do well. (83% to 86%) & (+3%) -My school has clear rules for behavior. (88% to 93%) & (+5%) -Teachers treat me with respect. (88% to 95%) & (+7%) -Good behavior is noticed at my school. (61% to 77%) & (+16%) -I get along with other students. (82% to 88%) & (+6%) -I feel safe at school. (79% to 87%) & (+8%) -Students treat each other well. (68% to 92%) & (+24%) -There is an adult who will help me if I need it. (78% to 81%) & (+3%) Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement. The following are actions that staff will be implementing in the 2021-2022 school year: -Review the results of the school climate survey with all staff and identify areas of improvement where the survey results in less than 80% of students responded "often" or "always". -Staff will also share and discuss overall students' results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. -Staff will administer a pre- and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.|2021-06-17|Cambrian School District has been implementing Positive Behavior Interventions and Supports (PBIS). A key strategy of the PBIS process is prevention. The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.||2021 43693856046494|Sartorette Charter|6|PBIS School Climate Survey Administered in Spring 2021 All students in Grades 3-8. Number of Student Responses: 1728 Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2020 to Spring 2021, respectively) & the Change (from Spring 2020 to Spring 2021 is the percent of responses): - I like the school. (70% to 76%) & (+ 6%) - I feel like I do well in school. (78% to 78%) & (No Change) - My school wants me to do well. (83% to 86%) & (+3%) - My school has clear rules for behavior. (88% to 93%) & (+5%) - Teachers treat me with respect. (88% to 95%) & (+7%) - Good behavior is noticed at my school. (61% to 77%) & (+16%) - I get along with other students. (82% to 88%) & (+6%) - I feel safe at school. (79% to 87%) & (+8%) - Students treat each other well. (68% to 92%) & (+24%) - There is an adult who will help me if I need it. (78% to 81%) & (+3%) Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement. The following are actions that staff will be implementing in the 2021-2022 school year: - Review the results of the school climate survey with all staff and identify areas of improvement where the survey results in less than 80% of students responded "often" or "always". - Staff will also share and discuss overall students' results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. - Staff will administer a pre- and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.|2021-06-17|Cambrian School District has been implementing Positive Behavior Interventions and Supports (PBIS). A key strategy of the PBIS process is prevention. The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.||2021 43693930000000|Campbell Union|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693930106005|Village|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693930137273|Campbell School of Innovation|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046510|Blackford Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046536|Capri Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046544|Castlemont Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046577|Forest Hill Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046601|Lynhaven Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046619|Marshall Lane Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046627|Monroe Middle|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046668|Rolling Hills Middle|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43693936046692|Sherman Oaks Elementary|6|CUSD administers the Panorama Student Survey to students in grades 3 - 8 in the fall and spring. Student perceptions of School Climate (the overall social and learning climate) are based on responses to the following questions: How positive or negative is the energy of the school? How fair or unfair are the rules for the students at this school? At your school, how much does the behavior of other students hurt or help your learning? How often do your teachers seem to be excited to be teaching your classes? How pleasant or unpleasant is the physical space at your school? (Grades 6-8 only) 77% of elementary and 61% of middle school students report School Climate as favorable. While some growth was seen from Fall 2020 to Spring 2021 with regard to student perception of School Climate both Overall and for most student groups, increases were minimal. Elementary school student results were consistent across grade levels, with 5th graders reporting the lowest favorable sense of School Climate at 75% and perception of school climate was consistent across student groups. At the middle school level, students reporting a favorable sense of School Climate declined at 7th and 8th grade, with a disparity of perception between student groups. CUSD’s Spring Survey administration occurred immediately following the transition from full distance to hybrid learning for the majority of students. This shift may have impacted student perceptions of climate, as evidenced by a review of specific survey questions. In reviewing School Climate related questions, the question, “How often do your teachers seem to be excited to be teaching your classes?” saw the greatest positive increase from Fall to Spring, with a 3% increase for grades 3-5 and 5% increase at grades 6-8. In grades 3-8, the question, “At your school, how much does the behavior of other students hurt or help your learning?” was reported lowest at elementary and middle school (60% favorable for grades 3-5, 1% increase from Fall 2020 40% favorable for grades 6-8; no change from Fall 2020). To ensure student representation in Panorama Survey results, district office staff will proactively engage with schools to support and encourage increased survey participation in the fall and spring. Beginning in 2020.2021, CUSD will provide professional development opportunities to schools and staff focusing on Multi-Tiered Systems of Support and Tier 1 interventions with an emphasis on Social-Emotional well-being. This intentional, targeted professional development is offered to all schools, with explicit outreach to sites with data indicating an opportunity for improvement in the areas of School Climate, student support, and student well-being, allowing for capacity building across the system. CUSD schools continue to implement Positive Behavioral Interventions and Supports (PBIS), and schools will focus on student connectedness and inclusiveness for all student groups at school reopening in August.|2021-06-24|||2021 43694010000000|Campbell Union High|6|Climate surveys were administered to students, families, and staff members at all high school sites during February and March of 2021. Response rates were somewhat lower on the student surveys compared to last year, likely due to limited time for administration during class, which was limited to 30-minute outreach periods on Wednesdays or asynchronous administration online. The District administered two student climate surveys this year: the Socioemotional Learning Survey that was developed in collaboration with other school districts in Santa Clara County, and the WestEd Healthy Kids Survey. Both surveys were administered online to all students in grades 9 through 12. The Socioemotional Learning Survey had a 48% response rate and the Healthy Kids Survey had a response rate of 63%. This year, the District also administered the WestEd Learning from Home Survey at the beginning of the school year in Fall 2020 to measure student experiences with online learning and was able to compare those results with results from the Healthy Kids Survey, which added a Learning from Home module in Spring 2021. Because all students were primarily receiving instruction remotely, these questions provided insights into their experiences during the COVID-19 pandemic. In terms of connectedness, the percentage of students reporting positive relationships with school adults dropped throughout the COVID-19 pandemic. This was especially true for 12th-graders, where the percentage dropped from 78% in the Fall to 61% in the Spring. However, in terms of safety, the percentage of students reporting cyberbullying increased across all grade levels from Fall to Spring, especially in 9th grade (from 10% to 15%) and 10th grade (from 11% to 16%). Another important theme was social and emotional wellbeing. The percentages of students reporting chronic sadness increased from 38% in Fall 2020 to 42% of students in Spring 2021. On a positive note, the rate of students experiencing feelings of optimism improved slightly from 46% in Fall 2020 to 49% in Spring 2021. In response to these results and conversations with community stakeholders, the District has launched several initiatives to improve school climate and mental health supports during distance learning and the phased return to in-person school. The District used COVID-19 relief funds to hire additional mental health counselors and community liaisons for the 2020-2021 school year. The District is also expanding mental health staffing through the addition of two social workers in the 2021-2022 school year to a total of three, in addition to the contracted mental health counselors at each site through CASSY. To improve feelings of connectedness and belonging, the District is continuing its partnership with the Equal Opportunity Schools (EOS) program, which aims to create equity in the enrollments of underrepresented student groups in AP and IB courses. An Anti-Racist Team has also been launched with input from each site.|2021-06-24|||2021 43694190000000|Cupertino Union|6|During the 2019-2020 school year, CUSD administered the California Healthy Kids Survey (CHKS) to students in Grades 5 and 7. We utilized data to identify focus areas for our spring 2019 LCAP including: increasing participation in 5th grade to ensure valid results (minimum of 70%), increasing the percentage of students reported "Very Much True" for indicators of Meaningful Participation (from 15% to 25%) and increasing the percentage of students reporting "Strongly Agree" for indicators of School Connectedness (from 31% to 41%). These areas also connect to commitments outlined in our Strategic Plan, including a focus on personalizing learning and developing the whole child. This school year, we provided flexible funding to all school sites to continue their work in supporting social-emotional learning and developing a positive school climate. We also implemented a new tool in 2020-2021, the Panorama Social-Emotional Learning Survey, in Grades 3-8. Areas of focus include Grit/Perseverance, Self-Efficacy, and Social-Awareness. English Learners are focal students, scoring 13 to 17 points lower than all students in the area of Self-Efficacy. Considering all students, most report that they are still learning how to focus on a goal over time. (37% of 3-5th & 41% of 6-8th responded favorably). The Panorama SEL Survey will be administered in 2021-2022, and we also will administer CHKS in one grade level. All sites will set SEL/Climate goals in their SPSAs during 2021-2022 and continue to reflect on data to monitor and adjust their site action plans.|2021-06-03|||2021 43694270000000|East Side Union High|6|The East Side Union High School District has administered the Panorama survey since 2018. In order to gauge the impact of distance learning on students and staff, some of the survey questions were adapted to the distance learning environment for 2020-21. The results of the survey show 17% of students felt connected to an adult at school during distance learning and this will be a focus of improvement during the 2021-22 school year as we transition back to in-person school. The results show that 86% of students felt safe in the distance learning environment free of online bullying. 71% of students report that their school had a positive climate of support for Academic Learning. 67% of students report that they have knowledge of school rules and norms and that they are fair. The district is in the process of implementing both a Multi Tiered System of Support and a Uniform Behavior Response System. With this work we hope to focus on improving academic and social emotional support for students and consistent and fair student discipline responses.|2021-06-24|||2021 43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|6|At Escuela Popular we believe, and research shows that good teaching and a suitable learning environment that supports our unique school culture are necessary prerequisites for student academic and social success. The teaching qualities valued within our school culture are defined by the community of educators, students, and families from our school. To determine the teaching qualities that define our school culture, Escuela Popular communicated with stakeholders in their primary language and provided opportunities to provide feedback in various ways such as online surveys, phone calls, home visits, Facebook, Google Classroom and Hangouts, and ParentSquare. Specific school staff such as our Student & Family Engagement Lead and Student & Family Services Coordinator are a direct contact to families with additional needs. Based on the feedback provided by the Spring survey, we learned that families wanted to return to school as soon as it was safe to do so. It was important to families that all precautions be taken to provide a safe learning environment when returning to school such as maintaining social distance, staggered schedules, clean and well-maintained classrooms, and school. Another noted need was technology classes for parents so they can assist their children at home. Quarterly feedback surveys are administered with an average of 247 students provided feedback from 9-12th grade. This is equal to about 70% participation. Escuela Popular continues to strive to be a safe learning environment for families and a place where a students’ culture and language are appreciated and celebrated. Collecting feedback in various forms will be a practice that is continued and used to inform our LCAP priorities.|2021-06-22|||2021 43694270116889|KIPP San Jose Collegiate|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 65% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 60% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 43694270125617|ACE Charter High|6|ACE is in partnership with Panorama Education and the CORE data collaborative for it’s survey administration. ACE administers student and staff surveys twice a year (mid and end of year) and an annual end of year survey for it’s families. ACE was unable to administer the end of year survey for the Spring of 2020 due to school closures due the the COVID-19 pandemic. From ACE’s 2020-2021 year survey administration the following data was collected: Safety: 2020-2021 surveys: There was a 3% increase from the mid year (81%) to the end of year (84%) survey administration where students reported overall a feeling of safety. While 97% of students responded favorably to the question, “How safe do you feel when you are at school or in online school sessions?” Though almost all students felt safe at ACE, over 70% of students also reported being pushed, lied about, or had inappropriate comments or gestures done to them or said about them. Connectedness: 2020-2021 surveys: There was a 1% increase from the mid year (92%) to the end of year (93%) survey administration where students reported overall sense of belonging (School Connectedness). While 93% of students responded favorably to the question, “Do you feel like you are part of this school?” Students also reported favorably when asked if they are happy to be at this school (95%), teachers treat students fairly (97%), and that students feel close to people at schools (85%). Overall this data shows that ACE students have positive interaction, relationships with ACE staff, and have a positive outlook towards ACE in general. It is not surprising to see positive responses in this area, as one of ACE core values is around staff and student relationships. At ACE, We believe strong relationships lead to student success. We believe relationships are the fundamental lever of generational change; staff, families, and our communities are the agents of that change. ACE is committed to an interconnected school community based on genuine respect and compassion where relationships are integral to the success of all. These connections can be attributed to ACE’s focus on community outreach, school culture and emphasis on ACE’s core values. Adults at ACE care about student connections and student learning. There is continued work to be done at ACE on peer to peer interactions and fostering opportunities for students to report positive connections with their peers. ACE currently does not collect data on positive peer to peer interactions. This data point could be used to compare to the negative interactions to ensure ACE reduced the percentage of students who experience these forms of interactions.|2021-06-16|ACE survey’s students on Self Efficacy, which measures one of ACE’s Strategic Plan goals of Voice and Choice. The idea of Voice and Choice is to get Students to learn to develop resilience, personal agency, and a commitment to their learning and their future. The survey data shows that there is still work needed to be done in increasing the percentage of students who report favorably having high efficacy. In the 2020-2021 survey administration there was a 3% decline from 59% mid year administration to 56% at the end of year. This could be attributed to the impact of the pandemic along with other stressors brought on by online learning. ACE has partnered with Sown To Grow to provide a space where a student can reflect on daily goals and their social emotional reflection questions. This daily practice that ACE students participate in is a tool that supports students to advocate for themselves, be confident with their peers and which will then translate to their education.||2021 43694270130856|Luis Valdez Leadership Academy|6|Annually, the school site issues at minimum one survey a month that pertains to School Climate with two annual LCAP surveys specifically on all School Site Priorities and Goals. Past results for a School Climate assessment include: 72% of families being engaged as primary stakeholders in their student experience, 75% of students being effectively supported in the education as shown by low suspension rates, and 81.9% of families affirming students are guided properly in their education as shown by high graduation and college enrollment rates. Forthcoming efforts will be completed to disaggregate responses by underrepresented student groups in an equitable manner that honors privacy and confidentiality. Improvements will be made in educating families on the a-g requirement process, school funding measures, campus safety plans, and breaking down needs of individual student groups. Other key areas with ongoing efforts to maintain a positive campus culture, climate, and environment include a nutrition program led by stakeholder input, a consistent code of conduct, and schoolwide assemblies/town halls. Campus events held regularly at the request of families include Back to School Nights, Cafeitos, Cultural Heritage Events, Community Service days, Family Workshops, on-site clinics, and many others as requested by the community at-large. To improve these rates in an ongoing manner, the school site invests in Student Life Team Members for campus supervision, uses Multi-Tiered System of Supports (MTSS), actively meets with Student Government for planning Community Outreach events, utilizes restorative justice practices (i.e., reflection sheets), and employs campus wide monitoring in line with the School Safety Plan. In the 2020 - 2021 academic year include School safety and consideration for the health of all students also rests at the forefront of the School Climate. Accordingly, annually, all school employees will be trained on the elements of the School Safety Plan. Students will participate in monthly Fire, Earthquake, and safety drills. The school also possesses a school safety committee while involving families in the development of emergency response plans.|2021-06-16|||2021 43694270131995|B. Roberto Cruz Leadership Academy|6|Annually, the school site issues at minimum one survey a month that pertains to School Climate with two annual LCAP surveys specifically on all School Site Priorities and Goals. Past results for a School Climate assessment include: 72% of families being engaged as primary stakeholders in their student experience, 75% of students being effectively supported in the education as shown by low suspension rates, and 81.9% of families affirming students are guided properly in their education as shown by high graduation and college enrollment rates. Forthcoming efforts will be completed to disaggregate responses by underrepresented student groups in an equitable manner that honors privacy and confidentiality. Improvements will be made in educating families on the a-g requirement process, school funding measures, campus safety plans, and breaking down needs of individual student groups. Other key areas with ongoing efforts to maintain a positive campus culture, climate, and environment include a nutrition program led by stakeholder input, a consistent code of conduct, and schoolwide assemblies/town halls. Campus events held regularly at the request of families include Back to School Nights, Cafeitos, Cultural Heritage Events, Community Service days, Family Workshops, on-site clinics, and many others as requested by the community at-large. To improve these rates in an ongoing manner, the school site invests in Student Life Team Members for campus supervision, uses Multi-Tiered System of Supports (MTSS), actively meets with Student Government for planning Community Outreach events, utilizes restorative justice practices (i.e., reflection sheets), and employs campus wide monitoring in line with the School Safety Plan. In the 2020 - 2021 academic year include School safety and consideration for the health of all students also rests at the forefront of the School Climate. Accordingly, annually, all school employees will be trained on the elements of the School Safety Plan. Students will participate in monthly Fire, Earthquake, and safety drills. The school also possesses a school safety committee while involving families in the development of emergency response plans.|2021-06-16|||2021 43694270132274|Alpha Cindy Avitia High|6|CAHS is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: •Students are engaged (95.8% attendance/engagement rate) •CAHS is improving its response to behavior, with a decreasing suspension rate that would put us in the green color tier (2019). •Students rate their experience at CAHS positively, with a 3.06 average (out of 4) on the student culture survey. Strengths/Progress Our data shows that we have been intentional around improving various aspects of student culture and school climate in this past year. This is apparent in how our students have engaged in distance learning (96%), how we were progressively focusing on positive behavior interventions in order to reduce our suspension rate when we were in session, and how our students rated their experience on the student culture survey (3.06 out of 4). We believe this has been a result of ensuring we focus on positive behavior interventions, the inclusion of a Dean of Students to support students and staff directly, and a focus on our staff on building positive relationships with students. Challenges/Areas of Improvement As we return to in-person learning, we face barriers in integrating schools back into their school community to feel a sense of belonging. We will focus on providing more opportunties for building community, social interaction, and events/incentives that go along with being part of a student body. In addition, we will particularly focus on our student government, and ensuring that we push forward with ensuring that student government is an authentic body that feeds into decision making at the school. Based in stakeholder input through the LCAP / Initiative setting process, we hope to further build a culture of empowerment amongst our students, through actions such as the following: •Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and classwide incentives for high attendance. •Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. •Access to student and family mental health counseling through school-based counselors and external providers (FACTR) •School will maintain a Dean of Students to support the implementation of our multi-tiered intervention strategies. The Dean of Students will work directly with students, and will also support teachers and other staff to equip them with strategies that will help students feel safe, motivated, and challenged in classrooms|2021-06-24|Actions (Cont'd) •Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs. •Enhance Student Government by ensuring the following: -Process by which SG represents the diversity of our student body and more actively collects and responds to student feedback -Create a better structure that encourages all students to have the opportunity to run for Student Government -Create a clearer and more consistent process for Student Government meetings and invite members to ILT meetings •Comprehensive Student Activities/Events Calendar: Increase the resources we put towards enhancing non-academic student experiences (student events, field trips, etc) •Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students.||2021 43694274330668|Latino College Preparatory Academy|6|Annually, the school site issues at minimum one survey a month that pertains to School Climate with two annual LCAP surveys specifically on all School Site Priorities and Goals. Past results for a School Climate assessment include: 72% of families being engaged as primary stakeholders in their student experience, 75% of students being effectively supported in the education as shown by low suspension rates, and 81.9% of families affirming students are guided properly in their education as shown by high graduation and college enrollment rates. Forthcoming efforts will be completed to disaggregate responses by underrepresented student groups in an equitable manner that honors privacy and confidentiality. Improvements will be made in educating families on the a-g requirement process, school funding measures, campus safety plans, and breaking down needs of individual student groups. Other key areas with ongoing efforts to maintain a positive campus culture, climate, and environment include a nutrition program led by stakeholder input, a consistent code of conduct, and schoolwide assemblies/town halls. Campus events held regularly at the request of families include Back to School Nights, Cafeitos, Cultural Heritage Events, Community Service days, Family Workshops, on-site clinics, and many others as requested by the community at-large. To improve these rates in an ongoing manner, the school site invests in Student Life Team Members for campus supervision, uses Multi-Tiered System of Supports (MTSS), actively meets with Student Government for planning Community Outreach events, utilizes restorative justice practices (i.e., reflection sheets), and employs campus wide monitoring in line with the School Safety Plan. In the 2020 - 2021 academic year include School safety and consideration for the health of all students also rests at the forefront of the School Climate. Accordingly, annually, all school employees will be trained on the elements of the School Safety Plan. Students will participate in monthly Fire, Earthquake, and safety drills. The school also possesses a school safety committee while involving families in the development of emergency response plans.|2021-06-16|||2021 43694274330676|San Jose Conservation Corps Charter|6|The LEA administers a climate survey and reports the results to its local governing board and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of connectivity to their school and a sense of safety while at school. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness.|2021-06-03|Numerical scores are an average based on a 1 to 5 scale, with 5 being the most positive. Winter 2021 Fall 2019 Fall 2018 SCHOOL BELONGING I feel like I am part of this school. 4.25 3.62 3.03 Students respect each other's differences 4.43 4.09 3.47 Adults Respect differences in students 4.50 4.13 3.77 Classes include examples of my racial/ethnic background 3.59 3.22 2.89 SCHOOL SAFETY I feel safe at school 4.64 4.14 3.61 During past 3 months, how many time have you had rumors or lies spread about you, had sexual comments made about you, or been insulted or made fun of: 0 Times 98% 1 Time 0% 2 or 3 Times 1% 4 or More Times 1% SCHOOL ENGAGEMENT I am always trying to do better in my schoolwork 4.68 4.23 4.00 Teachers show how lessons relate to real life 4.22 3.76 3.37 Students pay attention in class 4.16 3.38 2.74 Teachers give students a chance to take part in classroom discussions or activities. 4.57 4.26 3.99 SCHOOL CLIMATE Adults at this school treat all students with respect 4.68 4.19 3.73 All students are treated fairly when they break the rules 4.42 3.99 3.17 Rules in the school are made clear to students 4.62 4.24 3.80 The buildings and grounds are clean and in good condition N/A 3.43 3.49||2021 43694274330726|Escuela Popular Accelerated Family Learning|6|At Escuela Popular we believe, and research shows that good teaching and a suitable learning environment that supports our unique school culture are necessary prerequisites for student academic and social success. The teaching qualities valued within our school culture are defined by the community of educators, students, and families from our school. To determine the teaching qualities that define our school culture, Escuela Popular communicated with stakeholders in their primary language and provided opportunities to provide feedback in various ways such as online surveys, phone calls, home visits, Facebook, Google Classroom and Hangouts, and ParentSquare. Specific school staff such as our Student & Family Engagement Lead and Student & Family Services Coordinator are a direct contact to families with additional needs. Based on the feedback provided by the Spring survey, we learned that families wanted to return to school as soon as it was safe to do so. It was important to families that all precautions be taken to provide a safe learning environment when returning to school such as maintaining social distance, staggered schedules, clean and well-maintained classrooms, and school. Another noted need was technology classes for parents so they can assist their children at home. Quarterly feedback surveys are administered with an average of 230 parents provided feedback from TK-12th grade. This is equal to about 73% participation. Escuela Popular continues to strive to be a safe learning environment for families and a place where a students’ culture and language are appreciated and celebrated. Collecting feedback in various forms will be a practice that is continued and used to inform our LCAP priorities.|2021-06-22|||2021 43694350000000|Evergreen Elementary|6|As we review the grade six through seven data, we can see that the more significant drop was in the areas of students feeling connected to their schools, in their academic motivation, in their caring adult relationships and meaningful participation in 2020/2021. These changes may be attributed to the online, distance learning environment during the school year during COVID- 19. Staff worked very hard to engage and re-engage students throughout the year but the challenges of being in a virtual environment vs. an in person setting were extremely difficult for staff to mitigate. We do see that grades six and seven saw an increase in the number of students who no longer had a fear of being beaten up and were not subjected to mean rumors.Strengths occurred in the reduction of absences in 2020-21 and in the area of school cleanliness and tidiness.Also in 2020-21, a district Crisis Response Team was formed and trained in order to be available as needed for students, staff and families in a time of crisis. The district MTSS Team (including the three middle school principals) will be participating in the second year of Trauma Informed Practices training provided by the Santa Clara County Office of Education. The team will then provide professional development at the three middle school sites based on these trainings. In 2020-21, the Evergreen School District also purchased the Second Step social emotional learning curriculum for all schools in all grades TK-8. In this way, we can take a holistic approach to building the efficacy of our students in the areas of growth mindset, emotional management, self advocacy, communication, empathy and problem solving starting in TK through grade eight. The district MTSS Team (including the three middle school principals) will be participating in the second year of Trauma Informed Practices training provided by the Santa Clara County Office of Education. The team will then provide professional development at the three middle school sites based on these trainings. In 2020-21, the Evergreen School District also purchased the Second Step social emotional learning curriculum for all schools in all grades TK-8. In this way, we can take a holistic approach to building the efficacy of our students in the areas of growth mindset, emotional management, self advocacy, communication, empathy and problem solving starting in TK through grade eight.|2021-06-28|The district MTSS Team (including the three middle school principals) will be participating in the second year of Trauma Informed Practices training provided by the Santa Clara County Office of Education. The team will then provide professional development at the three middle school sites based on these trainings. In 2020-21, the Evergreen School District also purchased the Second Step social emotional learning curriculum for all schools in all grades TK-8. In this way, we can take a holistic approach to building the efficacy of our students in the areas of growth mindset, emotional management, self advocacy, communication, empathy and problem solving starting in TK through grade eight.||2021 43694500000000|Franklin-McKinley Elementary|6|The Franklin-McKinley School District has a targeted focus on attendance, behavior, and social-emotional learning of our students. One of the ways we measure students' social-emotional well-being is through the California Healthy Kids Survey and the Panorama LCAP annual survey. During the 2020-21 school year, 7th and 8th grade students completed the California Healthy Kids Survey. A total of 779 7th grade and 631 8th grade students completed the survey. The following are some key indicators from that survey: ? 56% grade 7; 66% grade 8 agreed or strongly agreed to feel connected to school ? 71% grade 7; 62% grade 8 agreed or strongly agreed to feeling safe The Panorama Survey which was administered to all grade 3-8 students showed that 80% of students feel connected to school. According to the survey , English Learner students felt least connected to school. Of all the social skills, student self-efficacy was the lowest at 47%. As a result of the data, an area of growth is around the need to strengthen students' feeling safe at school. We have increased our student support systems including hiring school social workers and piloting social-emotional learning curriculum scaling supports and resources through 8th grade. This will help us better target student needs and address the perceived unsafe feelings across the grade levels. In addition, we are in the initial implementation stages for the Multi-Tiered System of Supports across the district as well as testing and learning within one of the district’s schools. A continued focus for the district is prevention and early intervention therefore we continue to focus on early learning providing professional development for teachers to design rigorous and engaging learning experiences as well as a focus on Tiered Intervention as represented in the Pyramid Model. The district is considered to have met the standard as a survey was distributed to at least one grade level in all available grade spans and results were analyzed and reported.|2021-06-22|||2021 43694500113662|Voices College-Bound Language Academy|6|In the 2020-21 school year, Voices Franklin McKinley administered the Panorama Post student support and environment survey. Based on that survey, 58% of students in grades 4th-5th and 54% of students 6th-8th grade responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 93% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 21-22 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community. Other Strengths included: Annual SEL survey topics (all staff, students in grades 4-8, and parents/guardians) School climate rated positively: Teachers 76% Other staff 88% Parents/guardians 80% Professional Learning rated positively: Teachers 79% Other staff 73% Teacher-student relationships rated positively: Students 4th and 5th grade 75% Students 6th -8th grade 79%|2021-06-10|||2021 43694500123299|Rocketship Mosaic Elementary|6|Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 91% of familes reported that they valued, and the sense that school has a strong and committed community that actively encourages family participation, which was reflected by 91% of families. We are working to improve the clubs offered, which 113 familes identified as an important area for growth.|2021-06-10|||2021 43694500128108|Rocketship Spark Academy|6|Families are largely satisfied with the school, with 83% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 83% of familes reported that they valued, and the sense that school has a strong and committed community that actively encourages family participation, which was reflected by 79% of families. We are looking to improve opportunities for families to participate in their child's learning, as 69% of families reported having those opportunities this year and we would like all families to know about how to participate in their child's learning.|2021-06-10|||2021 43694500129205|KIPP Heritage Academy|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 79% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 65% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 43694500129247|ACE Esperanza Middle|6|ACE is in partnership with Panorama Education and the CORE data collaborative for it’s survey administration. ACE administers student and staff surveys twice a year (mid and end of year) and an annual end of year survey for it’s families. ACE was unable to administer the end of year survey for the Spring of 2020 due to school closures due the the COVID-19 pandemic. From ACE’s 2020-2021 year survey administration the following data was collected: Safety: 2020-2021 surveys: There was a 3% increase from the mid year (81%) to the end of year (84%) survey administration where students reported overall a feeling of safety. While 97% of students responded favorably to the question, “How safe do you feel when you are at school or in online school sessions?” Though almost all students felt safe at ACE, over 70% of students also reported being pushed, lied about, or had inappropriate comments or gestures done to them or said about them. Connectedness: 2020-2021 surveys: There was a 1% increase from the mid year (92%) to the end of year (93%) survey administration where students reported overall sense of belonging (School Connectedness). While 93% of students responded favorably to the question, “Do you feel like you are part of this school?” Students also reported favorably when asked if they are happy to be at this school (95%), teachers treat students fairly (97%), and that students feel close to people at schools (85%). Overall this data shows that ACE students have positive interaction, relationships with ACE staff, and have a positive outlook towards ACE in general. It is not surprising to see positive responses in this area, as one of ACE core values is around staff and student relationships. At ACE, We believe strong relationships lead to student success. We believe relationships are the fundamental lever of generational change; staff, families, and our communities are the agents of that change. ACE is committed to an interconnected school community based on genuine respect and compassion where relationships are integral to the success of all. These connections can be attributed to ACE’s focus on community outreach, school culture and emphasis on ACE’s core values. Adults at ACE care about student connections and student learning. There is continued work to be done at ACE on peer to peer interactions and fostering opportunities for students to report positive connections with their peers. ACE currently does not collect data on positive peer to peer interactions. This data point could be used to compare to the negative interactions to ensure ACE reduced the percentage of students who experience these forms of interactions.|2021-06-16|ACE survey’s students on Self Efficacy, which measures one of ACE’s Strategic Plan goals of Voice and Choice. The idea of Voice and Choice is to get Students to learn to develop resilience, personal agency, and a commitment to their learning and their future. The survey data shows that there is still work needed to be done in increasing the percentage of students who report favorably having high efficacy. In the 2020-2021 survey administration there was a 3% decline from 59% mid year administration to 56% at the end of year. This could be attributed to the impact of the pandemic along with other stressors brought on by online learning. ACE has partnered with Sown To Grow to provide a space where a student can reflect on daily goals and their social emotional reflection questions. This daily practice that ACE students participate in is a tool that supports students to advocate for themselves, be confident with their peers and which will then translate to their education.||2021 43694680000000|Fremont Union High|6|During the 2018-19 school year the District Wellness Council provided input on implementation of the Student Wellness Survey, worked on creating a plan for review of the data, and then reviewed an initial round of data. In January 2019 the District administered a Student Wellness Survey to 10,021 students across all grades, and 6 sites. Results from the Student Wellness Survey include 54% of students found their coursework interesting (increase from 51.2% in 2016); 3% of students experienced bullying or harassment (physical, verbal or online/cyber) (decrease from 4.2% in 2016); and 61% of students felt adults at their school care about their emotional well-being (significant increase from 37.6% in 2016). The District’s decision to adopt and implement new bell schedules for the 2018-2019 school year which include a later start time and three tutorial periods per week continue to be carefully monitored. Survey data shows that more students are sleeping between 6-8 hours per night. The District Wellness Council met during the 2019-20 school year to review areas of the survey data: the relationship between the anxiety score, the depression score, the resiliency score and student comfort asking for help and the relationship between the anxiety score, the depression score, the resiliency score and number of Advanced Placement courses a student was taking. There was a relationship between level of reported anxiety, depression and resilience and student comfort asking for help: students reporting symptoms of anxiety and depression and/or endorsing less traits of resilience were more likely to say they did not feel comfortable asking for help. However, there is not a statistically significant relationship between level of reported anxiety or depression and number of AP courses a student is taking. The Task Force did not meet after the spring closure in the 19-20 school year and has remained on hiatus through the 20-21 school year. In connection with discussions from the District Wellness Council, during the 2020-21 school year the Program Specialist for Mental Health Services created and implemented an advisory unit on Wellness, Happiness and Self-Care. The Guidance Curriculum Lead created an advisory on Stress in Remote Learning that was implemented during the first semester. In support of the return to campus, advisories were created on the following topics: Tolerating Uncertainty and Combating Anxiety; Effective Communication in Hybrid Learning; and Being Flexible and Adjusting Expectations. Agenda items included issues specific to remote learning, implementation of cohorts, and return to campus. In 2018-19 FUHSD revamped the Chronic Absentee Intervention (CAI) process to replace the old truancy process. Following initial notice to parents this process includes a school site level Student Attendance Review Team (SART) meeting that draws several key staff members together with the student and family to address any barriers to attendance.|2021-06-22|||2021 43694840000000|Gilroy Unified|6|As a result of the COVID-19 move to Distance Learning, GUSD did not administer the California Healthy Kids Survey (CHKS) in 19-20 or 20-21 school years. The district will be implementing a new student survey tool during the 21-22 school year in addition to the CHKS to monitor Social-Emotional & Climate needs. District results are an average of grades 5, 7, 9, and 11 results. The California Healthy Kids Survey is administered every two years. The results of the California Healthy Kids Survey for Gilroy Unified showed the following in the 2017-18 survey: 71% of students report a high level of expectations (Very much/Pretty much true) 57% of students reported a high level of school connectedness (Agree/Strongly agree) Approximately 30% of secondary students responded “neither agree nor disagree” 60% of students reported a high level of caring adult relationships (Very much/Pretty much true) 70% at elementary, 56% at secondary, 67% at MMHS 58% of students feel safe/very safe at school 78% at elementary 51% at secondary--Another 36% of secondary students report feeling “neither safe nor unsafe” The four areas above have been selected by Gilroy Unified as key indicators related to the GUSD LCAP Goal 3 actions around student success and student engagement. The survey results support the district’s continued focus on these areas. The PBIS model will be fully in place at all K-8 schools and initiated at all high schools. Social emotional curriculum has been selected for K-5 and is being selected 6-8 in order to be implemented in 2021-22. This is part of a larger MTSS plan to address school climate and student connectedness.|2021-05-20|||2021 43694920000000|Lakeside Joint|6|Lakeside JSD has used the information gathered from the Return to Learn Task Force to establish feedback from the school staff and larger parent community. This specific information was gathered through surveys, Town Hall meetings, and Task Force meetings. Though much of the information gained from both the survey and directly during the Town Hall meeting was broader than the Lakeside School climate, there was focused input and feedback on school climate that is used for this Dashboard reporting. The District did deliver a parent survey (akin to the CA Healthy Kids Survey) to solicit feedback and insight into parent perceptions of the strengths, growth areas, challenges, barriers, and success of the school and district. The vast majority of students felt physically safe, as reported by their parents. Staff, parents and students expressed concerns about inclusivity, especially between general and special education students. Social and emotional safety concerns focused on both in-classroom settings and out on the playground during recess and lunch. 96% of parents responding to the School Climate survey indicated that Lakeside School provides a safe and welcome environment for learning, and that the school values parents as important partners in their child’s education. 92% of parents responding to the same survey stated, everyone’s racial, ethnic heritage, religious beliefs, and gender orientation is respected at Lakeside School. The District is committed to developing and delivering a similar survey to the students of Lakeside School in the spring of 2022.|2021-06-30|||2021 43695000000000|Loma Prieta Joint Union Elementary|6|Due to Covid in the spring of 2020, our district was not able to conduct its climate survey. 2020-21 school year was to be our survey window. Our district is engaged with Project Cornerstone and as such we use the Developmental Assets survey with our middle school students. Moving forward this year, we will be participating in the spring of 2022 with a climate survey.|2021-06-16|||2021 43695180000000|Los Altos Elementary|6|LASD administered a Social Emotional Learning and School Climate survey to all students in grades 3-8. 83% of all students feel safe at school. 79% of all students feel like they belong at their school. 70% of all students actively participate in classroom discussions. Academic conversations is a big area of focus in our schools this year because we know that active participation builds understanding, which build confidence and sense of purpose and belonging.|2021-06-08|||2021 43695260000000|Los Gatos Union Elementary|6|LGUSD continues to foster caring, welcoming and engaging school climates across the district. Local Climate Survey Summary Based on the results from the Project Cornerstone Survey given in 2016, the District developed a local survey to explore specific areas of focus: • Caring School Climate • School Engagement In light of the pandemic impact on school programs and a virtual model, Student Connection and efficacy were the focus for the Fall 2020 Panorama Survey. How connected do you feel to your school: Elementary-- 51% (average of two related questions) Middle School--31% Overall, how much do you feel like you belong at your school: Elementary--83% Middle School--66% How sure are you that you can do well in school right now: Elementary-- 83% Middle School--74% DATA USE • Information is disaggregated and shared with school principals to be evaluated for specific responses and strategies on each campus. • Principals and school staff use data to identify individual strategies and focus areas. • Principals and staff hold student focus groups to explore the data with the students.|2021-06-08|||2021 43695340000000|Los Gatos-Saratoga Union High|6|We administered the CHKS. findings include: we have added advisory lessons to address these areas of concern. This focus on SEL and connectedness with specific lessons on discrimination, harassment, and mental health will continue to be a focus for 2021-2024. While in distance learning we were able to focus on some of these very important conversations but it will be even more important to continue these as we transition to being back in person. We will continue to focus on cultivating a school community that supports mental health and wellbeing as we did in our 2019-20 and 2020-21 LCAP and will ensure that this includes SEL/connectedness (anti discrimination/harassment, mental health, etc). Our student outcomes are focused on academics and supporting the whole student. We have learned throughout 2019- 20 and 2020-21 the importance of this support. We will continue to focus support and learning efforts through CASSY services and trainings.|2021-06-22|||2021 43695420000000|Luther Burbank|6|The district piloted Panorama survey with middle school students in 2020-21 school year. Data revealed 94% middle school students reported a positive learning experience. 85% of middle school students were able to maintain connections with peers during distance leanring. 80% of middle school students identified a trusted adult on campus to share. personal concerns and/or conflicts. Our students identified needing support with coping strategies for stress, anxiety, and improved study skills. Students in grades TK-5 participate in weekly SEL sessions and students in grades 6-8 have ready access to support from the school counselor. The LEA is establishing a Wellness Center on campus funded by Mental Health Services Grant. The center will provide counseling service and community liaison for students and families. To gain a broader view of the district/school climate, the district will transition to utilizing the CHKS in 2021 to survey students in grades 4-8, staff and parents.|2021-06-08|||2021 43695750000000|Moreland|6|This indicator is aligned to and measured in Moreland's LCAP Goal 4. We surveyed our students using a modified Biennial Perception Survey during Spring 2021. We were unable to ask students about their sense of safety on campus since we did not return back to hybrid in-person instruction until late March, after the survey was administered. The survey results showed that 97% of students feel a sense of belonging. This measure has increased from our survey in Spring 2019. We are pleased with this result, especially during a pandemic. We attribute this to our social emotional learning (SEL), inclusive practices and support services. We continued our implementation of our SEL curriculum, Kimochis and Second Step, during distance learning and our counselors provide families with monthly wellness activities.|2021-06-22|||2021 43695830000000|Morgan Hill Unified|6|Morgan Hill Unified School District surveys students across all grade bands for their perceptions of school climate using a local survey tool with key questions regarding school safety and connectedness. Every other year, we also administer the California Healthy Kids Survey to secondary students. Local survey results can be seen in the LCAP annual report under goal area 3 with key question results as follows: 4- point rubric from "not at all" to "very" I feel safe at school Grade spans/score: K-2: 3.8 3-5: 3.45 6-8: 3.24 9-12: 3.30 I have a trusted staff member connection Grade spans/score: K-2: 2.53 3-5: 3.24 6-8: 2.65 9-12: 2.53 The LCAP annual update including analysis and actions can be found at: https://drive.google.com/file/d/1xvm4qdxa21_CDMsdPVQv8cPFicJvjp8d/view|2021-06-15|Our back to school services as the pandemic wanes include the implementation of four Wellness Centers at our comprehensive secondary schools. The centers provide a hub for social-emotional services to provide timely and accessible assistance from our community based organizations, mental health services, school linked services, and a variety of counseling and support specialists.||2021 43695836118541|Charter School of Morgan Hill|6|CSMH staff administers student perception surveys twice a year to all students. These surveys were designed after the work done by the Measures of Effective Teachers (MET) project. The surveys focus on the following areas: Do students feel academically challenged, Do students feel that teachers have classroom control, Do students feel their teachers check for understanding, Do students feel engaged in learning, Do students feel connected to their teachers, and Do students feel their teachers care about them. The purpose of the surveys is for teachers to receive feedback from their students in order to improve their teaching and relationships with students. Taking a sampling of the surveys, CSMH students' responses in each of the above areas were over 80% as “mostly true” or “totally true. At the end of each school year, teachers are required to write a self-reflection based on the survey results. CSMH teachers use these surveys to reflect on their practice. Based on student input, some teachers will create a SMART goal to address an area they would like to improve. Administrators also review all the teacher survey results and will use this information to look for trends. Professional development opportunities or specific LCAP actions can be developed to improve the school climate.|2021-06-22|||2021 43695910000000|Mountain View Whisman|6|In 2020-21, MVWSD administered a Local Control Accountability (LCAP)/Climate Survey to all students in grades 4-8. The survey provided measures of perceptions of school safety and connectedness. Survey highlights include the following. On the LCAP survey 86% of our students agree or strongly agree that adults at school care about their success. 95% indicated that they trust their teachers and 75% are comfortable asking teachers questions. 92% of students state that they have friends at school. 93% of students feel safe on campus. 90% of students agree or strongly agree that there are clear and fair consequences for breaking rules at school. Areas of improvement from students perspective include focusing more on developing student’s character (6%5) and providing challenging classes (68%). It is important to note that students were still in distance learning when this survey was given, although results are similar to those of previous years. MVWSD LCAP Goal 2 is to develop and implement programs and processes to equitably and effectively support students' social-emotional health and behavior. Action 1 in this goal is to have At-Risk Supervisors for District schools with significant populations of target students. At-Risk Supervisors work directly with at-risk students and parents to provide support and interventions as needed. Action 8 is to develop a plan of action for competency-based Social Emotional Learning. In the 2021-22 school year the District will go through the process of understanding the social emotional needs of students and developing a plan of action. Also, the District has School and Community Engagement Facilitators (SCEF - LCAP goal 3, action1) to act as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. They play an important role in supporting student and family connectedness to our schools. Their responsibilities include serving as a resource for students and parents and connecting them to district and community agencies, resources, parent education, and other events and activities that are linked to positive student outcomes. The District will reconvene a Health and Wellness committee (Goal 2, Action 3) to review policies and programs that support overall student wellness. The District is also continuing its partnership with Santa Clara County Behavioral Health Services.|2021-06-17|||2021 43696090000000|Mountain View-Los Altos Union High|6|MVLA administers the California Healthy Kids Survey (CHKS) every two years. The CHKS was administered in the Fall of 2018 to all 9th and 11th graders. They will re-administered the CHKS this fall in November 2021. Data: 1) School Connectedness: 68% of 9th graders (this was a 2% decrease from 70% in 2017) and 64% of 11th graders (this was a 3% decrease from 67% in 2017) reported feeling connected to the school. Indicators for school connectedness were: I feel close to people at school. I am happy to be at this school. I feel like I am part of this school. 2) Academic motivation: 77% of 9th graders (this remained consistent with the 77% in 2017) and 69% of 11th graders (this was a 4% decrease from 73% in 2017) reported that they are academically motivated. Indicators for this domain are: I try hard to make sure that I am good at my schoolwork, I try hard at school because I am interested in my work, I work hard to try to understand new things at school. 3) Caring Adult Relationships: 68% of 9th graders (this was a 1% decrease from 69% in 2017) and 74% of 11th graders (this was a 3% increase from 71% in 2017) reported having a caring adult relationship. Indicators for this domain are: At school,l there is a teacher or some other adult: who cares about me, who notices when I’m not there. 4) High Expectations: 78% of 9th graders (this was a 1% increase from 77% in 2017) and 81% of 11th graders (this was a 2% increase from 71% in 2017) reported being held with high expectations. Indicators for this domain are: At school, there is a teacher or some other adult: who tells me when I do a good job, who always wants me to do my best, who believes that I will be a success. 5) Meaningful Participation: 33% of 9th graders (this was consistent with the 33% in 2017) and 35% of 11th graders (this was a 4% increase from 31% in 2017) reported having meaningful participation. Indicators for this domain are: At school: I do interesting activities, I help decide things like class activities or rules, I do things that make a difference. 6) School Safety: 72% of 9th graders (this was a 4% decrease from 76% in 2017) and 76% of 11th graders (this was a 3% increase from 79% in 2017). Meaning: The data indicates that MVLA had an increase in 11th graders having meaningful participation, high expectations, and caring adult relationships. While there was a decrease in school connectedness for both grades, academic motivation for 11th graders, and for 9th graders a decrease in having meaningful participation, high expectations, and caring adult relationships. Use: MVLA uses these data to identify/assess the needs of the students and to incorporate the needs assessment results in the WASC Goals, LCAP, and SPSA, which lead to implementing the plans to identify services and actions to support and improve the school climate for student learning.|2021-10-12|||2021 43696170000000|Mount Pleasant Elementary|6|Results of the Surveys indicate that 72% of fifth graders report a high level of caring relationship with an adult at school, and 70% report a high level of school connectedness. These percentages are up significantly from the previous year. While 65% of seventh grade students report, caring relationships with a teacher or other adults, and 67% report a high level of school connectedness; these percentages are down from the previous year. A high percentage of Parents (88%) also responded that District schools have adults that really care about students, and District staff (87%) report that schools are a supportive place for students. Parents (83%) believe that their school promotes respect of all cultural beliefs and practices. In regards to school safety, District Staff (96%), Parents (91%), and Students (71% 5th grade, 65% 7th grade), feel Mt. Pleasant schools are safe for students. In addition, District Staff (91%), Parents (91%), and students (86% 5th grade, 69% 7th Grade) responded that “All students are treated with respect.” A high percentage of District staff (98%) reported that schools foster an appreciation of student diversity, In regards to school facilities, a high percentage of respondents feel school sites have “clean and well-maintained facilities,” (89% parents, 91% and Staff). Students feel the schoolyard and buildings are clean and in good condition most or all of the time (66% 5th grade, 54% of 7th grade). Areas for growth identified include providing opportunities for meaningful participation for students. For example, parents (70%) and students (45% 5th grade, 30% 7th grade), student mental health as an issue, while Parents (70%) feel that quality counseling or social-emotional support are provided, District staff(74%) indicate they need more professional development in meeting the social -emotions needs of students. There was a significant increase in students (32% of 7th graders) reporting they had experienced chronic sadness or hopelessness. Staff (30% District, 45% at middle school) indicate student depression/mental health is a moderate to severe concern, and 16% of 7th graders report considering suicide in the last twelve months. Bullying or harassment among students has also been identified as an area for improvement; 39 % of 7th graders reports experiencing bullying. Parents (39%) and middle school staff (70%) indicate bullying is a moderate to severe problem for students. Students (78% 5th graders, 49% of 7th graders) report an anti-bullying climate at school. Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisors and student advisors support students. Family Case managers will also be working with identified students' families to provide outreach support to connect them to additional services if needed.|2021-06-23|||2021 43696176048045|Ida Jew Academies|6|Results of the Surveys indicate that 72% of fifth graders report a high level of caring relationship with an adult at school, and 70% report a high level of school connectedness. These percentages are up significantly from the previous year. While 65% of seventh grade students report, caring relationships with a teacher or other adults, and 67% report a high level of school connectedness; these percentages are down from the previous year. A high percentage of Parents (88%) also responded that District schools have adults that really care about students, and District staff (87%) report that schools are a supportive place for students. Parents (83%) believe that their school promotes respect of all cultural beliefs and practices. In regards to school safety, District Staff (96%), Parents (91%), and Students (71% 5th grade, 65% 7th grade), feel Mt. Pleasant schools are safe for students. In addition, District Staff (91%), Parents (91%), and students (86% 5th grade, 69% 7th Grade) responded that “All students are treated with respect.” A high percentage of District staff (98%) reported that schools foster an appreciation of student diversity, In regards to school facilities, a high percentage of respondents feel school sites have “clean and well-maintained facilities,” (89% parents, 91% and Staff). Students feel the schoolyard and buildings are clean and in good condition most or all of the time (66% 5th grade, 54% of 7th grade). Areas for growth identified include providing opportunities for meaningful participation for students. For example, parents (70%) and students (45% 5th grade, 30% 7th grade), student mental health as an issue, while Parents (70%) feel that quality counseling or social-emotional support are provided, District staff(74%) indicate they need more professional development in meeting the social -emotions needs of students. There was a significant increase in students (32% of 7th graders) reporting they had experienced chronic sadness or hopelessness. Staff (30% District, 45% at middle school) indicate student depression/mental health is a moderate to severe concern, and 16% of 7th graders report considering suicide in the last twelve months. Bullying or harassment among students has also been identified as an area for improvement; 39 % of 7th graders reports experiencing bullying. Parents (39%) and middle school staff (70%) indicate bullying is a moderate to a severe problem for students. Students (78% 5th graders, 49% of 7th graders) report an anti-bullying climate at school. Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisors and student advisors support students. Family Case managers will also be working with identified students' families to provide outreach support to connect them to additional services if needed.|2021-06-23|||2021 43696250000000|Oak Grove Elementary|6|Oak Grove School District has been engaged in implementations of Positive Behavior Intervention and Supports (PBIS) with the goals of reducing incidents and disciplinary actions, and closing disproportionate suspension rate gaps between Latino and White students. In order to further support this area of need, Restorative Practices and alternatives to suspension from a book titled “Don’t Suspend Me!” by Hannigan were presented to all administrators. Through the implementation of all three approaches, from March 13, 2019, to March 13, 2020, the day schools closed due to COVID, suspensions were reduced for all students by 60%. In the year 2020-2021, during the COVID closure, we had a total of 2 suspensions during distance learning. The district surveyed 5th and 7th graders to complete the 2020-2021 California Healthy Kids Survey. Highlights from California Healthy Kids Survey: The percentage of 5th and 7th grade students in 2018-19, who felt safe within a positive school environment were 80% and 61%, respectively. The percentage of 5th and 7th grade students in 2019-20, who felt safe within a positive school environment were 84% and 58%, respectively. The percentage of 5th and 7th grade students in 2020-21, who felt safe within a positive school environment were 81% and 61%, respectively. Based on the results from the climate survey, OGSD meets standard for school climate. Data points to an increase slightly from middle school students perception of safety. The initiatives implemented seemed to increase our results slightly. Through data analysis and goal setting through differentiated assistance, a strategic roll-out of alternatives to suspension will work to further reduce suspensions overall, but with a target to students with disabilities. Therapeutic Crisis Intervention training (TCI) will continue for all site administrators and key support staff. School Linked Services (SLS) Program Specialists will provide Suicide Prevention Training (QPR), coordinate services with community agencies, align services provided by the district mental health support staff, organize and facilitate a tiered model of mental health interventions, and respond to crisis situations. Training on socio-emotional learning will be provided to staff and families.|2021-06-17|||2021 43696410000000|Palo Alto Unified|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. PAUSD administers the California School Climate Health and Learning Survey (CalSCHLS) on a biennial basis for students in grades 5, 7, 9, and 11. However, in 2020-21, PAUSD administered a Social Emotional Learning survey through Panorama, grades 6-12. Overall, the percent of students responding favorably related to CORE SEL Competencies increased for growth mindset (67% to 71%) and self-efficacy (55% to 57%), remained stable in social awareness (66%), and slightly declined in emotion regulation (45% to 46%) when compared to the previous year. In comparison to other districts in the CORE data set, PAUSD performed in the 50th-60th percentile in all CORE sub-scales. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? Compared to the Spring 2020 Panorama survey, the Cultural Awareness and Action sub-scales showed a 9-percentage point increase (36% to 45%) in comparison to the previous year’s administration and represent the area of the greatest improvement. Rigorous expectations which measure the extent that students believe teachers hold them to high expectations slightly increased (63%), however falls only in the 40th percentile when compared to the CORE districts data set. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? PASUD Secondary schools will participate in a data inquiry and planning session to learn more about interacting with the Panorama platform, as well as ways to identify students who have responded less favorably to SEL questions. Future use of the Panorama platform will include grades 3-5, and possible parent surveys.|2021-06-08|||2021 43696660000000|San Jose Unified|6|San José Unified School District uses an annual student climate survey to measure student safety and connectedness. In 2020-21, 90% of elementary school students, 91% of middle school students and 91% of high school students report that they feel connected to their teacher, classmates, and school. This is an increase from the previous year for elementary, middle and high school students. Based on the results from the climate survey, SJUSD meets standard for school climate. Even though our students worked within the virtual environment during this year of the COVID pandemic, SJUSD has striven to continue forming connections and creating engaging content and classroom environments for its students. Teachers and counselors were trained around how to make a virtual classroom more engaging, how to recognize and manage trauma in students and how to engage in self-care. We utilized the Strengths and Difficulties Questionnaire (SDQ) to identify and reach out to students potentially at risk prior to the start of the school year and then again at the middle and high school level at the end of the first semester. We created regular check-in periods for students who needed a little extra support and utilized our counseling agency partnerships to offer Tier III counseling for students who needed that. SJUSD bus drivers made home visits in October and November to try to locate students with whom we had no or very little contact. Site and district staff worked diligently together to locate other missing students. Site principals have made daily calls to students who are not regularly engaging. SJUSD is already working on a new counseling initiative to unify the work of our various counseling teams with an eye toward more consistent support for any student at any grade level. We will continue educate our staff in trauma-informed practices and grading for equity in the coming year.|2021-06-24|||2021 43696660131656|ACE Inspire Academy|6|ACE is in partnership with Panorama Education and the CORE data collaborative for it’s survey administration. ACE administers student and staff surveys twice a year (mid and end of year) and an annual end of year survey for it’s families. ACE was unable to administer the end of year survey for the Spring of 2020 due to school closures due the the COVID-19 pandemic. From ACE’s 2020-2021 year survey administration the following data was collected: Safety: 2020-2021 surveys: There was a 3% increase from the mid year (81%) to the end of year (84%) survey administration where students reported overall a feeling of safety. While 97% of students responded favorably to the question, “How safe do you feel when you are at school or in online school sessions?” Though almost all students felt safe at ACE, over 70% of students also reported being pushed, lied about, or had inappropriate comments or gestures done to them or said about them. Connectedness: 2020-2021 surveys: There was a 1% increase from the mid year (92%) to the end of year (93%) survey administration where students reported overall sense of belonging (School Connectedness). While 93% of students responded favorably to the question, “Do you feel like you are part of this school?” Students also reported favorably when asked if they are happy to be at this school (95%), teachers treat students fairly (97%), and that students feel close to people at schools (85%). Overall this data shows that ACE students have positive interaction, relationships with ACE staff, and have a positive outlook towards ACE in general. It is not surprising to see positive responses in this area, as one of ACE core values is around staff and student relationships. At ACE, We believe strong relationships lead to student success. We believe relationships are the fundamental lever of generational change; staff, families, and our communities are the agents of that change. ACE is committed to an interconnected school community based on genuine respect and compassion where relationships are integral to the success of all. These connections can be attributed to ACE’s focus on community outreach, school culture and emphasis on ACE’s core values. Adults at ACE care about student connections and student learning. There is continued work to be done at ACE on peer to peer interactions and fostering opportunities for students to report positive connections with their peers. ACE currently does not collect data on positive peer to peer interactions. This data point could be used to compare to the negative interactions to ensure ACE reduced the percentage of students who experience these forms of interactions.|2021-06-16|ACE survey’s students on Self Efficacy, which measures one of ACE’s Strategic Plan goals of Voice and Choice. The idea of Voice and Choice is to get Students to learn to develop resilience, personal agency, and a commitment to their learning and their future. The survey data shows that there is still work needed to be done in increasing the percentage of students who report favorably having high efficacy. In the 2020-2021 survey administration there was a 3% decline from 59% mid year administration to 56% at the end of year. This could be attributed to the impact of the pandemic along with other stressors brought on by online learning. ACE has partnered with Sown To Grow to provide a space where a student can reflect on daily goals and their social emotional reflection questions. This daily practice that ACE students participate in is a tool that supports students to advocate for themselves, be confident with their peers and which will then translate to their education.||2021 43696740000000|Santa Clara Unified|6|Two CHKS Learning from home surveys and our county SEL survey provided valuable feedback from students and families. According to the CHKS survey, 85% or more 4th/5th grade students stayed academically motivated while learning from home and over 80% reported having caring relationships with school adults. The parent responses to the CHKS showed 73% (70% for secondary) of parents agreed that their child was motivated to complete schoolwork and 72% parents of 4th/5th grade students reported that school-parent communication provided support for both academics and social-emotional learning. The Social-Emotional Learning/College and Career Readiness (SEL/CCR) Survey provided by our county office of education, was administered in February, 2021 to all students in grades 3-12. Results of the SEL/CCR survey show that students' positive responses either maintained or increased compared to the prior (non-pandemic) administration. In particular, Academic Perseverance increased from 78% to 80% positive. Although responses related to "Classroom Context'' (such as feeling respected, teachers listening, feeling safe), Learning Strategies and Social Skills either maintained or has increased positive response overall and for student groups (ethnicity, income, language fluency, IEP), these 3 domains remained under 80% positive for the 3rd consecutive year. These 3 domains will be a focus of improvement for the next 3 years of this LCAP. District and site leaders will analyze student responses and gather additional data (including adult/teacher practice data) to inform next steps in improving students' experiences in these domains.|2021-06-24|SCUSD has continued to be disproportionate in the suspension of Hispanic/Latinx students. During this next 3 year cycle of LCAP we will continue to broaden and deepen our district's commitment to equity and social justice and anti-racist practices. Prior to COVID, all secondary staff had been trained in Restorative Practices and in the next 3 years, that training will be renewed. We continue to implement PBIS and/or Responsive Classroom systems and strategies at the elementary level. We are continuing the process of implementing and refining systemic and systematic MTSS district wide. Finally, we have established a district/community Equity and Social Justice Committee that is planning and guiding the continued work of ensuring that all SCUSD staff are grounded in culturally relevant and anti-racist practices.||2021 43696820000000|Saratoga Union Elementary|6|SUSD administered the California Healthy Kids Survey in the spring of 2021. At Redwood Middle School 100% of the 6th-grade students participated, 90% of the 7th-grade, and 46% of the 8th-grade. The validity of results is adversely affected if the student response rate is lower than 70%. School Engagement and Supports: School connectedness G6-75% G&-73% G8-65% Academic motivation G6-68% G7-65% G8-56% Caring adult relationship G6-70% G7-66%. G8-59% Meaningful participation G6-33% G7-26% G8-14% School safety: School perceived as very safe or safe. G6-81% G7-86% G8-76% Experienced any harassment or bullying G6-11%. G7-15% G8-31% Had mean rumors or lies spread about you G6-14%. G7-18%. G8-19% Substance Use: Current alcohol or drug use G6-0%. G7-2%. G8-0% Marijuana, cigarette smoking, vaping. G6-0%. G7-0%. G8-0% Routines: Eating breakfast. G6-83%. G7-86%. G8-63% Bedtime (before 11:00pm). G6-76% G7-65%. G8-34% Sleep deprivation (less than 8 hours). G6-12% G7-12%. G8-29% Social and Emotional Health: Social-emotional distress. G6-18% G7-19%. G8-36% Considered Suicide G6-4% G7-10% G8-17% Optimism G6-66% G7-64%. G8-44% Gratitude. G6-73% G7-66%. G8-64% Summary of RMS. In comparisons with neighboring districts and statewide results SUSD students rank similarly in areas of School Engagement and Supports with exception of Meaningful Participation where our students are a bit low. This could be due to a year of distance learning where many of the hands-on and group activities did not take place in the same manner as in the past. In the area of school safety SUSD students substantially more positive than many other schools with school perceived safety nearly 20% higher and experiences with harassment, bullying, and rumors nearly 40% lower. Substance use is exceptionally low. Routines are a concern in the 8th-grade population with sleep deprivation at 29%. Social and Emotional Health compared to statewide results is very similar. One particular area of concern is the 8th-grade 17% that have considered suicide. As a result of the data SUSD has attributed many LCAP services and actions in Goal 2 to emotional well-being including Acknowledge Alliance services, hiring a social worker with a PPS credential, hiring 2 behavior aides, summer school Jumpstart and parent education workshops so parents know more about services that will be available. At the elementary levels, 99% of the 3rd-graders participated, 98% of the 4th-graders, and 98% of the 5th-graders. School Engagement and Supports: School connectedness G3-83% G4-80% G5-78% Academic motivation G3-89% G4-85% G5-83% Caring adult relationship G3-80% G4-80%. G5-71% Meaningful participation G3-37% G4-34% G5-40% School safety: Feel safe at school G3-90% G4-86% G5-85% Called bad names or target of mean jokes G3-15%. G4-28% G5-21% Had mean rumors spread about you G3-8%. G4-13%. G5-16% Continued below|2021-06-24|Continued from above: School Disciplinary Environment: Rule clarity G3-87% G4-89% G5-88% Students treated with respect. G3-93% G4-89% G5-88% Routines: Eating breakfast. G3-86%. G4-88%. G5-92% Late Bedtime (after 10:00pm). G3-26% G4-33%. G5-42% Sleep duration (8 hours or more). G3-96% G4-98%. G5-95% Social and Emotional Health: Frequent sadness G3-6% G4-9%. G5-11% Self-efficacy G3-84% G4-85% G5-79% Wellness G3-83% G4-76%. G5-74% Summary of Elementary. Most of the results for SUSD elementary students were positive, especially considering that this has been a difficult school year due to COVID-19. There are several areas in the LCAP where services and actions will be implemented in Goal 2 for social-emotional well-being including new SEL curriculum (Toolbox), a 50% SEL TOSA, summer school Jumpstart with a focus on social interaction and connecting to nature. In addition, we are addressing the need for increased Meaningful Participation with PD by John Muir Laws on nature journaling, a gardening paraprofessional, and a new ELA/ELD pilot and curriculum.||2021 43697080000000|Union Elementary|6|Annually, Union School District distributes a Perception Survey to all students in grades 4-8. The survey is based on a 5 point scale (Disagree to Agree) from which scores are averaged. In 2019-2020, USD students reported the average score of 4.1 regarding their perception of school safety, by responding to the statement, “When I am at school, I feel I am safe.” The following statements and averages represent student responses related to a sense of belonging and connectedness at school. “My teacher listens to my ideas” - 3.9. “My principal cares about me” - 4.1. “My teacher believes I can learn” - 4.4. “Students at my school treat me with respect” - 3.7. “I am safe from bullies” - 3.9. Examples of programs and events that support these results include Project Cornerstone, Where Everyone Belongs (WEB), SLED (Students Leading Education), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons. In the 2020-21 school year, due to the pandemic, the perception survey was distributed through the LCAP annual survey. Students responded to the same statements in the following way: “When I am at school, I feel I am safe” 4.2 , “My teacher listens to me” 4.2 “My principal cares about me”, 4.2 ”My teachers believes I can learn”4.6, “Students at my school treat me with respect” 3.9, “I am safe from bullies” 4.1.|2021-06-14|Met In the 2019-2020 school year, one of the goals for all of our schools was creating a sense of community and belongingness for all students. In the 2020-2021 school years, this became a heightened focus as teachers and students learned to connect predominantly through distance/hybrid learning for a large part of the school year. The addition of a Social Emotional Website, created in collaboration with the Santa Clara Office of Education, helped provide teachers and staff with a variety of resources to help encourage student connectedness. With an increase of between .1 and .3 in every survey question asked in the 20-21 school year, it is evident we continue to grow as teachers and staff help students to feel heard and feel safe. Union is proud that, even through a pandemic requiring distance/hybrid teaching, the ability to make connections with students remained a key goal and translated positively to student perceptions.||2021 43733870000000|Milpitas Unified|6|The District Climate Survey was administered in March 2021. The elementary responses totaled 496 or 47% of all respondents. The secondary responses totaled 562 or 53% of all respondents. Below are the key results. Safe traveling to a from school: 86% (agree + strongly agree) Threaten to hurt or pushed/shoved: 88%-89% (disagree + strongly disagree) Rumors spread about me: 88% (disagree + strongly disagree) Questions related to caring, respectful adults: 92%-95% (agree + strongly agree) When asked the specific question of students’ top priority for their school to improve upon, they reported safety (26.6%) and peer bullying (25.8%). This is concerning and we hope to dive deeper into this through further climate surveys for our CCEIS Plan and through qualitative interviews. However, when we look specifically at the question that asked if students felt safe in their environments to be able to thrive academically, the vast majority of students reported they strongly agree or agreed. MUSD students reported they feel safe at school and feel cared for and respected by staff (92-95%) regardless of cultural backgrounds, races or ethnicities. This data reveals an opportunity to focus on high expectations while ensuring students are engaged in joyful, rigorous learning. MUSD’s Learning and Development Team will be focusing on building this capacity in the site administrators building on the strong climate and culture to develop consistently rigorous and culturally responsive instructional practices.|2021-06-08|||2021 43771490137315|KIPP Navigate College Prep (SBE)|6|The School Culture Survey was used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family-school culture experience. These results show that 77% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Given students are only on campus in a limited capacity, our survey questions were adjusted to better capture the experience in distance learning. Instead of “feelings of safety at school” we most recently surveyed feelings of “emotional safety” during distance learning. Questions under emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 72% of KIPP students surveyed responded positively to feeling a sense of belonging at school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture.|2021-06-02|KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.||2021 44104470000000|Santa Cruz County Office of Education|6|As of June 2021, we are still awaiting the results of our CA Healthy Kids Survey but we do have local survey data and our previous Healthy Kids Survey data. According to our local survey, just over 95% of families indicated that our school staff is dedicated to the academic success of their student and 90% of families indicate their student feels safe at school and 95% of families report feeling comfortable approaching staff with concerns. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected as appreciated and important according to our family survey. According to our student survey, 89% of students feel our staff is dedicated to their academic success with 8.8% not having an opinion on the questions and 87.6% of students feel safe at school with 10.6% not having an opinion on the question. Just over 80% of students report feeling comfortable approaching staff about concerns with 17% not having an opinion. The student responses to our survey were aligned to the family responses with more students opting to use the no opinion or neutral option. Our student focus groups added to the data and our students reported enjoying their school community, the teachers and staff, flexibility, and small size. The students described their school work as appropriately challenging and hoping for more resources for field trips, engaging curriculum and activities. From our staff survey, 92.6% believe the staff is dedicated to student academic success and 94% believe our schools are safe. 86.8% of staff report feeling comfortable discussing concerns with their colleagues. The feedback from our surveys, focus groups, and family meetings have directly impacted our LCAP goals and actions for 2021-2024. We are taking action to add more mental health supports, provide more opportunities for family engagement, and organizing more connections with community organizations. Our results have been consistently positive when it comes to school climate and we strive to do better each year and listen and learn from our community.|2021-06-24|||2021 44697320000000|Bonny Doon Union Elementary|6|Data: Our students report on our local survey that our school climate and culture provides a safe, nurturing learning environment. This year, the results show a slight increase from the past year (7%) in terms of students feeling safe, and an increase in connections with a trusted adult at school (6%). Meaning: In spite of the pandemic and wildfire, our students are reporting closer connections to their classroom teacher and instructional aides. As we re-emerge from the pandemic and some of the gathering restrictions, we will pay careful focus on school climate and culture. As a result of the pandemic, classes were isolated from one another; however, as some of these restrictions are eased, we will be putting careful attention to rebuilding the school-wide community. Nonetheless, we are pleased that our students express they are feeling safe and connected while at school. Use: We are adjusting our staffing to include a designated person to work with students, staff and community to maintain a safe and respectful school environment. The Climate and Culture Lead will work to deepen cross-grade connections (since we only have 1 classroom/grade). We are increasing the availability of social-emotional counseling support. Finally, we will be working participating in a professional learning series to expand social and emotional learning as well embed it in the content area instruction.|2021-06-17|||2021 44697570000000|Happy Valley Elementary|6|HVESD does not used the CHKS but rather, a local survey. Here are the results: Over 95% of all stakeholders believe their children have adequate access to reading, writing, and math. 85% fell the school addresses their concerns. 85% feel teachers support academic needs. 90% feel the school provides academic resources. 91% feel the report card clearly communicates student performance. 91% feel positive about the education their children are receiving at HVS. 90% feel the school facilites are in good repair. 79% feel the school provides sufficient resources to address physical or emotional conflict. 78% feel that they are aware of a supplemental social emotional curriculum that has been adopted by all grades. 79% feel the school discipline policies and procedures are clearly communicated and effective. 97% feel the school treats their child with respect. 96% feel the school helps students to be their best selves during the school day. 97% are aware of the attendance and tardy policies. 90% feel welcome at school and empowered to participate in activities. 97% are aware that all parents are members of the parent club 97% are award of the fundraising needs of the school. 96% feel their phone calls/emails are returned in a timely manner. 94% feel the front office is available to help. 93% feel the principal is accessible to them. 84% feel the website is informative and useful. 88% feel the newsletter is informative and useful. 93% overall satisfaction with Happy Valley School District. A more defined SEL program will be one of the goals of the LCAP as well as safety and discipline procedures. In addition, the newsletter and website will be investigated on how to improve both platforms.|2021-06-16|||2021 44697650000000|Live Oak Elementary|6|Though we administered the California Healthy Kids Survey to 5th and 7th graders in January 2020, we do not believe those data to be the most timely for our current planning processes; in this section we report on results from a survey conducted in January 2021 of students in grades 4-8 (during which they were still in Distance Learning only). This survey covered students' successes and challenges with distance learning, their emotional well-being, and the support they thought they would need upon their return to in-person instruction. The LCAP Stakeholder Committee on "Physical and Social-emotional Wellness," which consisted of parents, administrators, teachers, and community members, reviewed the survey data to determine areas of strength, challenges, and barriers (reflected in the "Meaning" section) and recommended revisions and actions/services to include in the 2021/22 - 2023/24 LCAP for continuous improvement purposes (reflected in the "Use" section). DATA: On the positive side, students most commonly reported being happy and confident/proud of themselves on a regular basis (over 60% of students). Ninety percent reported having a family member they could turn to for support. Two-thirds of elementary students and 83% of middle school students reported that distance learning was going at least "good" for them and reported their attendance of Zoom meetings as a success. (On average, District-wide attendance for 2020-21 was 95%.) Students also reported struggling to maintain a growth mindset. They indicated feeling frustrated, anxious, and bored as well as a desire for more structured opportunities to socialize with their peers (either online or in-person). Elementary students specifically identified concern around COVID-safety and a need for help with math upon their eventual return to in-person school. Middle school students identified math, English language arts, and their ability to focus and the top three areas they would need help with upon a return to in-person school. MEANING: Strengths- The quickly expanded 1:1 technology device program across the District (TK-8) has accelerated students' technology skills. There is increased access to the internet in families' homes. Teachers have received ongoing professional learning on social-emotional wellness and trauma-informed practices. Teachers are more familiar with identifying and supporting the social-emotional needs of their students. Counselors have sent home social-emotional learning resources to families, thereby increasing their knowledge and skill set as well. Challenges- There is still frustration around technology issues. Students are concerned about keeping themselves and their families safe from COVID. There was a wide-scale lack of social connections for students and many students have had a lack of physical activity.|2021-06-16|Barriers- The survey indicates students are struggling with their own self-efficacy and motivation in completing homework. Public Health guidelines pose a significant barrier to students socializing with their peers in person, and Zoom fatigue/concern about too much screen time pose a barrier to virtual gatherings. Existing institutional racism was evident in the disproportionate rates of COVID infection in the County. Students and families that tested positive faced stigma. Furthermore, families that had to return to work the soonest, often those in the service industry, faced higher levels of stress and risk; at the same time, child-rearing and school support often fell to the oldest siblings, most often girls. Finally, despite District and community efforts, inequity in access to stable internet persists. USE: Revisions- Extend counselors' hours at each school site. Provide continued training and an ongoing emphasis on trauma-informed care and practices. Create an explicit and user-friendly process by which staff can refer students to Cradle to Career's Community Care Team. New actions/services- In order to promote and support physical and social-emotional wellness, reinstate the elementary P.E., art, and music programs, as well as after-school sports at Shoreline Middle School. Provide more after-school activities (considering in-person and virtual options) for students to engage and connect with their peers around topics of interest.||2021 44697810000000|Pacific Elementary|6|Pacific Elementary utilized two student surveys about school climate this year. One was the California Healthy Kids Survey (CHKS). The other was the Youth Truth (YT) Survey. We have yet to receive the results from the CHKS, so we can't yet analyze those results. The YT survey yielded very positive results. There were six areas of social-emotional learning assessed in the YT survey. Pacific was rated well above average on all but one area (academic expectations), and was the very top school in the nation (out of 650 schools surveyed) in one category (student-adult relationships). The academic category was still above average, but is clearly the area that we should work on. And while the pandemic and staffing problems that we experienced this year undoubtedly contributed, and aren't expected to be factors in the future, we will still strive to address it without sacrificing our relationships with students.|2021-09-21|||2021 44697990000000|Pajaro Valley Unified|6|Every other year (except during the COVID closure), Pajaro Valley Unified School District administers the California Healthy Kids Survey (CHKS) in grades 5th, 7th, 9th and 11th. The last California healthy Kids Survey was administered in April of 2019. Since the last California Healthy Kids Survey, student school connectedness was stable or slight decline, while academic motivation and high expectations increased for middle and 9th grade school students. Across all grade levels, students perception of school safety was stable or increased. Chronic truancy for grades 7 and 11 increased while grade 9 decreased. In looking at the data, PVUSD has strengths with respect among adults to students, student to student and student to adults and the culture of fairness. Growth areas are academic rigor, student engagement and chronic truancy. In addition to the CHKS, Pajaro Valley Unified Administers the Youth Truth Survey each year to our students, staff and families. According to the Youth Truth Data from the Fall of 2020, 67% of our elementary students agree or strongly agree they feel like a real part of their school community and 40% agree or strongly agree students behave well in class. Sixty-two percent of middle school students agree or strongly agree they can usually be themselves around other students, with White students having the highest percentage at 67% and African American students the lowest at 58%. English Language Learners were slightly above the average at 63% while 56% of Non-English Language Learners agreed or strongly agreed. Additionally, 52% of middle school students agree or strongly agree the discipline in the school is fair, with White students having the highest percentage at 62% and LatinX students the lowest at 52%. Non-English Language Learners had a 4% higher agree or strongly agree percentage rate than English Language Learners with percentages of 56% and 52% respectively. Fifty six percent of high school students agree or strongly agree they can usually be themselves around other students, with White students having the highest percentage at 61% and African American students the lowest at 40%. Moreover, 49% of high school students agree or strongly agree the discipline in the school is fair, with White students having the highest percentage at 57% and African American students the lowest at 12%. To address the areas of growth, PVUSD has launched several initiatives including the Latino Film Institute, El Sistema, Save the Music, Ethnic Studies course offerings and graduation requirement as well as remodeling of classrooms to mirror 21st century learning environments. Additionally, 100% of PVUSD schools have implemented Positive Behavior Interventions Supports (PBIS) with early adopters strengthening their implementation with 15 schools receiving bronze level, 8 schools receiving silver level, and 3 school receiving gold level recognition by the state. To support the fluctuating needs of students, all schools have|2021-09-08|||2021 44697990117804|Ceiba College Preparatory Academy|6|Ceiba’s findings from the California Healthy Kids Survey: SCHOOL ENGAGEMENT, SUPPORTS, STUDENT PERCEPTION Students see promotion of parent involvement as a strength. Roughly two thirds of students reported feelings of connectedness to school and motivation to participate in academics. Both middle and high school students felt that they have caring adult relationships and high expectations from adults in school. Unsurprisingly, few students felt that they had meaningful participation in establishing rules, procedures, and norms at school in a distance learning / hybrid year. SCHOOL AND STUDENT SAFETY Both middle and high school students reported that the school facilities are clean and tidy. The majority of students perceive school to be safe or very safe. Unsurprisingly in a distance learning/hybrid environment, the vast majority of students reported that they had never experienced bullying or harassment of any kind. About a quarter of students self-reported missing at least one day of school in the previous month despite simpler requirements for positive attendance. ROUTINES, HABITS, AND SOCIAL-EMOTIONAL HEALTH An alarming number of students reported feelings of chronic sadness or hopelessness, with a higher rate of reporting in middle school. We recognizes that this past year was difficult and even traumatic for many of our students and families. The school has allocated increased resources to social-emotional well-being and mental health initiatives including the hiring of a full time social-emotional counselor on campus. We will continue to monitor these findings closely. We relied heavily on our multi-tiered web filter which provides email, document, and social media monitoring for negative sentiment, bullying, and self-harm. New services that continue into the current year include live staff members at Securly reviewing every flagged communication and escalating to our senior administrators and support counselors 24 hours a day. This allowed us to intervene in more than one credible threat of self-harm during the 20-21 school year after school hours. It is reassuring to see that about 70% of our students in all age groups report that they have a trusted adult that cares about them. This reaches nearly 90% of students who have identified a trusted adult. Reports of feeling supported by trusted peers are similarly high, with about 10% higher positive reporting in high school than in middle school. Reports of self-efficacy increase from middle to high school and presumably the longer students stay with us at Ceiba, the greater their ability to problem solve, demonstrate growth mindset, and feelings of pride in self and accomplishments. SUBSTANCE USE With students at home and largely unsupervised during this time, it is impressive that students reported very low substance use numbers for all age groups.|2021-11-02|||2021 44697994430229|Pacific Coast Charter|6|According to the Fall 2020 Youth Truth summary results, overall school culture was rated in the 84th percentile, and relationships fell in the 85th percentile. Areas of improvement were found in the areas of belonging and peer collaboration and college and career readiness. The school will be working with the new counselor (TBH) on improving student connection to post secondary plans, but since the results for belonging and peer collaboration had dropped significantly from prior years, the low numbers could have been a result of the conditions brought on by the national lock-down.|2021-05-24|||2021 44697994430245|Diamond Technology Institute|6|According to the Youth Truth results, overall School Culture summary landed in the 75th percentile. College & Career Readiness in the 89th percentile and Relationships in the 69th percentile. Overall, areas of improvement were identified in Engagement, Belonging & Peer Collaboration. These areas dropped dramatically from previous years most likely due to distance learning challenges. Because of this, we implemented an in person summer session as well as a incoming ninth and 10th grade Summer Seminar geared toward address the decline in the identified areas of need. We will know the results of these efforts wen the next Youth Truth Results are published.|2021-05-25|Criteria is Met||2021 44697996049720|Linscott Charter|6|A climate survey was taken in May 2021. All stakeholder groups were surveyed. Our students were given two versions of the climate survey, 3rd-6th grade, and 7th-8th grade. Our key learning was that 99% of our students in grades 3-8 feel safe at Linscott. 86% feel safe all the time, while 13% feel safe most of the time. Our 3rd-6th graders are more proud to be Linscott students than their older counterparts. 100% of 3rd-6th graders are happy to be at Linscott with 90% reporting that they are happy to be a Linscott student all the time. This percentage drops significantly in 7th and 8th grade with 67% reporting that they are proud to be a Linscott student all the time. Both groups showed strong connections with their teacher with 94% stating that their teacher cares about them. Based on the surveys, Linscott has created an after school program, after school clubs, and sports teams. All three programs were listed as immediate needs by both our student body and family feedback.|2021-10-19|||2021 44697996049829|Alianza Charter|6|Alianza uses the YouthTruth Survey to survey students on engagement, relationships, culture and belonging & peer collaboration. Students at Alianza were surveyed in November 2020 about their perceptions of their school in terms of Engagement, Academic Rigor, Relationships, Belonging & Peer Collaboration, and Culture. In addition, students provided feedback about Emotional and Mental Health and Diversity, Equity, and Inclusion. In order to put student feedback into context, this report compares Alianza students' ratings to the ratings from students at 429 other middle schools across the country. Compared to other participating middle schools, Alianza's highest rated themes were: Culture Relationships and the lowest rated themes were: Academic Challenge Belonging & Peer Collaboration Compared to other participating middle schools, Alianza's highest rated question within the key themes was: My classmates want to do well in school. (which is in the Culture theme) and the lowest rated question within the key themes was: I take pride in my school work. (which is in the Engagement theme) Respondents also provided feedback about Emotional and Mental Health. For example, 67% of respondents responded positively to the question: Overall, how do you feel about your life?. Respondents also provided feedback about Diversity, Equity, and Inclusion. For example, 51% of respondents responded positively to the question: My school has made me more interested in getting to know people of diverse backgrounds.. This report represents feedback from 252 students. Based on the enrollment data provided, you had a 91% response rate.|2021-05-18|To improve school school culture and climate, Alianza has begun to implement PBIS school wide. In addition, we have implemented a series of Social Emotional Learning lessons in all k-8 classrooms. We are also using Sanford Harmony for social emotional learning. This year we are also planning to receive professional development in trama informed classroom management and restorative practices in discipline.||2021 44697996119077|Watsonville Charter School of the Arts|6|Every other year (except during the COVID closure), WCSA administers the California Healthy Kids Survey (CHKS) in grades 5th and 7th grade. The last California healthy Kids Survey was administered in April of 2019. Since the last California Healthy Kids Survey, student school connectedness is stable or slight decline, while academic motivation and high expectations increased for middle school students. Across all grade levels, students' perception of school safety was stable or increased. In looking at the data, WCSA has strengths with respect among adults to students, student to student and student to adults and the culture of fairness. Growth areas are academic rigor, and student engagement. In addition to the CHKS, WCSA Administers the Youth Truth Survey each year to our students, staff and families. According to the Youth Truth Data from the Fall of 2020, the highest rated themes were Culture (95%) and Relationships (95%). The lowest rated themes were Academic Challenge (58%) and Engagement (76%). 59% of all students positively feel that WCSA has made them more interested in getting to know people of diverse backgrounds, which follows along with our diversity and inclusion goal. The lowest rated question and focus for the school year was how student’s valued and felt proud of their own school work. We believe that this was a direct impact of Covid-19 School Closures and Distance Learning. To address the areas of growth, WCSA has launched several initiatives including Positive Behavior Interventions Supports (PBIS) where we received the Bronze Level of Achievement, AVID (Advancement Via Individual Determination), Naviance for College/Career Readiness, hired an art therapist to address the SEL needs of students, and Restorative Practices for addressing the feeling of belonging in the classroom and school.|2021-10-05|||2021 44698070000000|San Lorenzo Valley Unified|6|The district utilized the district-created LCAP Survey and the California Healthy Kids Survey to determine the district's progress in improving school climate. Parents indicated in the LCAP Survey that the district had great teachers and that school communication and district communication were a strength for the district. The survey also revealed that the school climate was improved by the district's handling of the COVID-19 situation and the implementation of Distance Learning. The LCAP Survey also revealed that parents felt like school hybrid schedules should have been implemented sooner and that students were in need of opportunities for socialization activities. The California Healthy Kids Survey indicated that 69% of 11th graders believed that most of the time or all the time, they felt like there were caring adults at school. Seventy-seven percent of the 11th graders stated that they felt like school was a safe place and 66% said they were connected to school. Seventy-two percent of the 5th grade reported that they felt safe at school. Middle school students responded they felt safe at school as follows: 7th grade - 56% and 9th grade - 59%. This may mean that additional measures need to be implemented to help all students feel safe. SLVMS will begin Trauma-Skilled Instruction and will work closely with "The Drop Out Prevention" organization throughout the 2021-2022 school year.|2021-06-16|||2021 44698070110007|Ocean Grove Charter|6|In the spring of 2021, all students in grades 5, 8, & 12 were asked to complete our School Climate survey, which measures student satisfaction with their school, school connectedness, & school safety. Of our 5th, 8th, and 12th grade students, 29.6% responded to the survey, meeting our goal of at least 25% participation. Overall, 41.6% of respondents were male and 48.3% were female, and 10.1% declined to state. As with our previous survey, the vast majority of students responded positively in all areas. Survey highlights: - 81% of 5th graders, 89% of 8th graders, and 100% of 12th graders feel their school experience is a positive one most or all of the time. - 89% of 5th graders felt that their teachers encouraged them to do their best most or all of the time. - 96% of 8th graders, and 100% of 12th graders felt that their teachers gave them feedback on their school work most or all of the time. - 71% of 5th graders, 85% of 8th graders, and 86% of 12th graders felt they participate in decisions regarding what they learn about in school most or all of the time. - 86% of 8th graders and 95% of 12th graders felt their teacher cared about their post-high school college and career plans most or all of the time. - 82% of 5th graders, 88% of 8th graders, and 90% of 12th graders felt successful at school most or all of the time. - Of those who participate in school-sponsored activities, 94% of 5th graders, 97% of 8th graders, and 100% of 12th graders indicated they felt safe most or all of the time while participating. Our lowest scoring item centered around whether students felt that there were opportunities to participate in school-sponsored activities. These would include field trips, park days, family days, etc. For this item, 44% of 5th graders and 52% of 8th and 12th graders felt that opportunities were available. This is not surprising during this past year of Covid closures and limited ability to provide in person gatherings. However, we did have a large increase and interest in school clubs, which were held in an online format. The full results of this survey can be found at: https://drive.google.com/file/d/1AYqrQAWxaFa2kbXq_PrsWYOkMImP27_F/view?usp=sharing|2021-06-02|In addition to the data in our narrative, our survey also asked respondents to rate how likely they would be to recommend our school to others. This is ranked on a 5 point scale from extremely likely to extremely unlikely. The results, broken down by grade level, are also positive. 5th: Favorably: 70%, Neutral: 25%, Unfavorably: 5% 8th: Favorably: 71%, Neutral: 23%, Unfavorably: 6% 12th: Favorably: 90%, Neutral: 5%, Unfavorably: 5%||2021 44698150000000|Santa Cruz City Elementary|6|During distance learning, Santa Cruz City Schools continued to monitor students' social emotional health through teacher observation, ThoughtExchanges, individual student empathy interviews, social emotional referrals from staff, and through our annual Social Emotional Health and student LCAP input surveys. 1. DATA LCAP Elementary Survey Data: "I feel connected and engaged with school" 2019: 81.5% 2020: 66.7%--decreased 14.8% Social Emotional Health Survey: "I feel connected and engaged with school": 67% "I feel that the school recognizes and values student accomplishments": 82% "When I have problems or challenges, I feel there are adults at the school to help and support me": 77% "I feel that teachers and administrators care about all students": 87% 2. MEANING: Overall, we saw a decline in students who felt connected and engaged with school. Many of our students struggled with losing socialization and personal connections due to distance learning. Though attendance rates were high last year, true connections and engagement were challenging. It must be noted, though, that elementary students continued to have a positive attitude towards school, especially around adults recognizing accomplishments, supporting students and caring about them. 3. USE: In 20-21, once we were allowed we brought on small cohorts of student in-person, and we targeted students who were not engaged in distance learning and who were struggling with their mental health and social emotional state. Additionally, we invited all students to participate in our summer programs which offered both academic and social emotional support, and we were pleased to serve 446 students. Our PBIS aides continue to support student behavior on campus, and our elementary counselors support students both academically and personally. Each elementary school site continues to implement social emotional support programs, including Second Step, a program that supports students with behavior self-regulation and decision making. This year, sites have also contracted with Soul Shoppe, a program that gives students tools to self-regulate, support friends, and resolve conflict as well as develop skills to have healthy relationships at school and at home. Additionally, there is an increased focus on mindfulness and behavioral support through Zones of Regulation. We developed and implemented strong attendance systems and outreach in 20-21, and we continue to implement them (including home visits) in 21-22.|2021-06-16|||2021 44698490000000|Soquel Union Elementary|6|DATA: Reflections on and key learnings from the California Healthy Kids Survey based on results below indicate that there is a higher percentage of students in SUESD grade 7 who feel connected to and safe in school in relation to the county’s average percentage, but lower than the state average. However, the percent of students who felt neither safe nor unsafe was 25% indicating that either students didn’t know how to respond since they were not on a physical campus for the majority of the school year, or that they were unsure of and/or ambivalent about answering that question. In grade 5, the comparison to state results were mixed, having a higher percent of connectedness but a lower level of felt safety. California Healthy Kids Survey Results for SUESD Students in 2020-2021 % Feel Connected to School Grade 5: 64 Grade 7: 65 % Feel Safe at School Grade 5: 57 Grade 7: 69 Universal Screener Student Data (measurement of risk) 81% Participation in Screening 5% Rated Extremely Elevated MEANING: Disaggregated results of the California Healthy Kids Survey and other data collection methods reveal about SUESD schools, including areas of strength or growth, challenges, and barriers indicate that there is a difference in the feeling of connection both by the school and by grade. The other forms of data collection include Universal Screener data and counseling logs. Looking at these additional data points proved to be essential in drilling down and desegregating data by student type, grade/age, area of concern/need. Areas of strength include, but are not limited to continued SEL efforts daily in classrooms across the district and schools with the use of Yale RULER tools, Trauma-informed practices, professional learning around SEL, and Trauma-informed practices. Shifts in mental models to more strength-based focus. Areas for growth include, but are not limited to site-based counseling support, student action, and voice-related to governance and pro-social activities. Inclusive practices, organizations, and instructional materials should be reviewed, refined, and grown. Continued work of our Racial Justice Task Force in the creation and sharing of a districtwide plan that includes instructional materials, restoration and/or (re)mediation practices, and continued adult differentiated learning and growth support. Finally, community and family engagement in further learning offerings, including social-emotional support, developmental and behavioral understandings, academics, etc. USE: The revisions, decisions, or actions SUESD has or will implement in response to the results for continuous improvement purposes are noted in our areas for growth. The above-mentioned actions are already underway, and also include significantly increased counseling. Counseling support at every school site has been an addition this school year, yielding 564 contacts just since the beginning of this 2021-2022 school year (approximately 35 school days).|2021-10-06|||2021 44754320000000|Scotts Valley Unified|6|SVUSD administered the Gallup poll in the Fall of 2019 and California Healthy Kids Survey (CHKS) was administered in 2020-21. The site administrators at each site share the outcome of these surveys with their teachers and discuss next steps. Sites continue to implement and improve PBIS (Positive Behavior Interventions and Support) activities and update their policies and procedures. Additionally, teachers seek to bring in project-based learning activities. A Cultural Responsive Committee (CRC) has been established by the district to support efforts in diversity, equity and inclusion.|2021-06-22|||2021 44754320139410|California Connections Academy Monterey Bay|6|1. Data How much do you like your Connections Academy school? I like it a lot / I like it a little = 93% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 83% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 87% 2. Meaning We are very pleased at the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. Use We are very much interested in increasing the percentage of students that remain with us year over year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is a school wide social emotional support training that will begin in the 2021-2022 school year.|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, are a “school of choice” option for families. This option is available for any eligible student, based on applicable state requirements. Families who choose to enroll are often interested in a more interactive school experience. Students often choose to enroll because of different types of issues they faced in the traditional public school system, such as bullying. CalCA measures school climate in multiple ways, but the analysis of school climate is different due to the nature of an online charter school program, and results should be interpreted accordingly.||2021 45104540000000|Shasta County Office of Education|6|rends in stakeholder input confirm from all stakeholders that integration of career and college opportunities is necessary for students. Progress towards high school graduation will be represented in college and Career planning, local assessments, and the Smarter Balanced Assessment. Parents have indicated that services such as career opportunities and mental health and behavior counseling will benefit their students. Parents have also expressed need for further intervention in the areas of math and writing. Surveys indicate that district and school facilities are in good repair Student feedback has confirmed the need for staff who have high expectations and develop caring relationships with them. Student input reveals a need to clarify and streamline systems and responsibilities for sharing information about college and careers (teacher responsibility, college, and career coordinator). There is a continued need to educate students about FAFSA completion; transcripts; graduation requirements. Students indicate that they have sufficient access to instructional materials and technology. Students indicated access to subjects they need to prepare for high school/college. All staff has communicated the desire for professional development opportunities to improve their practice and content knowledge. With an emphasis for teachers to use Blended Learning and Technology strategies for instruction, social emotional learning, and continued implementation of credit recovery strategies for improved graduation rates. Students, teachers, and parent groups indicate that students are achieving at our school. (ELA, Math, English language proficiency.) Our community members emphasized the importance of ongoing collaboration to support at-risk and foster youth. The District provides sufficient services for students with greater challenges - 85% of respondents answered favorably Students have access to courses to meet A-G requirements. (college readiness) - 88% of respondents answered favorably Families receive ongoing communication to participate and engage in school - 90% of respondents answered favorably Students feel safe and connected to school - 95% of respondents answered favorably District and school environments are welcoming - 90% of respondents answered favorably District and school is accepting of all cultures - 95% of respondents answered favorably Goal 1 Action 2 and 3 supports stakeholders desire for more options for career exploration, stackable certificates, and modified career pathways that fit within the structure of the juvenile court school and independent study model. The current focus of career technical education and exploration is the incorporation of middle school students in order to support the transition into pathways upon entry into high school. Goal 1 Action 5 supports intervention measures to increase student performance student performance, stakeholders surveyed identified a need for both math and English support. Loc|2021-06-23|||2021 45104540111674|Chrysalis Charter|6|In January 2021 a survey was sent to all families and students at Chrysalis Charter School concerning topics of handling of the COVID 19 pandemic, school communication, how the school accommodated and supported the needs of families, how the school is doing in partnering with families to create an atmosphere where their student thrives. 97% of the families reported being either highly satisfied or very satisfied with the school, and 84% of the families felt their child was thriving. We work hard to follow our mission of "Encouraging the Light within to Shine Brighter" and the survey results reflect that we are successful in this.|2021-02-10|||2021 45104540132944|Redding STEM Academy|6|Parents and students (grades 3-8) took a 35 question climate survey in the spring of 2021. A report was provided to the governing board during a meeting in May 2021. The results of the surveys were also shared with a parent group during an LCAP meeting. Results of the survey were overwhelmingly positive, especially in light of the difficulties the school faced due to COVID-19. Students took a survey and these results demonstrated progress in every area of school connectedness. One strength was related to the school's pubic image. The survey indicated that the school's image in the community has improved and that it is becoming better known throughout the region. Another area of strength was shown in a question which related to the school's academic performance. Although things are improving at the school, the school climate survey from parents indicates that more is needed in terms of extra curricular activities.|2021-10-13|||2021 45698560000000|Anderson Union High|6|Student achievement will increase as a result of gathering input regarding school programs through annual survey of parents/guardians and input via School Site Council and other advisory committees, including the AUHSD LCAAP Advisory Committee. Additional counseling services for ED program. Receiving student input through 1012 completed surveys (a series of 3 different surveys); students were also engaged in small groups that included special programs such as our ED program. As with the other groups, the students encouraged the continued use of our 3 district goals. Students voiced their appreciation for the continued increase of dual enrollment offering, but suggested utilizing a metric that accounted for the number of college credits that were earned through dual enrollment or students taking a dual enrollment course. The student group also echoed their appreciation for the return of “RTI/Achievement period”, an embedded tutoring option for all students. In addition, students were appreciative of the move to Google.classroom, but felt the district should consider the implementation of an SEL program (with “comfort” rooms or wellness centers), a 7-period day to allow for elective courses with a broader selection of career choice for CTE pathways, and the implementation of a student recognition program for grades and attendance. A point of emphasis for the student group, a return of student activities and athletic programs, as well as professional development in restorative practices and more inclusive (“sensitivity training”) programs should be considered. Other suggestions from this group included: concern for student behavior, requests for a later school start time, providing better meals or an open-campus, and more engaging classes. When addressing school and district communication, the student group noted that they feel that communications from the school is always last-minute and suggested the use of the Remind app.|2021-06-15|||2021 45698720000000|Bella Vista Elementary|6|After reviewing the data, it was noted that our school climate was good or exceptional. Parents frequently noted that the school provides a family atmosphere for their students and that they felt their students were safe and in good hands. A majority of parents believed that communication, high exceptions and a focus on academics were strengths. Parents would like to see more tutoring and have staff reach out to them when they notice a change in student's behavior or academics. COVID caused some students to lag behind their peers and we had difficulty implementing interventions last year due to cohorting. We will increase interventions and support to assist students with learning loss. We will provide focused interventions, summer school, and high-impact tutoring this year, in order to support students who are at-risk of failing. We have seen an increase in student achievement with targeted intervention groups. Our strengths include having a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child even from underrepresented student groups. This data indicated that we need to increase a focus on social emotional supports and interventions districtwide. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students.|2021-06-09|||2021 45698800000000|Black Butte Union Elementary|6|After reviewing the data, it was noted that our school climate was good or exceptional. Parents and students frequently noted that the school provides a family-friendly atmosphere, a safe environment and a top-notch education for their student(s). Additionally, COVID caused some students to lag behind their peers and the staff had difficulty implementing interventions last year due to co-horting restrictions. This year, we will provide focused interventions, summer school, and high-impact tutoring in order to support students who are at-risk of failing. Our strengths include having a family-friendly environment, teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child, even families from underrepresented student groups. Overall, students felt their teachers and other staff provided the necessary support and resources needed to be successful in school. This data also indicated that we need to increase a focus on social emotional supports and interventions districtwide. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students.|2021-06-24|||2021 45699140000000|Cascade Union Elementary|6|Parents were queried on their perception of their student’s academic and social-emotional gains throughout this difficult year, if they feel welcome on the campus, their ability to access technology and navigate the school’s website. In addition, they were asked their opinion about the staff’s expectations for their child, if the facilities are well maintained, their child’s attitude about attending school there, and if they understand the expectations. It was not surprising that the most parental concern came from the area of academic gain. While we always hope that 100% of students make academic gains every year, 67% of parents expressed that their child made academic gains this year. In the upcoming school year, we will redouble our efforts, adding staff to work in small groups with students to ensure 100% of students experience significant academic gain. After reviewing the data, it was noted that our school climate was good or exceptional. Parents frequently noted that the school provides a family-friendly atmosphere, a safe environment and a top-notch education for their student(s). Additionally, COVID caused some students to lag behind their peers and the staff had difficulty implementing interventions last year due to co-horting restrictions. This year, we will provide focused interventions, summer school, and high-impact tutoring in order to support students who are at-risk of failing. Our strengths include having a family-friendly environment, a focus on student safety, quality teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child, even families from underrepresented student groups. This data also indicated that we need to increase a focus on social emotional supports and interventions districtwide. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students.|2021-06-10|||2021 45699140135624|Tree of Life International Charter|6|On October 29, 2020 Tree of Life 7th and 8th grade students were given a children’s hope scale assessment, almost one year later they were given the same assessment on October 15, 2021. Research has shown that hope has direct links to overall physical, psychological, and social wellbeing. The children’s hope scale is used to measure hope in students, in 2 different categories, agency and pathways. Agency measures the ability to initiate or sustain action towards goals, and pathway measures whether they feel they have the means to carry out goals, the reason for measuring these two things is because students who have hope in these two categories are considered to have more hope overall. In an attempt to improve our groups overall hope score we grouped students with lower hope scores with students with higher hope scores, and had them seated together and encouraged additional relationships amongst those students. We also used proactive measures to make sure all of our students had positive connections with at least one staff member. Lastly we addressed some specific SEL topics to help grow our student’s development and hopefully hopefulness, examples of this include, empathy, gratitude, growth mindset, and goal setting. Instead of just having goals set we helped develop plans for goals, what it looks like to achieve them and how we can get there, we continue to do this specifically in regards to college and career at this time, we didn’t teach just what gratitude is but we practice gratitude in multiple different ways for many different people, we try to embody the lessons we are teaching them and give them opportunities to practice those skills versus just teaching them about them. Out of 12 students who took both pre and post tests 8 students hope scores improved, 1 stayed the same, and 3 went down. The way we evaluate hope scores is: scores of 4-8 indicate no to low hope, scores of 9-12 indicates students are slightly hopeful, 13-16 indicates students are moderately hopeful, and 17-24 indicates students are highly hopeful. The highest possible hope score is 36, our students average score is 19.93. Our students whose hope grew had an average of 4.125 points more than they previously had. We will continue to work on this through similar efforts in this upcoming year and hope to continue to improve our student’s hopefulness. We will also target our students whose hope scores have lowered and determine what needs we can help them address through relationships, community resources, and classroom development.|2021-06-15|||2021 45699220000000|Castle Rock Union Elementary|6|Our surveys indicate that our parents want in person instruction with the option of online enrichments. The after school program and sports are important to our families. Most families feel comfortable and supportive of our staff and the learning that happens at school. Our families surveyed wanted continued enrichment opportunities and outdoor education.|2021-09-16|||2021 45699480000000|Columbia Elementary|6|Our strengths include having a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child even from underrepresented student groups. The following data are the results of our parent survey: Columbia Elementary School 96% of parents surveyed feel schools are positive learning environments. 94% parents surveyed are satisfied with the website, parent app, auto-dial messenger and messages from home. 97% of surveyed teachers and parents indicate that they actively participate with effective two-way communication home to school. 95% of parents surveyed indicated that their phone call and emails are answered within 36 hours. 32% of parents surveyed indicated that they are satisfied with the after-school CARE program. (66% responded not applicable) 98% of parents surveyed believes that their child feels safe at school. (2% responded not applicable) 98% of parents surveyed believes that their child has NOT experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 92% of parents surveyed are satisfied with how the school facilities are maintained. Mountain View Middle School 92% of parents surveyed feel schools are positive learning environments. 89% parents surveyed are satisfied with the website, parent app, auto-dial messenger and messages from home. 81% of surveyed teachers and parents indicate that they actively participate with effective two-way communication home to school. 84% of parents surveyed believes that their child feels safe at school. (11% responded not applicable) 86% of parents surveyed indicated that their phone call and emails are answered within 36 hours. 8% of parents surveyed indicated that they are satisfied with the after-school CARE program. (89% responded not applicable) 100% of parents surveyed believes that their child has NOT experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 76% of parents surveyed are satisfied with how the school facilities are maintained. This data indicated that we need to focus on maintenance of our middle school and increase a focus on social emotion supports and interventions districtwide. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel.|2021-06-24|After reviewing the data, it was noted that our school climate was good or exceptional . Parents noted frequently that the schools provided a family feel for their students and that they felt their students were safe. A majority of parents believed that communication, high exceptions and a focus on academics were strengths. Parents would like to see tutoring and have staff reach out to them when they notice a change in student's behavior or academics. COVID caused some students to lag behind their peers and we had difficulty implementing interventions last year due to cohorting. We will increase interventions and support to assist students with learning loss. We will provide focused interventions, this year, in order to support students who are at-risk of failing. We have seen an increase in student achievement with targeted intervention groups.||2021 45699480134122|Redding School of the Arts|6|Redding School of the Arts Student Climate Survey measures students perceptions of the following: The School Rules & Behavior Expectations; School Safety, Support; and Caring at School; and Values & Character: (Student Survey Given March 2021 to all 5th-8th grade students) The results for each subgroup of questions is listed below. School Rules & Behavior Expectations: 97.4% of students know school rules and what is expected of them. 80.6% of students feel consequences for breaking school rules are clear and fairly applied to all students 93% know the New Covid related rules 84.8% of students say the new rules make them feel safe and cared for. School Safety: 93% of students feel safe at school. (response box provided to explain why they might not feel safe) 75.4% of students report they have an adult on campus they could talk to about a personal problem. 93% -96% of students would report to adult about a weapon being brought to campus or telling someone if another thought they would harm themselves or others. Support and Caring 90.6% of students believe their teacher likes and cares about them. 83.8% of students feel comfortable asking their teacher for help with school work. 75.4% students are interested in what they are learning in class. 70.2% like coming to school everyday. 82.8% of students feel they belong in their classroom and school community. Values and Character: 90.5% of students are able to recognize when they are having negative emotions. 74.9% of students report that most students at RSA are easily able to work out disagreements with other students. 86.9% of students know strategies to help themselves feel better/happy (breath, walk, draw, listen to music etc.) Overall we feel the survey results reflect a positive school climate and RSA continues to provide our unique population of families with a place students feel excited to come to everyday. Our Survey Results were used to inform our GOAL 3 of our 2021-2022 LCAP so that we can maintain a school that supports a positive school climate. Some of the Practices we will continue in order to maintain our schools positive climate include: Classrooms will practice predictable and consistent routines; Students will have access to ongoing SEL lessons; School counselors are accessible for students in need of additional support. Teachers will reach out to students who are failing to attend or complete work. VAPA classes will be offered daily. Student engagement opportunities such as ASB, sports, Musical programs RSA reviews the results of our Climate Surveys with staff and shares the results with our families at various stakeholder meetings (Parent Teacher Council, Theater Booster Club, Governing Board Meetings, Staff Meetings, etc as evidenced by agendas.) Our Goal is to increase Mental Health, Social and Emotional Well-Being, and School Connectedness.|2021-06-22|2021 Spring Parent Survey (Parent Survey- given every year) 99.18% of parents responded that their child feels safe at school in the classroom; 97.6% of parents responded that their child feels safe at school on the playground; 99.19% parents responded that their child feels safe to talk with at least 1 adult at school. It is evident that parents have a positive view of RSA School Climate and feel their child is safe both physically and emotionally at our school.||2021 45699480139543|Shasta View Academy|6|In order to measure the school's local climate and stakeholder perceptions, SVA developed surveys for parents, students grades 5-8, high school students, and SVA staff. The surveys were distributed in March of 2021 and included a wide array of questions specifically designed and tailored to the uniqueness of our school programs and student population. The data was used to develop the 21-22 LCAP goals and action items. Some key results from those surveys are outlined below. Parent Survey - 138 respondents 97% responded that SVA promotes academic achievement for all students and 3% responded they do not know. 99% responded that SVA provides access to a wide variety of courses and curriculum. 92% responded that they are very satisfied and 8% are satisfied with their SVA Teacher. 100% responded that their children are safe when visiting the school site. 100% responded that they would recommend SVA to others. Grades 5-8 Survey - 42 respondents 96% responded that they like working with their SVA Teacher. 93% responded that they are proud of their academic progress and 7% are unsure. 100% responded that they would recommend NDA to friends. High School Survey – 45 respondents 95% responded that they are supported or encouraged by their SVA Teacher. 86% responded that they are proud of their academic progress and 14% are unsure. 92% responded that they are satisfied with the curriculum available for their use. 95% responded that they would recommend NDA to friends. The data gathered through our surveys and staff/family interactions revealed that SVA has an outstanding school climate and stakeholders are very satisfied with school wide safety and connectedness. While COVID-19 created challenges and barriers in the 20-21 school year to our usual school wide in person interaction, our stakeholders adjusted to virtual methods of interaction to include Zoom meetings, phone conversations, meetings wearing masks, and communication using barriers. The school community adjusted well to this change in protocols and our students enjoyed a full year of instruction and the completion of curriculum to include tutoring and classes offered via virtual platforms. The 2019-2020 and 2020-2021 school years have shown that our personalized learning model is resilient and effective during a pandemic. We are pleased that in partnership with parents schooling their children at home, our students were able to enjoy an effective and uninterrupted education since March of 2020. We are also pleased that our school community demonstrated an ability to adjust quickly to the needed health protocols that were activated to keep everyone safe and healthy since March 2020. As we begin the 2021-2022 school year, the SVA staff is making plans for outdoor field trips, in person classes, in person tutoring, and face to face student/SVA Teacher meetings. We look forward to these activities contributing positively to our school culture and connectedness.|2021-05-13|||2021 45699550000000|Cottonwood Union Elementary|6|After reviewing the data, it was noted that our school climate was good or exceptional and had a family feel. A majority of parents believed that communication, high exceptions and a focus on academics were strengths. Parents would like to see more counseling and have staff reach out to them when they notice a change in student's behavior or academics. COVID caused some students to lag behind their peers and we had difficulty implementing interventions last year due to cohorting. We will increase interventions and supports to assist students with learning loss. We provided summer school and will continue tutoring this year in order to support students who are at-risk of failing. We have seen an increase in student achievement with targeted intervention groups and will continue to use intervention groups.|2021-06-22|||2021 45699710000000|Enterprise Elementary|6|Overall, students' responses are positive in terms of school safety and connectedness. 78% report that they are happy at their school and 80% feel proud to be part of their school. 67% feel that teachers/staff at school care about them. 75% said they would report unsafe or dangerous behavior, and 96% say school teaches them to know what to do in an emergency. Only about 52% say that an adult at school would help if they reported bullying, and only 54% say they get to do fun and interesting activities at school. An earlier survey identified students who were anxious about returning to school or other concerns so that school counselors could follow up. These results indicate strengths in feeling safety but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feeling that staff care about them and would help them if they reported bullying. Some of the barriers this year may be related to periods of distance learning and social distancing guidelines. There were limited extracurricular activities this school year due to COVID. For purposes of improvements, the district is investing in staff development for teacher leadership with Capturing Kids' Hearts as well as ongoing training in these principles. We are also piloting a new social-emotional curriculum that encompasses goal-setting. There will be ongoing professional development in Trauma-Informed practices. We are continuing to develop alternatives to suspension, training SART teams for attendance concerns, and training Hope Navigator Teams at each school site. The district will maintain previous offerings of student sports and activities to increase engagement.|2021-06-09|||2021 45699710135830|PACE Academy Charter|6|Overall, students' responses are positive in terms of school safety and connectedness. 57% report that they are happy at their school and 53% feel proud to be part of their school. 70% feel that teachers/staff at school care about them; this is significant given the challenges these students face - this response reflects the success with which staff are helping students feel connected at school. 63% said they would report unsafe or dangerous behavior, and 93% say school teaches them to know what to do in an emergency. Only about 53% say that an adult at school would help if they reported bullying, and only 70% say they get to do fun and interesting activities at school which is also a strength that points to students feeling engaged at school. An earlier survey identified students who were anxious about returning to school or other concerns so that school counselors could follow up. These results indicate strengths in feeling safety but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feeling that staff care about them and would help them if they reported bullying. Some of the barriers this year may be related to periods of distance learning and social distancing guidelines. There were limited activities this school year due to COVID. For purposes of improvements, the district is investing in staff development for teacher leadership with Capturing Kids' Hearts as well as ongoing training in these principles. We are also piloting a new social-emotional curriculum that encompasses goal-setting. There will be ongoing professional development in Trauma-Informed practices. We are continuing to develop alternatives to suspension, training SART teams for attendance concerns, and training Hope Navigator Teams at each school site.|2021-06-09|||2021 45699710135848|Redding Collegiate Academy|6|Overall, students' responses are positive in terms of school safety and connectedness. 93% report that they are happy at their school, 93% feel proud to be part of their school, and 81% feel that teachers/staff at school care about them. 86% said they would report unsafe or dangerous behavior, and 97% say school teaches them to know what to do in an emergency. Only about 70% say that an adult at school would help if they reported bullying, and only 83% say they get to do fun and interesting activities at school. them and would help them if they reported bullying. These are all areas of strength and point to the individualized nature of RCA's program. Some of the student's open-ended responses indicated a desire for more in-person opportunities, whether classroom or extracurricular (i.e., tennis, horseback riding, drama, more sports) Some of the barriers this year may be related to limited extracurricular activities this school year due to COVID. For purposes of improvements, the district is investing in staff development for teacher leadership with Capturing Kids' Hearts as well as ongoing training in these principles. There will be ongoing professional development in Trauma-Informed practices. We are continuing to develop alternatives to suspension, training SART teams for attendance concerns, and training Hope Navigator Teams at each school site. RCA will maintain previous offerings of student sports and activities to increase engagement.|2021-06-09|||2021 45700030000000|Grant Elementary|6|The district continues to measure the school climate by implementing student surveys in grades 4-8. The survey asks questions that reflect their feelings of safety, connectedness and support. A vast majority of students throughout grades 4-8 feel safe at school. They feel challenged and they are provided ample support by the staff. Students feel connected based largely on the amount of school activities they participate in. Unfortunately, there were students who reported students being physically or emotionally hurt by others. This is an area of focused resources developed in the Local Control Accountability Plan.|2021-06-03|||2021 45700110000000|Happy Valley Union Elementary|6|The data frequently showed that the school provides a family-friendly atmosphere, a safe environment and a top-notch education for their student(s). Additionally, COVID caused some students to lag behind their peers and the staff had difficulty implementing interventions last year due to co-horting restrictions. This year, we will provide focused interventions, summer school, and high-impact tutoring in order to support students who are at-risk of failing. Our strengths include having a safe school environment, teachers who are passionate, caring and value and respect their child. Parents believed that the school truly supported each and every child, even families from underrepresented student groups. This data also indicated that we need to increase a focus on communicating more effectively with parents and increasing the overall rigor and quality of our programs. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students. Eighty-three parents/guardians responded to the parent survey. Following are the results of the eighty-three parents that participated: 78% feel their child is valued, respected, and cared about by their child’s teacher; 17% somewhat agree 52% feel their child is receiving a high quality, rigorous education; 33% somewhat agree 57% of parents feel they are well informed about classroom & school events; 27% somewhat agree 63% of parents feel their child’s teacher keeps them informed of academic progress; 34% somewhat agree 59% of parents feel they are well informed of their child’s behavior at school; 36% somewhat agree 78% of parents feel that their child’s teacher is positive & friendly; 13% somewhat agree 75% of parents feel welcome at their child’s school; 13% somewhat agree 72% of parents feel that the school staff show respect for the students; 22% somewhat agree 72% of parents feel the provides a safe & caring environment for their child; 24% somewhat agree|2021-06-09|||2021 45700290000000|Igo, Ono, Platina Union Elementary|6|California Healthy Kids Survey Results 4th-8th Grade Safety, 93% of students feel safe at school 4th-8th Grade Connectedness, 79% of students feel connected to the school|2021-06-28|||2021 45700450000000|Junction Elementary|6|After reviewing the data, it was noted that our school climate was good or exceptional. Parents frequently noted that the school provides a family-friendly atmosphere, a safe environment and a top-notch education for their student(s). A majority of parents believed that communication, high exceptions, and a focus on academics were strengths. Parents would like to see an improvement in the food served in the cafeteria. Additionally, COVID caused some students to lag behind their peers and the staff had difficulty implementing interventions last year due to co-horting restrictions. This year, we will provide focused interventions, summer school, and high-impact tutoring in order to support students who are at-risk of failing. Our strengths include having a family-friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child, even families from underrepresented student groups. This data also indicated that we need to increase a focus on social emotional supports and interventions districtwide. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students.|2021-06-14|||2021 45700520000000|Millville Elementary|6|Millville School did not administer a student survey during the 2020-2021 year as we were thoroughly immersed in covid related mitigation strategies to assure our school would remain open. However, we do have a survey planned for spring of 2022 and we did administer a survey for all students in grades 1-7 in the spring of 2019. The results of that survey were tallied and shared with the Millville School Board, Millville Site Council, the teaching staff, instructional aide staff and the rest of the support staff. One of the questions on the survey was about whether a student feels safe at school. To this question, 62% responded "Most of the Time", 33% responded "Sometimes" and 4 % responded "Never." Considering the emphasis of these last 18 months of keeping safe and healthy, hand washing, staying in cohorts, and lack of events due to the pandemic, exposure to pandemic related conversations, and constant Covid news reports we expect a higher percentage of our students will feel 'unsafe' at school. We will add a follow up question on the survey as to what makes you feel unsafe and include questions about the pandemic. In the classrooms, teachers talk with their classes about the feeling of safety. Other questions about safety, such as being treated with respect or kindness, were answered with approximately 70% positive responses, and knowing who they can go to if there's an issue with which they need, the lower grades (1-4) had a better positive response rate (72%) than the middle school (54%). The question regarding the staff teaching students how to respectfully solve disagreements with other students, grades 1st-4th 74% agreed but for grades 5th-8th only 43% agreed. The results of this survey provided important information regarding student perspective and much of it was not followed through upon due to the pandemic. Through this school year we shall be discussing safety with students so as to get an idea as to what the students perceive as being unsafe at school. We will also implement a mediator in each classroom to help solve disagreements. Currently as students remain in their cohorts during recess, there are very few disagreements; those student disagreements that do occur are resolved among the participants in the disagreement due to the community that has been created in the classroom by the classroom teacher. Even through the pandemic we have encouraged respectful behavior with the purpose of creating an all-enveloping culture of kindness at our school.|2021-10-19|||2021 45700780000000|North Cow Creek Elementary|6|After reviewing the data, it was noted that our school climate was good or exceptional . Parents noted frequently that the schools provided family feel for their students. A majority of parents believed that communication, high exceptions and a focus on academics were strengths. Parents would like to see more counseling and have staff reach out to them when they notice a change in student's behavior or academics. COVID caused some students to lag behind their peers and we had difficulty implementing interventions last year due to cohorting. We will increase interventions and support to assist students with learning loss. We will provide focused interventions, this year, in order to support students who are at-risk of failing. We have seen an increase in student achievement with targeted intervention groups.|2021-06-18|||2021 45700860000000|Oak Run Elementary|6|After reviewing Staff, Parent/Family, and Student survey data, it was noted that our school climate was good or exceptional. Parents frequently noted that the school provides a family-oriented atmosphere, a safe environment and a exceptional education for their student(s). Additionally, COVID caused some students to lag behind their peers and the staff had difficulty implementing interventions last year due to cohorting restrictions. This year, we will provide focused interventions, grade-level and supplemental academic material, and high-impact tutoring in order to support students who are at-risk of failing. Our strengths include having a family-oriented environment, a focus on academics and social/emotional development, quality teachers who are passionate and caring, good family and staff communication, and musical arts. Parents/Families believe that the school truly supports each and every child, including families from underrepresented student groups. A recent challenge for our district, and districts throughout the state, is a lack of substitute teachers and paraprofessionals/support staff. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students.|2021-10-13|||2021 45700940000000|Pacheco Union Elementary|6|Key learnings from the surveys indicate that stakeholders feel that they are safe on campus and have opportunities to communicate their concerns as needed. We have implemented additional counseling services to address students with social-emotional challenges. We have also implemented the use of social groups to discuss relevant issues to age groups and talk through issues as they arise, but also in a proactive manner.|2021-06-15|||2021 45701100000000|Redding Elementary|6|5th Grade Safety, 76% of students feel safe at school 5th Grade Connectedness, 72% of students feel connected to the school 7th Grade Safety, 56% of students feel safe at school 7th Grade Connectedness, 54% of students feel connected to the school|2021-06-29|||2021 45701100135889|Stellar Charter|6|100% of parent respondents felt their children were safe at Stellar Charter School. 97% of 5th through 12th graders responding to the survey feel safe at Stellar Charter School. 80% of parent respondents feel connected to Stellar Charter School. 87% of students feel connected to Stellar Charter School (50% of respondents feel quite connected). Specific actions were input into the LCAP as a result of this data, including the development of a student leadership, monthly engagement meetings with students, monthly meetings with parents, families, staff and other community partners to increase input and school connectedness. Professional Development for teachers, in class SEL lessons for students and SEL curriculum are included in weekly meetings with students.|2021-07-29|||2021 45701280000000|Shasta Union Elementary|6|California Healthy Kids Survey Results 4th-8th Grade Safety, 87% of students feel safe at school 4th-8th Grade Connectedness, 75% of students feel connected to the school|2021-06-28|||2021 45701360000000|Shasta Union High|6|As a LEA we know that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment and they all should feel respected and cared for so they can successfully learn. A positive school climate is a shared responsibility that must be continually discussed and measured to sustain a positive campus climate. As an LEA, we have meaningful discussions with parents at Site Council meetings and at parent nights about the school climate. We participate in the California Healthy Kids Survey every other year. This past year due to COVID-19, and the closure of our schools, we were not able to administer the California Healthy Kids Survey. As a result, we are administering the survey this spring and will have new data to work from for the 2021 - 2022 school year. This survey gives us a good indicator of our student's perceptions of school climate and safety. Engaging students, staff, parents, and community members allows them to participate in the process and make our schools better. The data from last year is still relevant to guide us as a District and is reflected as follows: Our students report that 94% of them understand English, and we have a proficiency rate of 88%. Knowing this information helps us see that we are getting good data from most of our students. Our students report that 88% of them have been truant less than two days in the prior twelve months. This reinforces our campaign to stress the importance of school attendance. In addition, only 1% of our students reported that they missed school due to bullying or being mistreated. We would like to see this number be, zero and we have made a concerted effort to eliminate bullying at school. Both of these high percentages we feel are a direct outcome of our efforts to encourage kids to come to school and to treat others with respect. Only 12% of our students feel like there is not a teacher or adult in the school who cares about them. While this percentage is low, we would like it to be lower, and we have shared this data with our staff to stress the importance of showing the students that you care about them and are willing to listen to them. 62% of students reported that they were happy to be at their school, and only 5% reported that they did not feel safe at their school. This reinforces our commitment to providing a Campus Security Officer and a School Resource Officer on all of our campuses. 81% of our students reported that they agree or strongly agree that they try hard to ensure that they are good at school work. We feel like this is a validation of our constant effort to encourage students to do their best. 44% of our parents reported that they feel welcome to participate at our schools, and only 5% of our parents felt unwelcome. We have instituted multi-language calls to our parents and monthly newsletters, so parents have a better idea of what is happening at our schools and are encouraged|2021-06-08|||2021 45701360106013|University Preparatory|6|During fall of 2021-2022 school year, a climate survey was administered. Data was analyzed from 6th and 11th grade students. Key learnings from the 6th survey are as follows: 97% of the students feel welcome at U-Prep. 96% of the students indicated that they felt safe in all areas on campus. 98% feel that there are clear expectations regarding student behavior and conduct. 95% reported that there is at least one adult at school they could talk to if they needed help with a problem. 6th grade students also reported that Advisory/Tutorial, Friday Office Hours and extra time with their teachers were most often used to be successful. 93% report the campus is clean and well-maintained. Key learnings from the 11th grade survey are as follows: 86% of the students feel welcome at U-Prep. 90% reported feeling safe on campus. 98% reported that there are clear expectations regarding student behavior and conduct. 88% reported that there was at least one adult they could talk to if they needed help with a problem; 11th grade students reported that Office Hours and extra time with their teachers as the top two school-based resources they take advantage of to be successful. 79% of the students report the campus as being clean and well-maintained. Areas of strength include the high percentage of students feeling welcome and safe on campus. It was good to see a high percentage of junior high and high school students indicating that there was at least one adult they could go to for help, if needed. A high percentage of 6th and 11th grade students report that the expectations regarding student behavior and conduct are clear. Following survey administration, grade-level results are shared with grade-level teams. At the junior high level, results are further discussed with students. At the high school level, results are shared with the student-staff Challenge Success Executive Board for further discussion and planning. Additional student engagement among all grade-levels occurred through the WASC Visit during February 2021. Interactions with students across all demographics was collected by the WASC Visiting Team and used to validate the WASC Self-Study. Student involvement in the WASC Focus Groups was also essential to gaining insight throughout development of the school-wide action plan (areas of growth). U-Prep earned the highest level of accreditation.|2021-10-06|||2021 45701364530267|Shasta Charter Academy|6|Students and parents were very pleased with how the school staff have handled the last 2 years of education during Covid.|2021-06-17|||2021 45701690000000|Whitmore Union Elementary|6|Data: Students were surveyed on their safety at school and 99% of students felt safe at school. 100% of students thought that teachers care about them and get to know them. 99% of students say they follow the classroom and school rules. 60 % of students like the school lunch. Meaning: Whitmore School is a safe school and students follow the rules at school. 40% of students want a better lunch. Use: Whitmore School will look at its school lunch program and see if changes can be made.|2020-09-15|||2021 45737000000000|Mountain Union Elementary|6|Data: The students at Montgomery Creek School were surveyed 4 times in the Spring of 2021. Responses increased from a low of 45% in March with the first survey, to over 80% in the subsequent surveys through May. We learned that over 80% of the student had favorable responses with emotional safety and relationships being viewed as favorable by over 85% percent of the students. Over 93% of the students viewed relationships with staff favorably, and the statement that "My teachers care about me" received a favorable response by over 97% of the students responding between grades 3-8. MEANING: The survey results of students revealed that relationships and emotional safety consistently ranked high by over 83% of the students and continued to increase over the spring (surveys were contacted from March through June upon return to in class instruction). Growth mindset and self-management were initially viewed favorably by only 70% and 65% respectively by the students. Both of these categories grew to favorable view in the mid 80% by students in by the last survey. Challenges and barriers that we faced/discovered are the SEL developmental delays in students who were out of school for extended times due to the Covid-19 Pandemic. We realize the large role that socialization in school and teaching of appropriate behaviors in school has on the elementary and middle school population. Addressing SEL and Behavior teaching was fundamental in building a platform for students and staff to relaunch a focus on successful academic learning (both learning loss mitigation and learning continuance.) USE: SEL instructors and site administration met frequently to discuss the results, create meaning and to address the areas of concern during daily SEL instruction. Site Administration, representatives from SCOE, and representatives from Kelvin, the survey tool, met monthly to discuss interpretation of results and survey enhancement/ adjustment. We did see result from the action that we implemented based on the survey results.|2021-10-20|||2021 45752670113407|Rocky Point Charter|6|Key learning from our most recent student survey with 113 responses from grades 3-8 express that 75% of student feel accepted. 72% feel they have the opportunity at school to take part in decision-making, 74% feel safe while at school. 77% of students reported that teachers and other adults here will help me if I have a problem. The results are average and we seek to have better a better outcome so we are actively looking for ways to help make our students feel safer, feel heard and encourage them to help make decisions for the school. We have an active Leadership Club with students from grades 2-8, who meet twice a week to help create a fun learning environment for peers at school, who create activities and share out announcements for upcoming events.|2021-10-26|||2021 47104700000000|Siskiyou County Office of Education|6|On the survey presented to our students: 96.6% of our students feel safe at school 96.6% stated that the school is usually clean and tidy 86.2% stated that school has interesting activities 72.4% feel that they make a difference 75.9% stated that they get to help decide school activities 100% stated that a teacher or some other adult cares about them at school 100% stated that a teacher or some other adult when they do a good job 100% stated that a teacher or some other adult notices when they are not at school 100% responded that a teacher or some other adult listens when I have a problem at school Based on survey results, it appears that students feel safe and supported. However, they would like more input in deciding which activities are offered.|2021-06-23|||2021 47104700117168|Golden Eagle Charter|6|DATA: a survey was distributed to students in grades 6-12. An overwhelming majority of students agreed that they feel safe at school (93.5%), that GECS does not tolerate bullying (93%), teachers are helpful and caring (93.5%), the administrators are caring (91%) that teachers have high academic expectations for them (86%) and a majority agreed they feel connected to the school community (68%). In a separate survey, 84% of parents stated they feel their students are connected to the school community. MEANING: Overall, students feel safe and supported at school. Most students feel connected to the school community; parent perceptions of student connectedness are slightly higher than student perceptions. USE: As part of our Title IX plan Golden Eagle has implemented training for teachers to prevent, identify, and address bullying. We also put a great deal of effort into creating and maintaining safe and supportive learning environments. From student survey responses, it appears these efforts are working well. An area of growth is increasing students' feelings of school connectedness, particularly among our independent study students.|2021-06-10|||2021 47104700137372|Northern United - Siskiyou Charter|6|In the 2020-21 school year, no students participated in the school climate survey. This survey is typically administered to students during one of our in-person classes. This year, in-person classes did not begin until March 29th, at which time the focus was on mitigating learning loss, and social and emotional trauma that may have occurred during the pandemic. In the future, we will ensure that a greater number of students participate through not only in-person administration of surveys, but also targeting students with our schoolwide communication app, Google classroom announcements, and prompting the surveys during Zoom classes. Only 9 parent responses were received, which will be an area of focus for improvement. Of those, 100% responded that: they felt that NU-SCS placed a high priority on their child's safety; they are provided ample opportunities to participate in their student's education; they are satisfied with the facilities available to them; and they are an active participant in their child's education. Similar results were returned with regard to: school staff takes parents concerns seriously; parents feel welcome to participate at this school; and my child's school has created a welcoming environment for all families in the community. 7 staff members participated in the survey. Of those, 6 stated that they feel connected to their students, and that they feel connected to other staff with whom they collaborate. One responded neutrally to both of those statements. Only 4 of 7 were satisfied with the level of support provided to students. We have added actions to our ELO plan to address providing academic support to students, and actions in our LCAP to address both academic support and social, emotional, and mental health supports.|2021-06-18|||2021 47701850000000|Big Springs Union Elementary|6|Big Springs Elementary surveyed 100 students in grades 3rd through 8th grade. The results are that 90% of our students surveyed felt safe at school and 93% of the students felt they do interesting activities at school. 94% of students answered that at school, there is a teacher or some other adult that cares about them. According to the survey - 88% of students felt that there is a person at school that listens when they have a concern or problem. According to the results, Big Springs Elementary is a very safe place and students feel connected to the school or school activities. Big Springs Elementary can always look into ways to make school a better place for its students, especially in the area of safety. Big Springs Elementary and its Board of Trustees maintain that safety continues to be a priority in the Local Control Accountability Plan.|2021-07-06|Barriers that exist is the need for mental health and behavior health services in a small rural school and county. Most educators would strongly agree that social-emotional learning programs can lead to improvement in other areas, such as student achievement, school climate and student behavior. Big Springs staff wants to see that all of its students be successful in their lives, however, with the lack of local resources - it is a challenge to do so. Families have indicated they want our teachers to have greater access to professional development related to SEL practices in the classroom. As a school we have to be careful that our focus in school is not just on achievement, but on growth, and that growth has to include social-emotional learning and not just academic achievement.||2021 47701930000000|Bogus Elementary|6|Every year students fill out an anonymous survey about the school safety and connectedness. Last year 94% of student felt safe at school. 72% felt connected to the school and their classmates. 83% of student felt there was an adult who really cares about them.|2021-10-12|||2021 47702010000000|Butteville Union Elementary|6|In 2019/20, Butteville participated in the California Healthy School parent, student (5th and 7 grade), and staff surveys. Butteville Elementary is doing well when it comes to school engagement, parental input, participation, and safety. Most responses were positive with the majority of the responses being either agree or strongly agree in the survey's key indicators. Parents, staff, and students believe that the school is safe. An average of 75 percent of the responses strongly agreed that the school was a safe place where students could learn. Sixty-eight percent of the staff strongly agreed that Butteville is a safe place to work. Students in 5th (89%) and 7th (76%) feel safe at school. In terms of parental input and/or parent involvement, sixty-one percent of parents feel welcome to participate at the LEA. The majority of parents, students, and staff also gave high scores to academic motivation, participation, and engagement in student learning. Furthermore, alcohol and drug use does not appear to be a problem at all within the school according to survey results. The only exception occurred when 5% of 5th graders admitted to alcohol or drug use; however, no 7th grader admitted to alcohol or drug use. Another concern that arose from survey results showed that 40 percent of 7th graders felt chronic sadness/hopelessness over the past 12 months; and, an average of 21% of 5th graders expressed experiencing sadness (responding either "Yes, all the time" or Yes, most of the time|2021-06-08|||2021 47702430000000|Dunsmuir Elementary|6|We have focused on making DES a welcoming place where both students and parents want to be. After the pandemic hit, we continued to connect with families through a variety of communication resources. Through surveys and verbal communications, parents and students have expressed appreciation for all we have done to support their families throughout this very challenging time. We are proud to say we met the challenge head-on and exceeded all expectations. We found that using multiple sources to communicate with parents is important. Through student surveys, we found that an overwhelming amount of students feel safe at school. One area we noted that many students rated lower was their opportunity to have input to classroom learning/activities. This will be an area of focus next year. In addition,we have identified a decrease in student engagement and investment in their own learning during the 2020/21 school year. A team of staff members are involved in the NorCal ELC project where we are working on this challenge. We are implementing a goal-setting approach for students in all grade levels. This will include academic, social, and behavioral goals that students will set for themselves and monitor on a consistent basis. We will include incentive rewards to motivate students to work towards achieving goals. We also plan on reworking our report cards to make them meaningful and relevant to students and parents. Finally, through observation and surveys we are acutely aware of the social-emotional impact that this past year has had on many of our students. Because of this, we will continue our counseling with the hopes to increase hours. One of our counselors will be using our Second Step SEL program for direct instruction of social skills. We will also be introducing a new SEL program, ReThink ED, into all our classrooms. This will offer more opportunities for students to learn important social-emotional skills which will help them when they are encountering challenging situations.|2021-06-15|||2021 47702500000000|Dunsmuir Joint Union High|6|An annual survey is distributed to the students of all grades in the winter. 70% participated by returning comments this year. Students expressed that they felt safe physically, but wanted more support emotionally. Additional supports have been added to the LCAP by bringing in more experts to work with the students collectively and individually. Disciplinary actions and policies will also be examined and modified as necessary, with the guidance of professional development opportunities.|2021-06-09|||2021 47703590000000|Hornbrook Elementary|6|Combined results from Grades 3-8 show that: • 100% of our students report that their principal & teachers want every student to learn • 73% report that they are learning new things that will help them • 54% perceive that most students treat adults with respect • 85% report they are treated fairly • 94% report that their teacher(s) wants them to do their best • 96% of our students report that their teacher wants them to do their best • 89% report that their teacher uses different activities to help them learn • 77% perceive the school as safe and clean • 92% of students report that the school recognizes and rewards students for positive choices and behaviors • 81% report they feel safe at school *results taken from “Student Climate Survey” March 2021. Our district’s focus is to ensure students feel safe and connected at school. In response to the results we have made and will continue to make, revisions, decisions, and actions. We learned that even though we are in a pandemic and the uncertainties that surround schooling, students continue to feel safe and connected to school. We are seeking to increase student engagement with the school; and students' respect towards adults. Through implementation of PBIS Tier 1 and the beginning stages of Tier 2, we are seeing an increase in survey results for 1) students being recognized and rewarded for positive choices and behaviors; 2) students perceive the school is safe and clean; 3) students feel their teacher wants them to do their best. We will continue to implement PBIS and trauma informed practices to improve in student engagement and respect towards adults.|2021-06-23|||2021 47703750000000|Klamath River Union Elementary|6|Survey results from Grades 3-8: * 100% of students say that their teachers want every student to learn * 86% say they are treated fairly * 100% say their teachers want them to do their best * 66% felt connected to the school * 100% say the school is safe and clean * 100% feel safe at school|2021-06-29|||2021 47703830000000|Little Shasta Elementary|6|In a 2021 Parent/Guardian Survey, 100% of parent/guardians felt that the school facilities were well maintained and safe for students, parents, and staff. 100% of stakeholders also felt that the school environment was positive and that students felt safe. 83% of students responded positively on questions regarding school environment and sense of safety.|2021-06-23|||2021 47704090000000|McCloud Union Elementary|6|When parents are surveyed about their involvement at school, the majority express that they are welcome at school and that they have plenty of opportunities to participate; however, they also note that they do not participate in school site council meetings or board meetings. Parents feel that the reporting systems for informing them of their child's grades are satisfactory and that they feel comfortable reaching out to their child's teacher. A high percentage of parents attend parent-teacher conferences every year. Conferences were conducted remotely last year, but the turnout was still high. The majority of parents and students say they feel very safe on campus as well as before and after school. CCTV security has increased awareness and action on school campus when issues have arisen. Parents and students express that they feel they are treated fairly and with respect at school, even when they are receiving consequences for poor behavior. Most parents agree that the behavior policy is fair and that their children are given opportunities to correct behavior and that they receive timely communication if their child is struggling with behavior. Teachers and staff at the LEA are swift in scheduling SSTs and meeting with parents of struggling students. Families have expressed their desire for the school to be clean and presentable and they feel free to express concerns if they have any. Currently, the LEA facilities are kept clean and orderly. Students are learning in a clean and safe environment whether they are in classrooms or outside on the playground. In non-pandemic years, the LEA has music and art enrichment programs as well as a strong athletic program that the majority of parents appreciate. Enrichment is a focus of the LEA and parents appreciate the depth of the programs including field trips, lab sciences, art, music, sports, DARE, Bullying Prevention Program, Positive Prevention Plus and mentoring programs. Intervention is offered in math and reading; parents have expressed satisfaction with the intervention programs offered to their children. SAFE is a popular program with families as well and only the pandemic reduced participation numbers last school year. In a normal year, the SAFE programs are at capacity with participation of students. When asked what they would like to see more of, most parents and students say hands on activities, field trips, science labs and counseling.. The LEA continued hands on activities and science labs during the pandemic school year successfully and field trips will return when it is safe to do so. Additionally, the LEA has contracted with an online counseling program (eLuma) Barriers for most of the LEAs students involve transportation to school, most often during poor weather. The LEA will address this barrier/challenge by providing morning transportation to those students identified as chronically tardy or absent due to lack of transportation.|2021-10-13|||2021 47704170000000|Montague Elementary|6|Montague Elementary School District collects and analyzes data using two primary instruments; the California Healthy Kids Survey, and a local school climate survey. A summary of local data is included. Strengths 1. I am welcome to participate in my child’s school. 95% Agreed 2. Adults at this school challenge my child to do better. 92% Agreed 19. This school offers opportunities for parent involvement. 90% Agreed 17. This school does a good job of teaching my child’s responsibility and accountability. 92% Agreed 14. The school facilities are clean and well-maintained. 97% Agreed Written Comments: Good Communication (Mentioned 5 times) Teachers and Staff (Mentioned 6 times) Education (Mentioned 3 times) Sports (Mentioned 2 times) Recommendation: continue to develop partnerships with parents, hold students accountable and maintain a clean facility School Needs or Areas of Improvement 18. This school has good public image. 25% Disagreed 8. Overall the school performs well academically. 23% Disagreed 4. Homework is productive and supports learning in the classroom. 27% Disagreed 7. I believe my child is receiving the education to prepare him/her for the future. 19% Disagreed 13. Order and discipline are consistently maintained. 19% Disagreed 3. Good teaching is important at this school. 16% Disagreed Written Comments: After School (Mentioned twice) Accountability and follow through for staff Recommendations Based on the perceived needs for school improvement and SSC input, it is recommended that: 1. The school’s instructional model be improved with a strong focus on school wide effort to improve student motivation for learning 2. Provide accurate and reliable data to parents|2021-06-15|||2021 47704250000000|Mt. Shasta Union Elementary|6|We participate fully in the cycle of the California Healthy Kids Survey, and we also administer annual surveys to our students that measure school connectedness. About half of our fifth graders report feeling fully connected to the school, but that number drops to about 25% for our 7th graders. Students continue to report that other students could improve on how they treat others with kindness and respect. These data have informed our focus this year on social-emotional learning and our investment in increasing counseling services. Students also report concerns with engagement in the classroom. This informs our work around project-based learning and exploring different ways to increase enrichment opportunities in classrooms during the school day.|2021-04-13|||2021 47704580000000|Seiad Elementary|6|Parents/guardians and community members surveyed in the spring of 2021, indicated the school is promoting family participation and that students and families feel that the school is a safe place. Families feel the school listens to their needs, the staff are accessible and intervention and cultural programs are being addressed by the school. Students enjoy the clubs offered and can obtain help with their homework at school.|2021-06-08|||2021 47704660000000|Siskiyou Union High|6|We used the California Healthy Kids Survey to inform us about the school climate on each of our campuses by providing the survey to all students during the 2017-18 school year. The results of the survey have been used to develop specific goals and activities in our LCAP. Our LCAP Priority Goal 3 is to Improve the climate and culture of our campuses as indicated by Suspension Rates and the CA Healthy Kids Survey. Specific activities to improve climate and culture on our campuses include: Training and implementation of Restorative practices, training and implementation of emotional intelligence and trauma informed instructional practices, increase social emotional/counseling options, and increase nursing/health services. District Data from the 2017-18 CAHKS % of students indicating a safe or very safe level for perceived safety at school. CHKS Table A5.1 9th 56 (no change) 10th 54 (-6) 11th 55 (-4) 12th 52 (-18) % of students who indicated Pretty much true or Very much true that there is a teacher or some other adult who really cares about me. CHKS Table A4.7 9th 55 (-3) 10th 53 (-12) 11th 61 (-15) 12th 68 (-1) % of students who indicate Pretty much true or Very much true that they do interesting activities at school. CHKS Table A4.9 9th 56 (+1) 10th 50 (-3) 11th 54 (no change) 12th 48 (-9) % of students who indicate Agree or Strongly Agree that their school is usually clean and tidy. CHKS Table A4.13 9th 53 (-7) 10th 67 (-5) 11th 47 (-25) 12th 52 (-22) Other focus tables include: Absences, Past 30 days - Table A4.3 Reasons for Absences, Past 30 Days - Table 4.4 High expectations-adults in school - Table A4.8 School Connectedness Scale Questions - Table A4.10 Academic Motivation Scale Questions - Table A4.11 Reasons for Harassment on School Property - Table A5.2 Verbal Harassment at School - Table A5.3|2021-06-22|For the 2021 LCAP development work, our LCAP committee surveyed students and parents. The following is a summary of responses related to School Climate and Culture: Student 346/520 - 66.5% How effective do you feel your school is at each of the following: [Providing a safe school environment] Very Effective 27.17% Effective 56.07% Not Effective 6.36% Not Sure 10.40% [Providing consistent expectations that lead to a positive and safe school environment.] Very Effective 16.76 % Effective 58.96 % Not Effective 12.43% Not Sure 11.85% [Providing equitable opportunities for all students] Very Effective 18.50% Effective 57.23% Not Effective 9.83% Not Sure 14.45% [Providing you with engaging, rich and relevant curricular learning experiences that will help to prepare you for future college and career opportunities.] Very Effective 14.16% Effective 50.87% Not Effective 23.70% Not Sure 11.27% [Supporting you so that you can work at a high level.] Very Effective 20.23% Effective 50.00% Not Effective 15.32% Not Sure 14.45% [Providing college and career exploration and guidance activities] Very Effective 19.08% Effective 50.29% Not Effective 16.47% Not Sure 14.16% Parents 207/520 - 39.8% How effective do you feel your school is at each of the following: [Providing a safe school environment] Very Effective 35.12% Effective 46.34% Not Effective 12.20% Not Sure 6.34%||2021 47705080000000|Yreka Union Elementary|6|The Yreka Union School District prides itself on providing a safe learning environment for ALL students. Based on the 2019-20 California Healthy Kids Survey data, 73% of 5th graders felt safe at school, whereas only 57% of 7th graders feel safe or very safe at school. Furthermore, more 5th graders feel adults care for them at school (67%) than 7th graders do (62%). The data reveals that as students get older, parent involvement declines (70% 5th grade; 57% 7th grade). Based on our parent/family survey, roughly 77% of the respondents replied they feel they are involved in the process of decision making at school. An overwhelming 95% of respondents rated our campuses and facilities as safe or very safe. Overall, the LEA needs to continue to school connectedness in the younger grades, while we need to develop a means to make a stronger connection to students and parents in the upper grades. While the results in isolation show positive feedback, the rate of positivity falls off as we get in the upper grades. Furthermore, the rate of D's and F's greatly increases as students get in to the middle school age. This too reveals a disconnect between school student-family as these rates continue to rise. The Yreka Union School District is attempting to hire more certificated and classified personnel to help mitigate the learning loss that has developed during the COVID-19 Pandemic. We are going to retain and continue contracting with an outside counseling agency to have 1 full-time counselor at each site. 43.3% of the respondents believe counseling services should be a priority in the district. This ranked 3rd behind Small Class Sizes and Technology. Many comments from our staff on the survey want more paraprofessionals, more training for paraprofessionals and more professional development for Trauma Informed Practices. Overall, our stakeholders believe we have a safe and nurturing environment. However, there are areas where we can improve: training, connections to all stakeholders in the entire district and efficient use of human resources.|2021-06-29|||2021 47705160000000|Yreka Union High|6|The school survey reflected that the majority (75%) felt we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically, 52% felt their student was successful. We had positive results wit being comfortable communicating with staff. Reflecting, it was identified that there needs to be more communication on the CTE classes that we offer, we will meet at the beginning of the school year to establish a plan to communicate our CTE offerings.|2021-06-16|||2021 47764550000000|Scott Valley Unified|6|The respondents of the surveys report being satisfied with the school climate and environment. Further analysis conduced by the LCAP Committee resulted in prioritizing school climate and environments. Social emotional learning and positive behavior intervention and supports (PBIS) rated highest on all actions and across all participants in stakeholder groups. The District is placing a high importance on their input and has already hired two counselors and will finalize the hiring of two support staff/classified level specialists to work in the Care Team with the counselors and principals. The District is prioritizing professional development for PBIS beginning the 2021-2022 school year and will engage in a three-year service contract for training and coaching. We will also examine the implementation of a comprehensive school safety and connectedness curriculum.|2021-06-16|||2021 48104880000000|Solano County Office of Education|6|Students are surveyed annually to assess their perception about safety, level of engagement, emotional and social well-being, effective communication, and satisfaction with services. Students also completed the California Healthy Kids Survey (CHKS) in 2019-20. The responses are used to develop priorities for services in the LCAP. • 77% of students reported on the LCAP Student Survey that they receive extra help when they are struggling academically. • 100% of students reported that the school involves them in the development, review and ongoing monitoring of their individual learning plans. • 81% of students reported that the school prepares them for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other). • 50% of students reported that the school effectively provides them with career readiness instruction. • 43% of students reported that the career readiness workshops demonstrate a connection to their real life. • 48% of students reported that the school supports their social-emotional needs. • 70% of students reported on the (CHKS) that they feel there is a teacher or adult who notices them when they are not there. • 46% of students reported on the CHKS that they feel safe at school. • 62% of students reported on the CHKS that there is a teacher or adult who really cares about them. Survey data show that most of our students feel satisfied with the academic and emotional support they receive at school. On the CHKS most students feel safe at school and have a connection with at least a teacher. It is our goal to improve on all these results, by involving students in engaging activities and training our staff to provide effective social-emotional and career/college readiness support.|2021-06-09|||2021 48104880139030|Elite Public|6|95% of 9th and 10th take pride in their school 94% of 6th-8th graders take pride in their school 91% of students in 6th-10th grades agree that teacher expectations are average or very high. We did not survey students about campus safety, as most of the year was spent off campus in distance learning due to Covid-19. 2020-21 was ELITE Public Schools’ second year of operation with much of the time spent in distance learning due to the pandemic. We are working toward building a peaceful and productive ELITE school campus where all students belong and are respected members of the school community. The affirming ELITE school community will be trauma-sensitive, intentionally inclusive and restorative. Students who are having difficulty academically and socially within the community will be supported by ELITE staff members, who have agreed to embrace all students, strategic partnerships with Community-Based organizations, volunteers, and the Full-Service Community School staff. ELITE employs support staff to provide comprehensive academic, social, mental and physical education services to meet student, family and community needs and create clear pathways from Preschool to College/Career. Our Full Service Community Schools liaison coordinates services for students who are in need of additional support to meet the ELITE Standards of Excellence. This year has been particularly challenging for many of our students who have been isolated at home this year. In order to address these needs, we have added emotional supports hosting groups that provide space and the skills necessary to process these emotions. We are also addressing the lingering effects of racial tensions that arose in 2020 through SEL groups and Friendship groups providing students opportunities to engage with each other in positive and productive ways regardless of their racial identities. ELITE faculty and staff receive training in and expected to fully implement the following best practices toward creating a safe and supportive environment: 1) Positive Behavior Intervention and Support 2) Restorative Justice 3) Trauma Sensitive practices 4) Youth Suicide Awareness, Prevention, and Post-intervention 5) Active Shooter 6) Pandemic Protocols 7) Sexual Harassment: Policy and Prevention 8) Mandated Reporter 9) Cyberbullying Student and parent leaders will participate in the training so that they can provide input as staff works toward proper implementation and continuous improvement.|2021-10-12|||2021 48705240000000|Benicia Unified|6|BUSD administers and analyzes the results of two surveys to assess student, staff, and parent perceptions of a variety of aspects of school climate and safety. The REACH (Relationships, Effort, Aspirations, Cognition, and Heart)survey is administered to all secondary students (6-12th grade). The REACH survey is a valid and reliable youth self-report survey that measures academic motivation. The survey, developed by the University of Minnesota is based on research regarding youth developmental assets. The REACH Survey helps staff gain insight into middle and high school student's relationships and character strengths that are essential for motivating them to become self-propelled young adults. The last administration of the REACH Survey The California Healthy Kids Survey is administered to students in grades 7, 9, 11 and all students attending our continuation high school. In addition staff at all district schools and parents of all students are requested to complete online surveys. Both the REACH and the California Healthy Kids surveys are analyzed together at both the district and site levels to identify areas of targeted strengths and growth. The data is presented to the local governing board and available on the district website. The data taken together from the two surveys, at the last full administration in 2019, indicate that in terms of relationships and sense of belonging as they pertain to school connectedness, student and staff relationships and school climate our data has peaks and valleys. Students reported that they are challenged to grow academically and are provided support by adults on campus. Students reported 52% positive for Relationships on the REACH survey, and an average of about 52% on CHKS “caring adults” and “school belonging.” The District continues to focus on building relationships with students through extensive training in equity, cultural responsiveness, PBIS, and Universal Design for Learning. This will continue to be an area of focus. In fact, based on this data, the District created an LCAP goal which states All students in Benicia Unified School District, especially those who have been underrepresented, will feel a sense of belonging and connection to their school community so that they feel challenged and invested in a learning environment that values individuals and is accepting, respectful, safe and supportive. On the REACH survey, our district strength is in the area of aspirations with 70% of students reporting they understand the importance of goal setting and delaying gratification. Our area of growth continues to be in culturally responsive teaching and allowing students to share their individual cultural experiences with their teachers and peers and connecting this to their learning.|2021-10-07|||2021 48705320000000|Dixon Unified|6|School climate, and in particular, the social-emotional well-being of our students, is a priority for Dixon Unified School District. In the DUSD LCAP, this need is called out specifically in Goal 2, which states we will “Engage all students in social-emotional and behavioral learning which ensures safe, healthy, and culturally responsive schools.” To measure our progress toward this goal, the District looks at a number of indicators, including suspension and expulsion data, California Healthy Kids Survey, High School Graduation Rates, and Attendance Data, among others. What has consistently surfaced as a need is for our District is to take a more proactive approach to school behavior so as to reduce the number of suspensions, especially students who come from backgrounds traditionally over-represented in these data, such as students with disabilities and socioeconomically disadvantaged pupils. To address this need, the District has committed to working with our partners in Solano County to implement Positive Behavior Interventions and Supports (PBIS) at all our school sites. To support initiatives related to school climate, the District created a Pupil Services Coordinator position in 2018-19. In addition to supporting PBIS, this coordinator works hand-in-hand with families, teachers, students, and site administrators to improve attendance, student self-efficacy, access to mental health resources, monitoring of social-emotional and behavioral data, and professional development to staff, among other responsibilities. In addition to supporting PBIS, the following initiatives are in place for the 2021-22 school year, all of which stem from needs evident in our data and supported by stakeholder groups: -Mental Health Clinicians for students in grades TK-12. This service has been expanded in 2021--22. -Professional Development around Adverse Childhood Experiences (ASES) for all certificated staff. -Professional Development for certificated staff around Trauma Informed Practices -Fostering Resiliency professional learning -Youth mental health first aid -Safety and Emergency Plan support and training -Attendance Incentive Programs -Increased student supervision -Social-Emotional Learning Curriculum for Elementary Grades -Wellness Centers at all six school sites. -Additional counseling for students in grades 6-10.|2021-09-16|||2021 48705400000000|Fairfield-Suisun Unified|6|The District administers the California Healthy Kids Survey (CHKS) annually to gauge student perceptions about school climate. Below are the 2019/20 results: School Connectedness In regards to school connectedness, results indicate that as students progress through each grade level their perception of school connectedness decreases: - 69% of 5th, 55% of 7th, 48% of 9th, and 44% of 11th reported feeling connected to school Additional survey measures used to determine student perceptions of school connectedness are reported below. - Caring Adult Relationship: 70% of 5th, 58% of 7th, 50% of 9th, and 56% of 11th graders - Meaningful Participation: 40% of 5th, 24% of 7th, 21% of 9th, and 24% of 11th graders - Parent Involvement: 80% of 5th, 52% of 7th, 40% of 9th, and 36% of 11th graders While students feel less connected as they get older, the District had a higher percentage of secondary students indicating they felt more connected to school when comparing 2019/20 data to the 2018/19 data. 7th graders reported a 8 percentage point increase, 9th graders reported a 6 percentage point increase, and 11th graders reported a 16 percentage point increase. School Safety In regards to school safety, results show that as students progress through each grade level their perception of school safety decreases: - 75% of 5th, 53% of 7th, 47% of 9th, and 45% of 11th graders reported feeling very safe or safe at school. Additional survey measures used to determine student perceptions of school safety are reported below. Contrary to the perception rates reported above, when reviewing data regarding specific areas of school safety, it would appear as though students perceive school to be “safer” as students get older: - Been in a physical fight (or been hit/pushed for 5th grade): 43% of 5th, 20% of 7th, 9% of 9th, and 8% of 11th graders - Experienced any harassment or bullying: 74% of 5th, 40% of 7th, 26% of 9th, and 24% of 11th graders - Seen a weapon on campus: 16% of 5th, 16% of 7th, 11% of 9th, and 11% of 11th graders While the overall perception of school safety at the 5th and 7th grade level remained relatively unchanged, more 9th and 11th grade students reported improved safety with a 5 percentage point gain for 9th graders and a 11 percentage point increase for 11th graders. School climate and student safety was a major topic of discussion with stakeholders during the LCAP process. As a result of stakeholder input, FSUSD developed a new LCAP goal which became the highest priority goal and focuses on social-emotional wellness for students. In addition, Goal 4 has a specific action identified to implement a bullying prevention program. CHKS is named in FSUSD’s LCAP to measure Goal 1 (Implementing a tiered social-emotional program to support the well-being of all students and staff), as well as Goal 4 (Safe, inclusive, and welcoming learning environments where students are connected to their schools and staff are connected to their work environment.)|2021-08-12|To view the full report that was presented to the FSUSD Governing Board, cut and paste the following link: http://go.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=C5D2XJ0452F2.||2021 48705650000000|Travis Unified|6|We surveyed students in grades 5-12 about school climate in 2020-21. The percent of students reporting harassment or bullying dropped from about a third of students to almost none, likely because of moving from in-person learning to Distance Learning. Feeling safe at school, and feeling adults care and have high expectations continued to be rated in the 70% range, similar to previous years. We are continuing to implement PBIS (Positive Behavioral Interventions & Supports) and to provide staff training in areas related to developing a positive school climate. Of note was a reduced feeling of school connection, which dropped by about 40% at all levels, likely due to students learning at home last year. This information led us to emphasize community-building activities this year as we returned to in-person learning. In addition to schoolwide activities to help students feel a sense of belonging, teachers are including activities to build interpersonal connections in their daily lesson plans.|2021-06-08|||2021 48705730000000|Vacaville Unified|6|To assess school climate, our district uses the Healthy Kids Survey and a local survey in alternating years. We use this data to inform our actions, especially our third LCAP goal, which is to provide "a safe and welcome learning environment that encourages the development of the necessary social-emotional competencies to ensure they are life-ready upon graduation. Those competencies include a strong work ethic, resilience, critical thinking / problem solving skills, and empathy." Specific actions at all schools sites were developed based on this data and staff at those schools continue to work to monitor our progress on this goal, as well as developing ways to improve. Summary of Survey Results related to Safety and School Connectedness: Feel safe at school - 5th grade = 75% - 7th grade = 56% - 9th grade = 55% - 11th grade = 56% Feel unsafe at school - 5th grade = 11% - 7th grade = 9% - 9th grade = 7% - 11th grade = 8% Caring adults in school - 5th grade = 74% - 7th grade = 60% - 9th grade = 55% - 11th grade = 88% Summary of Survey Results related to Portrait of a Graduate Competencies: Critical Thinking/Problem Solving: - 5th grade = 65% - 7th grade = 52% - 9th grade = 53% - 11th grade = 55% Work Ethic - 5th grade = 89% - 7th grade = 73% - 9th grade = 70% - 11th grade = 66% Resilience - 5th grade = 80% - 7th grade = 69% - 9th grade = 71% - 11th grade = 71% Empathy - 5th grade = 77% - 7th grade = 73% - 9th grade = 69% - 11th grade = 72%|2021-09-09|||2021 48705730129494|Kairos Public School Vacaville Academy|6|Kairos Public Schools collects survey data from parents, students and staff on a yearly basis. This allows the school administration and Board of Directors to reflect on the effectiveness of our school climate and operations. Survey results show strong support of the school by parents and guardians and a cohesive culture for staff.|2021-10-05|||2021 48705730135095|Ernest Kimme Charter Academy for Independent Learning|6|According to results from Parent Surveys conducted in the Ernest Kimme Charter Academy 2020-2021 school year: 97% of families reported being well informed regarding school program expectations 100% of families reported an ease in communicating with teachers 100% of families reported effective academic support offerings at school 81% reported receiving social emotional supports at school 87% reported being prepared for post-secondary success 97% reported a welcoming school environment 100% reported online and campus safety 100% reported support from teachers and 94% support from administration To assess school climate, our district uses the Healthy Kids Survey and a local survey in alternating years. We use this data to inform our actions, our third LCAP goal, which is to provide "a safe and welcome learning environment that encourages the development of the necessary social-emocompetencies to ensure they are life-ready upon graduation. Those competencies include a strong work ethic, resilience, critical thinking / problemskills, and empathy." Specific actions at all schools sites were developed based on this data and staff at those schools continue to work to monitor progress on this goal, as well as developing ways to improve. Summary of Survey Results related to Safety and School Connectedness: Feel safe at school - 7th grade = 56% - 9th grade = 55% - 11th grade = 56% Feel unsafe at school - 7th grade = 9% - 9th grade = 7% - 11th grade = 8% Caring adults in school - 7th grade = 60% - 9th grade = 55% - 11th grade = 88% Summary of Survey Results related to Portrait of a Graduate Competencies: Critical Thinking/Problem Solving: - 7th grade = 52% - 9th grade = 53% - 11th grade = 55% Work Ethic - 7th grade = 73% - 9th grade = 70% - 11th grade = 66% Resilience - 7th grade = 69% - 9th grade = 71% - 11th grade = 71% Empathy - 7th grade = 73% - 9th grade = 69% - 11th grade = 72%|2021-09-09|The data above is representative of district data. Individual school results from the California Healthy Kids Survey are not available.||2021 48705734830113|Buckingham Collegiate Charter Academy|6|On the 2019-2020 California Student Tobacco Survey that was administered to 98 Buckingham 10th graders and 84 12th graders, 75% of students strongly agree or somehwat agree that they are happy to be at Buckingham. 72% of students report feeling close to people at their school, and 81% report feeling safe at school. On a local survey administered to 9-12 graders, students were asked which areas they felt they needed more support in to help them succeed after high school. Of the 278 respondents, 116 of them (43.8%) indicated that they need more support with developing social and emotional skills such as communication and healthy relationships. From this data, we learned that the majority of our students feel connected and safe at school but there is still a contigency who do not. Based upon the data, our school's strengths include our staff's ability to develop meaningful relationships with students. Areas of growth include providing more support for students with social emotional needs and life skills. We also need to better connect with the contigency of students who feel disconnected/unsafe. As a result of the the survey data, we have incorporated "life readiness" and "social emotional well-being" into our LCAP goals. We have also brought back our intervention system that allows teachers to offer a variety of supports or enrichments and allows students to sign up or be scheduled into what they need on a weekly basis. This includes social emotional supports and college and career readiness opportunities, for example. We are in the beginning states of implementing the action steps for the upated LCAP goals and we will be mointoring the results for continuous improvement.|2021-09-09|||2021 48705810000000|Vallejo City Unified|6|The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in 2019-2020 school year as one measure of school climate. The focus of this submission is for students’ perceived safety at school and students’ school connectedness at grades 5, 7, 9, 11, and Non-Traditional (NT) Schools. Longitudinal data in the areas of school connectedness demonstrate healthy growth at every grade level with two-year gains ranging from 15 percentage points to 32 percentage points. Smaller gains were reported over two years for four of the five grade levels with perceived safety ranging from 1 percentage point to 6 percentage point. One grade level had a 1 percentage point drop. These will continue to be areas of focus and improvement. California Healthy Kids Survey Percentage of Students Reporting School Connectedness Most or All of the Time Grade 5 Grade 7 Grade 9 Grade 11 NT 2017-2018 33% 35% 21% 18% 33% 2018-2019 63% 28% 29% 24% 26% 2019-2020 65% 50% 42% 36% 49% Percentage of Students Reporting they feel Very Safe or Safe at School Grade 5 Grade 7 Grade 9 Grade 11 NT 2017-2018 69% 50% 33% 27% 48% 2018-2019 63% 42% 32% 32% 47% 2019-2020 70% 51% 39% 31% 47%|2021-06-16|||2021 48705810115469|Vallejo Charter|6|The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in 2019-2020 school year as one measure of school climate. The focus of this submission is for students’ perceived safety at school and students’ school connectedness at grades 5, 7, 9, 11, and Non-Traditional (NT) Schools. Longitudinal data in the areas of school connectedness demonstrate healthy growth at every grade level with two-year gains ranging from 15 percentage points to 32 percentage points. Smaller gains were reported over two years for four of the five grade levels with perceived safety ranging from 1 percentage point to 6 percentage point. One grade level had a 1 percentage point drop. These will continue to be areas of focus and improvement. California Healthy Kids Survey Percentage of Students Reporting School Connectedness Most or All of the Time Grade 5 Grade 7 Grade 9 Grade 11 NT 2017-2018 33% 35% 21% 18% 33% 2018-2019 63% 28% 29% 24% 26% 2019-2020 65% 50% 42% 36% 49% Percentage of Students Reporting they feel Very Safe or Safe at School Grade 5 Grade 7 Grade 9 Grade 11 NT 2017-2018 69% 50% 33% 27% 48% 2018-2019 63% 42% 32% 32% 47% 2019-2020 70% 51% 39% 31% 47%|2021-06-16|||2021 48705810134262|Caliber: ChangeMakers Academy|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. We administer the Panorama Education - School Climate and Culture Survey every year. We review results with staff and families through PD and SSCs gets reviewed with our board in June. Overall results in parent engagement are incorporated into our LCAP. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? In the Spring of 2020 students rated us positively across areas of self management, social awareness/ social competence, growth mindset and self awareness. additionally we rated 4/5 or higher in diversity & inclusion, rigorous expectations, school safety, teacher and student relationships, and fairness. In our distance learning program students notes that they feel like their needs were being met and they had supportive relationships. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? We measure progress on this Priority in our LCAP annual update process each spring.|2021-06-24|||2021 49104960000000|Sonoma County Office of Education|6|In January 2021 the YouthTruth survey was utilized with Community School students to better understand their perceptions of the school. Areas of strength, per student report, include: 48% of students reported relationships as being what they like most about their school (compared with 27% for a typical YouthTruth school) 17% of students reported engagement as being what they like most about their school (compared with 11% for a typical YouthTruth school) 10% of students reported culture as being what they like most about their school (compared with 5% for a typical YouthTruth school) Student outcomes improve when they have access to challenging, relevant and engaging experiences at school. Students also need to know that the school environment is a safe, caring, culturally competent and responsive environment. An academically challenging yet supportive environment boosts both student learning and coping abilities. High-stress environments in which students feel chronically unsafe and uncared for make it physically and emotionally harder for them to learn and more likely for them to act out or drop out. Students learn better when they feel safe and we know that relationships with caring adults provides the foundation for that feeling of safety. We use multiple measures to gauge students' sense of safety at school, the traditional method being suspension rate. We have made significant strides in reducing our rate of off-campus suspension. Being mindful of and building on the work that led to that improvement will help to maintain those gains. Student voice and choice is key to understanding how students feel about school climate and culture - we will continue to utilize the survey tools we have to monitor this. Recent survey results indicate student highest rated themes as relationships and culture. We feel this is an area of strength for us but realize that the work needs to be ongoing to maintain the progress we have made in this area. We will continue to measure, evaluate, monitor and provide the necessary interventions and supports to meet the needs of all students including low income, students with special needs, English language learners, foster/homeless and adjudicated youth to provide the with a school environment that they perceive as safe and secure. We will implement strategies (reflected in LCAP actions) to increase students sense and report of feeling high levels of: school connectedness,caring relationships with adults in school, high expectations from adults at school and meaningful participation in school. We would also like to see increased numbers of students reporting engagement, culture and academic rigor and college & career readiness as being what they like most about their school, When students perceive the school environment as safe, caring, culturally competent and responsive, outcomes (decreased suspension rate, increased attendance rates, decreased dropout rates, increased graduation rates, etc.) will improve.|2021-06-24|||2021 49705990000000|Alexander Valley Union Elementary|6|Due to the Covid-19 Pandemic and Distance Learning, school climate surveys have centered around virtual learning and various aspects related to Covid-19. Overall the community has been very supportive of ensuring their child attended both distance learning opportunities and in-person learning. Survey data included 97% of parents wishing for their children to return to a safe school climate via in-person learning as evidenced by survey data collected. This data was accurately represented as 97% of all students did return to in-person learning in March of 2021. As we entered into the 2021-2022 school year 99% of students returned to in-person learning as reflected in the first three months of attendance data collected. A sustained in-person enrollment has helped re-establish our school vision and climate of what school felt like pre-pandemic. School-wide events such as the Jog-a-thon generated over $20,000 in revenue for classroom supplies, field trips, and school materials which was a strong indicator of the home-to-school connection between parents and community that is being re-established. Over 98% of all Zoom Parent/Teacher Conferences were attended with parents. As our school year continues to progress, we anticipate more and more opportunities for our school culture and climate to foster student growth and learning.|2021-09-13|||2021 49706070000000|West Sonoma County Union High|6|The District administered the Youth Truth Survey to all students. Of note was that School engagement at the 12th percentile when compared with other schools. The District is focusing on student engagement through a variety of actions in the LCAP to address this metric. The District administered the CHKS to 9th and 11th graders in the spring of 2018. The response rate was 83%, Results show the following percentages of agreement with the statements listed: 64% say that there is a teacher or adult that really cares about them. 73% say they feel safe at school. 42% says parents feel welcome to participate in the school. 35% experienced harassment of some kind on school grounds in the last 12 months, 27% have used drugs in the last 30 days, 11% on school property. 43% have used an e-cigarette or other vaping device. The district will further examine results to determine changes in actions to the LCAP to address these issues.|2021-06-23|||2021 49706150000000|Bellevue Union|6|This last year, BUSD did not administer a local climate survey and will participate in the Youth Truth Survey this 2021-22 school year. However, school climate is important to BUSD. We understand that students must feel safe, welcome and valued to do their best. This is why all of our sites now have counselors and bilingual parent liaisons. In addition, the staff of each school models kindness and respect. All schools have monthly assemblies to recognize desired behaviors. In addition, all sites incorporate time in their faculty meetings to write personalized post cards to all of their students and mail them to their homes throughout the year.|2021-06-30|||2021 49706230000000|Bennett Valley Union Elementary|6|Data: We have used some of the Healthy Kids Survey questions and added them to our 2nd-6th grade student survey annually. Students generally feel that they have a trusting adult and are proud to be part of their schools. Additionally, we use RULER (Yale SEL program), BEST, and Toolbox and take student disciplinary data. Since the students returned in a hybrid on March 29 two afternoons per week with morning zoom instruction, and went to 5 mornings per week in person on April 26, the Site Council decided to wait to ask the some of the SEL oriented questions using either Healthy Kids survey questions or Youth Truth until December 2021.|2021-06-09|||2021 49706490000000|Cinnabar Elementary|6|Cinnabar administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. We have chosen to use the California Healthy Kids Survey, to students 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 Dashboard.|2021-09-07|||2021 49706496051635|Cinnabar Charter|6|The district will implement the Healthy Kids Survey again this year. The district is committed to continue work toward development of data reports that are able to show trends from these surveys as a way to inform our stakeholders and district of improvement in the areas of climate and culture.|2021-09-07|||2021 49706720000000|Dunham Elementary|6|An annual student survey was administered in the spring to garner student input. 100% (87.10% yes, 12.9% sometimes, 0.0 % No) of the students reported feeling safe around the outside of the school, 96.77% (90.32% yes, 6.45% sometimes, 3.23 % No) reported feeling safe in their classrooms, and 100% (74.19% yes, 25.81% sometimes, 0.0 % No) of the students reported feeling safe in the bathroom and hallways.|2021-06-15|||2021 49706720122440|Dunham Charter|6|An annual student survey was administered in the spring to garner student input. 100% (87.10% yes, 12.9% sometimes, 0.0 % No) of the students reported feeling safe around the outside of the school, 96.77% (90.32% yes, 6.45% sometimes, 3.23 % No) reported feeling safe in their classrooms, and 100% (74.19% yes, 25.81% sometimes, 0.0 % No) of the students reported feeling safe in the bathroom and hallways.|2021-06-15|||2021 49706800000000|Forestville Union Elementary|6|School climate--suspension data (2019-20) Grades K-1--0% suspension rate Grades 2-8--less than 1% suspension rate (16 incidents total with 90% of suspensions coming from grades 7-8) Zero expulsions in grades Tk-6 One expulsion in grades 7-8 Using the Youth Truth Survey date, the overall satisfaction fo the school program was 86% Average daily attendance is at 92% and the chronic truancy rate was 20% Analysis: Forestville Union School District continues to maintain a safe campus with an overall positive climate for students, staff, parents/guardians, and community. Related to the suspension data, our English Learners and Hispanic students were not suspended, thus a 0% suspension rate. Socioeconomically disadvantaged student were suspended (5 out of 16 incidents) at 30% The suspension rate remains below the county average of 3.4% The attendance rate and chronic truancy rate are in need of improvement.|2021-06-17|||2021 49706800112987|Forestville Academy|6|School Climate--Suspension rate (2019-20 data): Grades 2-8--less than 1% suspension rte (16 incidents total with 90% of suspensions coming from grades 7-8) One expulsion in grades 2-8 Using the Youth Truth Survey data, the overall satisfaction of the school program was about 86% Average daily attendance is at 92%, and the chronic truancy rate was 20%. Analysis: Forestville Academy continues to maintain a safe campus with an overall positive climate for students, staff, parents/guardians, and the community. Related to the suspension data, our English Learners and Hispanic students were not suspended nor expelled, thus a 0% suspension and expulsion rate. Socioeconomically disadvantaged students were suspended (5 out of the 16 incidents) at 30%. This is an area identified as an area of focus. While the suspension rate remains below the county average (Sonoma County was 3.4%), the attendance and chronic truancy rates were higher than the county average and are an area of focus.|2021-06-17|||2021 49706980000000|Fort Ross Elementary|6|Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. LOCAL SURVEYS • All students report feeling safe at school • 75% of students have a sense of emotional well-being|2021-06-22|||2021 49707060000000|Geyserville Unified|6|Please note that students were distance learning from March 2020 to April 2021 due to COVID-19 global pandemic. DATA: School Safety: During 2018-2019 school year, 80% of students feel that school is safe (compared to 82% in the 2017-2018 school year). School Connectedness: for Geyserville Elementary the percent of students who agree with the following school connectedness statements on the 17-18 California Healthy Kids Survey are: There are adults at school think I will be successful: 95%, There is an adult who I can trust and go to for help: 90%, I am excited about learning: 88%. For GNTA the survey is slightly different in that New Tech Network provides us with a survey to conduct and they determine the “school connectedness” percentage. For 2017-2018 this percentage was 83%. In 2016-2017 this percentage was 75%. The range for New Tech Schools are 59% to 100% so we are doing great for this area. 68% of GNTA students rate their experience at the school as positive. MEANING: The disaggregate results of the survey and other data collected reveals that we could be doing more to help improve the feeling of school safety and school connectedness in our district. USE: We will continue our LCAP goal 1: Provide a safe and secure school environments, specifically ensure Safe School Culture: Develop safe school culture by providing 1) Restorative Practices program and 2) Safe Schools Ambassadors program and 3) hiring a Safety Plan Coordinator to help improve school safety and school connectedness.|2021-06-16|||2021 49707140000000|Gravenstein Union Elementary|6|California Healthy Kids Survey 2019-2020: Gravenstein Elementary: 92% of students report feeling safe at school most or all of the time. 82% of students report feeling connected to school most or all of the time. Hillcrest Middle: 67% of students agree or mostly agree that they feel safe at school. 72% of students agree or mostly agree that they feel connected to school. Based on 18/19 data, the suspension rate for All Students at Gravenstein Elementary was in the yellow zone on the state dashboard (Two or More Races and Title I were orange). The suspension rate for All Students at Hillcrest was red (the three groups that qualify for a color, Hispanic, White, Title I, were also red). There were a total of 54 out of school suspensions in 18/19 (48 at Hillcrest, 6 at Gravenstein, 23 individual students). Last year, 19/20, there were 4 suspensions (all at Hillcrest, 4 individuals) during the 130 days (72%) of the school year prior to the suspension of in-person instruction. GUSD will create and formalize our Tier I support and prevention strategies, beginning with training for continued implementation of daily classroom SEL activities including: ACEs and Trauma-Informed training for all staff, training for teacher-selected and directed SEL activities, including Second Step, development and use of progressive discipline framework that includes restorative practices where applicable, and adding documentation of classroom/playground office referrals or loss of privilege. Each school principal will take the lead for their respective site in the development and implementation of these training opportunities. Positive behavioral choices also positively impact academic performance and attendance. A positive school climate starts with a commitment to life skills, clear expectations, and common language. Using the research and findings from Dr. Jeffrey Sprague, Professor of Special Education and Director of the University of Oregon Institute on Violence and Destructive Behavior, GUSD starts with "be safe, be respectful, be responsible" as common language that is shared with students and is the basis for any behavioral re-directs. Each school site will hold a variety of presentations and assemblies to students related to life skills, behavior expectations, campus spirit themes and safe school climate. Additionally, each site will have staff supervised intramural and student government programs. Classroom spirit competitions and incentives for positive campus activities will be organized and implemented by staff.|2021-06-15|||2021 49707220000000|Guerneville Elementary|6|DATA: School Safety: Using the California Healthy Kids Survey or Local Survey 67% of 5th graders feel safe at school (compared to 81% the previous year) and 77% of 7th graders feel safe at school (compared to 71% the previous year). 93% of TK/K students feel safe at school. School Connectedness: The California Healthy Kids Survey results in 2017-2018 stated that 46% of 5th graders and 42% of 7th graders had a high level of school connectedness. This compares to data from 2015-2016 that stated that 73% of 5th graders and 74% of 7th graders had a high level of school connectedness. This compares to data from 2013-2014 that stated that 55% of 5th graders and 71% of 7th graders had a high level of school connectedness. New data will be collected during the 2019-2020 school year. The percentage of students who are happy to be at Guerneville School in 2018-2019 was 90% for 5th grade and 94% for 7th grade. In 2017-2018 data this was 100% for elementary and 82% for middle school. MEANING: Overall, students are very happy to be in the Guerneville School District. Our levels of school connectedness did decrease from 2015-2016 to 2017-2018, however, we have had several natural disasters (floods and fires) that have impacted our community and school transiency. We look forward to analyzing the data from the 2019-2020 Healthy Kids Survey to obtain a better picture of our students' level of school connectedness. USE: We will continue to implement and evaluate LCAP Goal 5: Campus Pride & Safety: Provide a safe and secure campus and LCAP Goal 2: Students, Staff and Families are excited and engaged in their learning and leadership.|2021-05-10|||2021 49707220139048|California Pacific Charter - Sonoma|6|LCAP Goal 3 addresses LCFF Priority 6) School Climate: Sense of Safety and School Connectedness. 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. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Action Items 3.3, and 3.5 were developed to support a safe and positive school climate. DATA Stakeholders actively participate in annual surveys that address the sense of safety and school connectedness. 83 students in CPCS-SD participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 6 students in grades K-5, 10 students in grades 6-8, and 67 students in grades 9-12. 100% of students agreed that their teacher cares about their education and helps them to succeed. 93.1% of students indicated that they feel safe a welcome to meet wiht their teacher to discuss their school work. 98% of students indicated that if they have a problem, they know someone at school they can talk to for support. 96% of students stated that overall, they feel satisfied with their school. MEANING Areas of strength are that the survey results indicate that, CPCS-SD has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing the number of K-8 students who participate in the survey. USE CPCS will continue to maintain and grow school initiatives that support student safety and school connectedness. In the 21-22 school year, CPCS will roll out a newly adopted social emotional curriculum through Edgenuity that teachers, counselors, administrators, and parents can use to support student engagement and feelings of safety and connectedness.|2021-08-10|||2021 49707226051767|Guerneville Elementary (Charter)|6|DATA: School Safety: Using the California Healthy Kids Survey or Local Survey 67% of 5th graders feel safe at school (compared to 81% the previous year) and 77% of 7th graders feel safe at school (compared to 71% the previous year). 93% of TK/K students feel safe at school. School Connectedness: The California Healthy Kids Survey results in 2017-2018 stated that 46% of 5th graders and 42% of 7th graders had a high level of school connectedness. This compares to data from 2015-2016 that stated that 73% of 5th graders and 74% of 7th graders had a high level of school connectedness. This compares to data from 2013-2014 that stated that 55% of 5th graders and 71% of 7th graders had a high level of school connectedness. New data will be collected during the 2019-2020 school year. The percentage of students who are happy to be at Guerneville School in 2018-2019 was 90% for 5th grade and 94% for 7th grade. In 2017-2018 data this was 100% for elementary and 82% for middle school. MEANING: Overall, students are very happy to be in the Guerneville School District. Our levels of school connectedness did decrease from 2015-2016 to 2017-2018, however, we have had several natural disasters (floods and fires) that have impacted our community and school transiency. We look forward to analyzing the data from the 2019-2020 Healthy Kids Survey to obtain a better picture of our students' level of school connectedness. USE: We will continue to implement and evaluate LCAP Goal 5: Campus Pride & Safety: Provide a safe and secure campus and LCAP Goal 2: Students, Staff and Families are excited and engaged in their learning and leadership.|2021-05-10|||2021 49707300000000|Harmony Union Elementary|6|DATA The highest rated Student response was: “Most students are friendly to me.” and the lowest rated question was: “I can usually be myself around other students.” 15% of HUSD students report being bullied or harassed similar to other schools Percentage of student responses whose average rating was greater than 3.5 out of 5. – Overall: Harmony - Typical Youth Truth school - Typical Sonoma school Engagement 42% 52% 45% Academic Challenge 44% 64% 58% Culture 42% 44% 53% Belonging & Peer Collaboration 74% 48% 48% Relationships 53% 53% 60% HUSD Family’s highest rated themes were Culture & Relationships and the lowest rated themes were Engagement & Resources. Percentage of respondents who chose a 4 or a 5 (Agree/Strongly Agree). Harmony - Typical Youth Truth school - Typical Sonoma school I would recommend my school to parents seeking a school for their child. 94% 68% 69% My child is getting a high quality education at this school. 87% 64% 60% HUSD Faculty and Staff’s highest rated statement was “I am proud of my school.” (Culture) the lowest rated statement was: “My school sets high expectations for students.” (Resources) Percentage of respondents whose average rating in the theme was greater than 3.5 out of 5 Harmony - Typical Youth Truth School - Typical CA school Engagement 93% 80% 81% Relationships 92% 84% 85% Culture 86% 68% 69% Professional Development and Support 52% 68% 66% School Safety 89% 75% 74% MEANING The Youth Truth survey was conducted of 6th and 8th grade students and their parents (which includes parents of younger grade students). Students in grades K-5 were not surveyed. The survey was also administered with all Harmony faculty grades TK-8. A significant disconnect between perceptions of academic challenge by students and faculty ratings for high expectations was observed. Though parents report very high levels of satisfaction, student perceptions of their social topography is low. As a small school that is important. USE Harmony underperformed in 3 areas of the student survey: Engagement, Academic Challenge & School Culture. Harmony’s school culture committee is examining data details to identify improvements for school culture & engagement at the school. For Academic Challenge, the Leadership team identified curriculum articulation as the primary goal for professional development for 21-22 including a full review of the scope & sequence of core academic instruction. The new Academic Support Team model implemented Fall 2021 provides additional staff for ELA & Math activities implementing a workshop model that allows for greater differentiation & responsive levelling of content to students in each workshop group. All students will receive targeted, challenging instruction.|2021-10-21|||2021 49707306110639|Salmon Creek School - A Charter|6|DATA The highest rated Student response was: “Most students are friendly to me.” and the lowest rated question was: “I can usually be myself around other students.” 15% of HUSD students report being bullied or harassed similar to other schools Percentage of student responses whose average rating was greater than 3.5 out of 5. – Overall: Harmony - Typical Youth Truth school - Typical Sonoma school Engagement 42% 52% 45% Academic Challenge 44% 64% 58% Culture 42% 44% 53% Belonging & Peer Collaboration 74% 48% 48% Relationships 53% 53% 60% HUSD Family’s highest rated themes were Culture & Relationships and the lowest rated themes were Engagement & Resources. Percentage of respondents who chose a 4 or a 5 (Agree/Strongly Agree). Harmony - Typical Youth Truth school - Typical Sonoma school I would recommend my school to parents seeking a school for their child. 94% 68% 69% My child is getting a high quality education at this school. 87% 64% 60% HUSD Faculty and Staff’s highest rated statement was “I am proud of my school.” (Culture) the lowest rated statement was: “My school sets high expectations for students.” (Resources) Percentage of respondents whose average rating in the theme was greater than 3.5 out of 5 Harmony - Typical Youth Truth School - Typical CA school Engagement 93% 80% 81% Relationships 92% 84% 85% Culture 86% 68% 69% Professional Development and Support 52% 68% 66% School Safety 89% 75% 74% MEANING The Youth Truth survey was conducted of 6th and 8th grade students and their parents (which includes parents of younger grade students). Students in grades K-5 were not surveyed. The survey was also administered with all Harmony faculty grades TK-8. A significant disconnect between perceptions of academic challenge by students and faculty ratings for high expectations was observed. Though parents report very high levels of satisfaction, student perceptions of their social topography is low. As a small school that is important. USE Harmony underperformed in 3 areas of the student survey: Engagement, Academic Challenge & School Culture. Harmony’s school culture committee is examining data details to identify improvements for school culture & engagement at the school. For Academic Challenge, the Leadership team identified curriculum articulation as the primary goal for professional development for 21-22 including a full review of the scope & sequence of core academic instruction. The new Academic Support Team model implemented Fall 2021 provides additional staff for ELA & Math activities implementing a workshop model that allows for greater differentiation & responsive levelling of content to students in each workshop group. All students will receive targeted, challenging instruction.|2021-10-21|||2021 49707630000000|Horicon Elementary|6|Horicon Elementary School utilized the California Healthy Kids Survey (CHKS) in the 2020/2021 school year to survey the 7th and 8th-grade students, staff, and parents. The results of the survey have not yet been distributed to the LEA, and as such, the results cannot be disaggregated. However, in 2019/2020, a similar survey developed in-house showed that more than 80% of parents/ guardians found that Horicon was a healthy and safe place for their children. Nearly 90% of our student body reported feeling Horicon is a safe and happy environment, and enjoyed attending school. 6% reported feeling unsafe sometimes, but not often. This survey was not used again in 2020/2021 as the district opted to participate in the healthy kids survey. The board will determine if in 2022/2023 school year we would like to resume with an in-house survey versus continuing with the CHKS.|2021-03-08|Horicon has an expansive and progressive SEL program (SoulShoppe, Allies, and Mindfulness) that addresses student issues in real-time. In addition, Horicon has a Counselor one day per week who works with students in small groups as well as one on one. This counselor also sits in on our monthly SST's (student success team) in order to provide relevant feedback on social-emotional supports that may be needed.||2021 49707890000000|Kenwood |6|Due to the Covid-19 pandemic and distance learning, School Climate Surveys have centered around virtual learning and various aspects related to Covid-19. Overall the community has been very supportive of our decision making process. Community members have attended virtual Board Meetings to ask questions and discuss concerns. The end of the year Parent Survey indicated a strong desire to return to in-person learning and to get our students back to school in as normal a way as possible while still being safe. We have listened to our community as data shows from our March 2021 survey, that over 90% of our families wanted to return to in-person learning while still approving of the job Kenwood School had done in educating the students during the Virtual Learning platform. The District decided to return to in-person learning during the Spring of 2021 and into the 2021-22 school year. The return to school has been very successful in part due to the added supports in areas of learning loss as well as added counseling for students struggling emotionally. We are seeing a steady increase in learning as the loss of learning is being filled in with our increased focus on tiered interventions. As the 2021-22 school year began, we had 99% of our students attend in-person learning and have sense increased that to 99.7% as two students chose to leave the Independent Study program offered due to the Covid-19.|2021-09-09|||2021 49707970000000|Liberty Elementary|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff.|2021-10-15|||2021 49707970107284|California Virtual Academy @ Sonoma|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 31 Students feel safe: 100% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 100% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-09|||2021 49707970140228|Liberty Independent Study|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including: the Board, parents, and staff.|2021-10-15|||2021 49707976051833|Liberty Elementary|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including: the Board, parents, and staff.|2021-10-15|||2021 49708050000000|Mark West Union Elementary|6|Based on the local counseling survey administered to determine if school climate services are improving student sense of wellbeing and teacher perception of campus wellbeing, results showed that 74% of respondents indicated a healthier school climate as a result of school climate services, such as counseling and social-emotional activities embedded into the student's school day. It should be noted that schools have been functioning through a pandemic and the California Health Kids Survey was not administered last year. It will be administered in the present year to 5th and 7th graders. A student survey administered to 6th graders, during a student council meeting, generated qualitative data suggesting they have strong teachers who communicate well with students and are fair. There is a desire for increased STEM programs, co-ed sports, art-related programs, and in-person instruction. The schools are evaluating the survey data, both numerical and qualitative responses, to determine how to fold the input into their plans.|2021-05-18|||2021 49708130000000|Monte Rio Union Elementary|6|School Climate & Safety Related Problems as reported by teachers, students and parents state that school climate is overall positive. Parents gave positive ratings for teacher support of students, consistency of discipline across students, and student respectful behavior toward teachers. Pre-Covid Safety protocols being put in place in place, both parents and teachers gave the schools similarly high ratings for welcoming parents and families and encouraging parent participation and involvement in the schools. Parents and teachers overall rated school and district communication with families as positive. District communication (office) as well as school communication (teachers) is something that always needs constant attention. The One Call Now system seems to be their preferred method of communication for the parents, however, emails, newsletters and the Remind App are all used in conjunction with the One Call Now system.|2021-10-15|||2021 49708390000000|Oak Grove Union Elementary|6|DATA: CA Healthy Kid Survey was administered to students in 2019-2020, 81% of 5th grade students had high engagements of school connectedness. This data indicates that the district exceeded its expected goals. MEANING: While we continue striving to improve so all students have a positive experience at school, we attribute our success to a variety of factors. Counselors provided in class learning experiences to 100% of the student body population. Overall counselor staffing within the district is 2 FTE, with psychologist services increased to .8 FTE. USES: The district retained staff to fill supervisory positions with qualified personnel which has been important in having students know there is a visible presence to help them connect and feel safe. Front office staff at both campuses help create a positive school culture and provide social/emotional support to students as needed. The Toolbox curriculum has been employed at the elementary level and middle school faculty have continued exploring programs that are best suited to meet their students' social-emotional needs. Staff is receiving training on Restorative Practices and are beginning to implement them at both sites. These and other Social/Emotional Learning tools are being utilized to help students make positive decisions, resolve conflict and learn from their mistakes.|2021-05-12|||2021 49708390138065|Pivot Charter School - North Bay|6|Pivot Charter School employed a variety of surveys during the 2020-21 school year to gather input reflecting on the impacts of COVID to students, their academic progress, and the actions taken by the school during the closures and upon reopening. Since the resource centers were closed for a majority of the school year, these surveys focused on the virtual program offered by Pivot and the needs of the students during this unique time. Pivot learned that families were satisfied with Pivot overall (100% were either satisfied or extremely satisfied) but not everyone believed their student was academically successful this year (81.2% of parents believe their student was academically successful this year). Survey responses indicated that Pivot’s clear strength is in building relationships and recognizing students’ individual needs. An area for growth was observed with some families commenting on the virtual curriculum providers utilized by Pivot and the need for upgraded content or interface. Pivot researches curriculum providers and systems every year, searching for standards-based and aligned curriculum that allows students to work asynchronously with teacher support as needed. While no online curriculum is perfect, many continue to improve their options for customization. Pivot has and will continue to utilize these opportunities to make necessary adjustments and address concerns. To supplement the online curriculum that is used, Pivot continues to build a robust virtual program that includes online workshops and office hours with credentialed teachers. Many students and families were satisfied with those virtual offerings this year. So much so that the survey responses also indicated that they would like these offerings as well as some site based support to continue throughout the summer. Pivot plans to offer summer school to grades 6-12.|2021-06-04|||2021 49708396051890|Oak Grove Elementary/Willowside Middle|6|DATA: CA Healthy Kid Survey was administered to students in 2019-2020, 81% of 5th grade students had high engagements of school connectedness. This data indicates that the district exceeded its expected goals. MEANING: While we continue striving to improve so all students have a positive experience at school, we attribute our success to a variety of factors. Counselors provided in class learning experiences to 100% of the student body population. Overall counselor staffing within the district is 2 FTE, with psychologist services increased to .8 FTE. USES: The district retained staff to fill supervisory positions with qualified personnel which has been important in having students know there is a visible presence to help them connect and feel safe. Front office staff at both campuses help create a positive school culture and provide social/emotional support to students as needed. The Toolbox curriculum has been employed at the elementary level and middle school faculty have continued exploring programs that are best suited to meet their students' social-emotional needs. Staff is receiving training on Restorative Practices and are beginning to implement them at both sites. These and other Social/Emotional Learning tools are being utilized to help students make positive decisions, resolve conflict and learn from their mistakes.|2021-05-12|||2021 49708470000000|Old Adobe Union|6|The student perception survey was administered in 2019-20 for all students in grades 4-6. The survey was administered with student data attached for disaggregation of demographics but was analyzed at the macro level of the school site and/or district level. The OAUSD student perception survey was developed using 5 questions per each of the LCAP goals listed below: 1. Implement Common Core standards to increase student achievement. 2. Foster thriving and meaningful parent engagement. 3. Increase and enrich student engagement at all grade levels. 4. Provide a safe and secure learning environment to support student achievement. The results of the survey showed that the most significant gaps exist in student perceptions of LCAP Goal 2. Less than 55% of students agreed or mostly agreed with the 5 questions that recorded perceptions of parent involvement and engagement with the school. The most significant subgroups that showed a wider variance of overall positive perceptions of all 4 of the LCAP goals responses included students receiving Special Education services. Overall areas of strength include a perception of 65% or more of the surveyed students that the schools were meeting LCAP goals 1 and 4 and over 70% of the students agreed or mostly agreed that the schools were meeting LCAP number 3. OAUSD plans to utilize the YouthTruth survey in the 2020-2021 school year for a more in-depth look at student perception.|2021-06-10|||2021 49708470119750|River Montessori Elementary Charter|6|The annual RMCS Student Survey indicates that 95% of students feel that RMCS is a peaceful or very peaceful school. 98% of student respondents state that their Teacher/Montessori Guide is very or mostly helpful, and 98% of students report that their Teacher/Montessori Guide is always or mostly peaceful. RMCS continues to strive to implement the Montessori tenets of Respect for Self, Others, and the Environment through the Montessori pedagogy of Global Cultural Curriculum, Grace & Courtesy, and Education for Peace to ensure that each and every student understands their worth, value, contribution, and obligation to global citizenry, each other, and for world peace.|2021-06-23|||2021 49708700000000|Piner-Olivet Union Elementary|6|The district (all school sites) has adopted the "YouthTruth" survey as a tool to obtain data around School Climate. 2021-22 will serve as our first year administering this survey and will serve as our baseline year. We are committed to using data from this survey for a minimum of three years, so that we can monitor School Climate trends over time and utilize survey results to inform our practice.|2021-10-13|||2021 49708880000000|Kashia Elementary|6|On the most recent administration of the California Healthy Kids Survey, 100% of students reported feeling safe at school. The small size of the school (current enrollment is 9 students) does not allow the data to be disaggregated further.|2021-11-10|||2021 49708960000000|Rincon Valley Union Elementary|6|The California Healthy Kids Survey was last administered in February of 2020 to 5th and 7th grade students. Some of the successes from these results fall in the following categories: School Connectedness (5th Grade 75% and 7th Grade 70% reported “Yes all or most of the time”) Academic Motivation (5th Grade 86% and 7th Grade 77% reported “Yes all or most of the time”) High Expectations- Adults in School (5th Grade 84%, 7th Grade 78% reported “Yes all or most of the time”) Needs Healthy Kids Survey Data from February of 2020 identified the following needs: 40% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question around Meaningful Participation in the classroom. 20% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question if they had experienced sadness. 36% of parents responded "Strongly Agree" that the schools promote respect of all cultural beliefs and practices. To support students’ social-emotional well-being as reported on the Healthy Kids Survey, the following supports are being put into place: Positive Behavioral Implementation and Supports including providing training and systems for creating and maintaining positive behavioral implementation and supports, providing training for classified staff in programs (Kimochis, Zones of Regulation, Restorative Practices) to address student struggles and conflict, provide staff training and support systems for Trauma-Informed Practices, and community building initiatives (create beginning of year opportunities for students and parents to connect with the school community to begin relationship/connection, a time to share stories and listen). Continue this intentional relationship connection throughout the year. Staff will connect deeply with students through the creation of student agency, choice, and voice in the classroom. Establish Equity, Diversity, and Inclusion parent-staff committees at each school site.|2021-06-22|||2021 49708960102525|Rincon Valley Charter|6|The California Healthy Kids Survey was last administered in February of 2020 to all 7th graders. Some of the successes from these results are in the following categories: School Connectedness (70% reported “Yes all or most of the time”) Academic Motivation (77% reported “Yes all or most of the time”) High Expectations- Adults in School (78% reported “Yes all or most of the time”) Some of the needs from these results are in the following categories: 40% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question around Meaningful Participation in the classroom. 20% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question if they had experienced sadness. 36% of parents responded "Strongly Agree" that the schools promote respect of all cultural beliefs and practices. To support students’ social-emotional well-being as reported on the Healthy Kids Survey, the following supports are being put into place: Positive Behavioral Implementation and Supports including providing training and systems for creating and maintaining positive behavioral implementation and supports, providing training for classified staff in programs (Restorative Practices) to address student struggles and conflict, provide staff training and support systems for Trauma-Informed Practices, and community building initiatives (create beginning of year opportunities for students and parents to connect with the school community to begin relationship/connection, a time to share stories and listen). The School will continue this intentional relationship connection throughout the year. Staff will connect deeply with students through the creation of student agency, choice, and voice in the classroom. Establish Equity, Diversity, and Inclusion parent-staff committee.|2021-06-22|||2021 49708966052039|Spring Creek Matanzas Charter|6|The California Healthy Kids Survey was last administered in February of 2020 to all 5th and 7th graders. Some of the successes from these results are in the following categories: School Connectedness (5th Grade 75% and 7th Grade 70% reported “Yes all or most of the time”) Academic Motivation (5th Grade 86% and 7th Grade 77% reported “Yes all or most of the time”) High Expectations- Adults in School (5th Grade 84%, 7th Grade 78% reported “Yes all or most of the time”) Some of the needs from these results are in the following categories: 40% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question around Meaningful Participation in the classroom. 20% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question if they had experienced sadness. 36% of parents responded "Strongly Agree" that the schools promote respect of all cultural beliefs and practices. To support students’ social-emotional well-being as reported on the Healthy Kids Survey, the following supports are being put into place: Positive Behavioral Implementation and Supports including providing training and systems for creating and maintaining positive behavioral implementation and supports, providing training for classified staff in programs (Kimochis, Zones of Regulation, Restorative Practices) to address student struggles and conflict, provide staff training and support systems for Trauma-Informed Practices, and community building initiatives (create beginning of year opportunities for students and parents to connect with the school community to begin relationship/connection, a time to share stories and listen). Continue this intentional relationship connection throughout the year. Staff will connect deeply with students through the creation of student agency, choice, and voice in the classroom. Establish Equity, Diversity, and Inclusion parent-staff committee.|2021-06-22|||2021 49708966052047|Whited Elementary Charter|6|The California Healthy Kids Survey was last administered in February of 2020 to all 5th and 7th graders. Some of the successes from these results are in the following categories: School Connectedness (5th Grade 75% and 7th Grade 70% reported “Yes all or most of the time”) Academic Motivation (5th Grade 86% and 7th Grade 77% reported “Yes all or most of the time”) High Expectations- Adults in School (5th Grade 84%, 7th Grade 78% reported “Yes all or most of the time”) Some of the needs from these results are in the following categories: 40% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question around Meaningful Participation in the classroom. 20% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question if they had experienced sadness. 36% of parents responded "Strongly Agree" that the schools promote respect of all cultural beliefs and practices. To support students’ social-emotional well-being as reported on the Healthy Kids Survey, the following supports are being put into place: Positive Behavioral Implementation and Supports including providing training and systems for creating and maintaining positive behavioral implementation and supports, providing training for classified staff in programs (Kimochis, Zones of Regulation, Restorative Practices) to address student struggles and conflict, provide staff training and support systems for Trauma-Informed Practices, and community building initiatives (create beginning of year opportunities for students and parents to connect with the school community to begin relationship/connection, a time to share stories and listen). The School plans to continue this intentional relationship connection throughout the year. Staff will connect deeply with students through the creation of student agency, choice, and voice in the classroom. Establish Equity, Diversity, and Inclusion parent-staff committee.|2021-06-22|||2021 49708966052070|Village Elementary Charter|6|The California Healthy Kids Survey was last administered in February of 2020 to all district 5th graders. Some of the successes from these results are in the following categories: School Connectedness (5th Grade 75% reported “Yes all or most of the time”) Academic Motivation (5th Grade 86% reported “Yes all or most of the time”) High Expectations- Adults in School (5th Grade 84% “Yes all or most of the time”) Some of the needs from these results are in the following categories: 40% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question around Meaningful Participation in the classroom. 20% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question if they had experienced sadness. 36% of parents responded "Strongly Agree" that the schools promote respect of all cultural beliefs and practices. To support students’ social-emotional well-being as reported on the Healthy Kids Survey, the following supports are being put into place: Positive Behavioral Implementation and Supports including providing training and systems for creating and maintaining positive behavioral implementation and supports, providing training for classified staff in programs (Kimochis, Zones of Regulation, Restorative Practices) to address student struggles and conflict, provide staff training and support systems for Trauma-Informed Practices, and community building initiatives (create beginning of year opportunities for students and parents to connect with the school community to begin relationship/connection, a time to share stories and listen). Continue this intentional relationship connection throughout the year. Staff will connect deeply with students through the creation of student agency, choice, and voice in the classroom. Establish Equity, Diversity, and Inclusion parent-staff committee.|2021-06-22|||2021 49708966085229|Binkley Elementary Charter|6|The California Healthy Kids Survey was last administered in February of 2020 to all 5th and 7th graders. Some of the successes from these results are in the following categories: School Connectedness (5th Grade 75% and 7th Grade 70% reported “Yes all or most of the time”) Academic Motivation (5th Grade 86% and 7th Grade 77% reported “Yes all or most of the time”) High Expectations- Adults in School (5th Grade 84%, 7th Grade 78% reported “Yes all or most of the time”) Some of the needs from these results are in the following categories: 40% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question around Meaningful Participation in the classroom. 20% of students responded, "Yes, most of the time" or "Yes, all of the time" to the question if they had experienced sadness. 36% of parents responded "Strongly Agree" that the schools promote respect of all cultural beliefs and practices. To support students’ social-emotional well-being as reported on the Healthy Kids Survey, the following supports are being put into place: Positive Behavioral Implementation and Supports including providing training and systems for creating and maintaining positive behavioral implementation and supports, providing training for classified staff in programs (Kimochis, Zones of Regulation, Restorative Practices) to address student struggles and conflict, provide staff training and support systems for Trauma-Informed Practices, and community building initiatives (create beginning of year opportunities for students and parents to connect with the school community to begin relationship/connection, a time to share stories and listen). Continue this intentional relationship connection throughout the year. Staff will connect deeply with students through the creation of student agency, choice, and voice in the classroom. Establish Equity, Diversity, and Inclusion parent-staff committee.|2021-06-22|||2021 49709040000000|Roseland|6|To measure our progress in promoting a positive, healthy school climate, the district conducts the CA Healthy Kids Survey every other year to fifth grade students. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP. Key Data Points are from the 2019-2020 CHKS Survey. The district also implements an annual student LCAP survey to grades 3-6 that include questions related to school safety. Based on our data collection in the area of school climate, the district has found that students continue to have a high level of school connectedness. Strong relationships between students and school staff are evident. However, it is critical that the district continue to focus on Social Emotional Wellbeing. Students who have experienced trauma, as well as those experiencing feelings of unhappiness and stress must continue to receive comprehensive support. Some of the ways the district is addressing this is through Social Emotional Learning in the classroom, school counseling services, and assistance in accessing community resources. Social Emotional Learning will be a large area of focus as we look to return to full in-person learning in the 2021-22 school year and will need to address trauma related to the pandemic.|2021-06-23|Data used to determine student perceptions of school safety/school climate includes the following: 78% of students are happy to be at school all or most of the time 85% of students feel safe at school all or most of the time 94% of students feel respected by teachers/school staff and feel that teachers/school staff care about them 20% of students report experiencing sadness 77% of students demonstrate high levels of school connectedness 88% of students demonstrate high levels of academic motivation 85% of students believe the school provides social and emotional supports 85% of students feel safe at school||2021 49709040101923|Roseland Charter|6|To measure our progress in promoting a positive, healthy school climate, the charter school conducts an annual student LCAP survey for students. Additionally, seventh, ninth and eleventh grade students participate in the CA Healthy Kids Survey every other year. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP. Key Data Points from the 2019-2020 (Pre-COVID, most recent data available) CHKS Survey (average of 3 grade levels). Results showed that Roseland Charter’s strengths are that the majority of our students feel safe at school, have developed strong relationships between school staff and their peers, feel happy to be at school, and exhibit high academic motivation, with future plans to attain a postsecondary education. Identified challenges and next steps for this priority area are: addressing issues related to students’ overall social-emotional wellbeing, helping students develop strategies to manage anxiety and stress, and supporting academically struggling students. To meet this need, the charter will continue to implement Social Emotional Learning in the classrooms, as well as include school counseling and assistance with accessing community resources, for identified students. In addition, the charter will provide school site intervention/tutoring to support struggling students. Providing a positive school climate for students is a large priority for the charter, and is included in Goal 3 of the charter’s LCAP.|2021-06-22|- 71% of students responded that they feel safe at school all or most of the time, - 62% of students responded being happy at school all or most of the time, - 67% of students demonstrate high levels of school connectedness - 77% of students demonstrate high levels of academic motivation - 78% of students believe there is a teacher or some other adult who high expectations||2021 49709380000000|Sebastopol Union Elementary|6|Park Side: School Climate – Suspension Rate: Park Side, 1.4% were suspended or less than 4 students. Brook Haven: School Climate – Suspension Rate: 5.1% were suspended, The suspension rate remains significantly below the County average at 3.4%. Zero expulsions Surveys show overall satisfaction of the school program of 88% Analysis: Park Side: School Climate –Suspension Rate: Of the students enrolled at Park Side, 1.4%were suspended or less than 4 students. Although English learners and Hispanics scored blue, two or more races, Whites, and socioeconomically disadvantaged scored orange, averaging to orange. Brook Haven: School Climate –Suspension Rate: Of the students enrolled at Brook Haven, 5.1% were suspended, increasing to 2.2% scoring in the Orange range. All groups of English Learners, Hispanics, Whites, and socioeconomically disadvantaged scored in the Orange range. -English Learners 3.1% were suspended at least once, increasing 3.1% -Hispanics 6.6% were suspended at least once, increasing 4.7% -Socioeconomically Disadvantaged 8.2% were suspended at least once, increasing 6% -White students 4% were suspended at least once, increasing 1.3%, the lowest increasing subgroup. The suspension rate remains significantly below the County average at 3.4%. The attendance rate is currently 96.8%, in need of improvement|2021-10-14|||2021 49709380120121|REACH|6|Annual school climate service as part of the LCAP. Launched the equity committee. Highlighted and continued to improve representation for underrepresented populations within our community and beyond.|2021-07-14|||2021 49709386113039|Sebastopol Independent Charter|6|Students from grades 6-8 responded to a survey that the teaches and administration created for these grade levels. The results indicated that the students feel well supported by their teachers. The students feel both physically and emotionally safe at the school. The students indicated that they know where to find help when needed and that they will get the help they need. Some students complained that they receive too much homework. Some students indicated that they are not always clear about school rules. As a result of this survey, the teachers and administration created a middle school student handbook to clarify rules and protocols. We have also clarified rules through posting posters in the classrooms (grades K-8) and the teachers go over all the expectations with the students periodically.|2021-06-21|We have a strong social inclusion curriculum in which students are taught to identify bullying and what to do in those situations. The 8th grade students are taught to monitor and intervene in social inclusion situations that need attention. We have implemented a restorative discipline curriculum in which most conflict is resolved through restorative practices facilitated by trained teachers. We have a discipline tracking system that informs teachers and parents about students' progress in various behavior situations.||2021 49709530000000|Sonoma Valley Unified|6|SVUSD administered the YouthTruth Survey to students in December 2020. Data from the survey demonstrated disparate perspectives of students across grade spans. Goal 3 of our Local Control Accountability Plan was revised during the 2020-2021 school year. The related metrics identify and address our measurable goals and actions for improvement in this area.|2021-06-22|||2021 49709610000000|Twin Hills Union Elementary|6|Discussions with parents at Education Foundation Meetings (principal) and information from the surveys show that overall parents are very satisfied with the academic and enrichment programs available at Apple Blossom School. model. There were many comments about the positive school culture. Parents in the survey and the parent council identified the following areas to consider for learning recovery and/or enrichment and improvement of programs: Increase reading and math support; staff the maker space; staff the garden position again, increase counselor time to more than one day a week, add foreign language instruction. ELAC parents were very positive about the academic opportunities for their children. 93% state AB provides a high-quality education; 94% state their child feels safe and connected to AB school; 94% state their child has access to standards-aligned textbooks and technology resources; 95% report the buildings and grounds are clean and safe; 92% report receiving enough communication; and 86% report they are encouraged to participate and give input.|2021-06-17|||2021 49709614930350|Sunridge Charter|6|1. Data: School safety was measured last year via Youth Truth Surveys of faculty and staff, parents, and 5th, 7th, and 8th grade students. Compared to other participating middle schools, SR students' highest-rated themes were: Belonging & Peer Collaboration Relationships 2. Meaning: Students feel they have strong relationships with peers and school staff. The challenges continue to be educating students about cyber safety, social-emotional learning, and conflict resolution. 3. Use: One outcome is to continue the cyber civics curriculum, class meetings and SST meetings, to assess student needs and provide support. SunRidge will be providing professional development and education regarding Gender Inclusion practices to support students and families as well.|2021-06-24|||2021 49709616052302|Twin Hills Charter Middle|6|Parent Survey and Parent Meeting Input - Discussions with parents at Parent Council and information from the surveys show that overall parents are very satisfied with the academic and enrichment programs available at Twin Hills Charter Middle School. Some parents noted not enough support provided to struggling learners. ELAC parents were very positive about the academic opportunities for their children. Survey showed parents are concerned with the amount of homework. Parents would like to have Spanish continue. Review of Data - A review of school level assessments indicates an achievement gap in significant subgroups: low income, (not sufficient numbers in EL for separate report.) Gap areas include ELA and Math with math being lower. Current programs and services are positively influencing student achievement. An increase of these services and the addition of services could have a positive effect on student 2021-22 Local Control Accountability Plan for Twin Hills Charter Middle School achievement. In addition, school level data indicates social, emotional, and behavior needs of some students are increasing, which impacts their ability to fully participate and effects achievement. Implementation of Advisory Program will be beneficial. ELAC parents were very positive about the academic opportunities for their children. Teachers provided input into actions, specifically what supports would be beneficial to increase speed of learning recovery. Classified staff reviewed campus safety and playground supervision. Custodian provided information for summer projects. Consultation with SELPA for the performance indicator review to decrease number of suspensions of students with special needs.|2021-10-15|||2021 49709790000000|Two Rock Union|6|In the 2020-2021 school year a survey was not given to parents or students. The COVID-19 pandemic reduced opportunities for parents to take the survey. Students also did not take the survey as a result of the pandemic.|2021-10-14|Parents were surveyed during distance learning in for the overall experience with distance learning. The numbers of families who responded was 30 (Two School District had 126 students at the time of the survey). Of the families who responded over 90% thought the overall experience was positive, 86.7% responded that communication with staff was professional and timely. Over 83% responded to that their child was supported by the teacher and the school during distance learning.||2021 49709950000000|Waugh Elementary|6|The Waugh School District prides itself on establishing a positive school climate which fosters student success. The California Healthy Kids Survey (CHKS) is administered in the District every two years to fifth grade students. On the 2019/2020 school year CHKS survey, 76% of students report an adult cares about them at school, 91% report they feel safe at school. The percentage of students that report feeling safe at school most or all of the time on the CHKS increased to 91%. An LCAP student meeting was held on May 20, 2021. Students reported that they feel connected to school, feel their voices were heard and valued, and they overall feel happy at school. The District’s low suspension rate (0.8% in 2018-2019, 0.64% in 2017-2018, and 0.78% in 2016-2017), and no student expulsions in many years, reflects the safe environment which has been established. The District continues to implement the Second Step social/emotional learning curriculum. Both schools have adopted the Positive Behavior Interventions and Supports (PBIS) framework for both emphasizing the school-wide behavioral expectations as well as focused behavioral support planning for individual students. Incentive based reward systems, including award assemblies which focus on character traits, are part of programming at both schools. Other programs which support a positive climate include the District’s school counseling program, regular emergency drills connected to the safety plan, and modern facilities that are very well kept.|2021-10-12|||2021 49710010000000|West Side Union Elementary|6|Due to COVID and distance learning in 2020-21, a student survey was not administered. However, parent surveys were implemented to gather feedback on distance learning and many parents responded with positive input and suggestions. West Side will provide a student survey in 2021-22 (see box below).|2021-06-22|In the 2021-22 school year, we will be administering the Youth Truth survey through the Sonoma County Office of Education (SCOE). This survey will be implemented in grades 3-6. YouthTruth surveys measure the things that matter most to school climate and culture and creating high performing schools – like engagement, rigor, relationships, and school culture.||2021 49710350000000|Wright Elementary|6|The California Healthy Kids Survey is currently being administered, and 2021 data will be available for the next Dashboard update. The last California Healthy Kids Survey was administered during the 2017-2018 school year. It was administered to all 5th grade students, and an accompanying staff survey on school climate was given to all teachers in the district. According to the 2017-18 California Healthy Kids Survey, 36% of the 5th grade students reported feeling safe at school all of the time, which was a significant decline from 50% the last time it was administered in 2016. 35% reported feeling safe most of the time, which was a small increase from 2016. The results of the California Healthy Kids Survey are summarized and shared with staff and the School Site Councils, and a report is presented at a regularly-scheduled district Board meeting. In response to the results, the LEA took actions to improve feelings of emotional and physical safety. School counselors worked with students on relationship building and problem solving. Restorative practices were implemented, as well as the Toolbox social-emotional learning curriculum. Staff received training on how to respond to students so that they feel heard. Remote Learning, which was in place for most of the school year, altered our approach. Training on spotting and addressing signs of stress in students was conducted at the start of the school year.|2021-10-21|||2021 49710356052377|Wright Charter|6|The California Healthy Kids Survey is currently being administered, and 2021 data will be available for the next Dashboard update. The last California Healthy Kids Survey was administered during the 2017-2018 school year. It was administered to all 5th grade students, and an accompanying staff survey on school climate was given to all teachers in the district. According to the 2017-18 California Healthy Kids Survey, 36% of the 5th grade students reported feeling safe at school all of the time, which was a significant decline from 50% the last time it was administered in 2016. 35% reported feeling safe most of the time, which was a small increase from 2016. The results of the California Healthy Kids Survey are summarized and shared with staff and the School Site Councils, and a report is presented at a regularly-scheduled district Board meeting. In response to the results, the LEA took actions to improve feelings of emotional and physical safety. School counselors worked with students on relationship building and problem solving. Restorative practices were implemented, as well as the Toolbox social-emotional learning curriculum. Staff received training on how to spot and address signs of stress among students while they were in remote learning.|2021-10-21|||2021 49738820000000|Cotati-Rohnert Park Unified|6|As the California Healthy Kids Survey was administered in the 2019-2020 school year, Cotati-Rohnert Park Unified School District administered site specific surveys to students regarding school safety and connectedness. These surveys were analyzed by site principals and discussed with district administration and respective parent organizations including ELAC teams and School Site Councils. In January and February of 2021, during distance learning, the district met with student groups via Google Meet for LCAP input. Students were asked to answer a series of anonymous questions using Padlet. The questions asked of the elementary group were: “Do the adults at school care about you?”, “Do the adults at school have high expectations for your learning and behavior?”, “Do you get the help you need to do your schoolwork?” and “Are your school books, computers and learning materials helpful?”. 82% of students or greater responded with “yes” for each category. A common theme which emerged was students enjoying being able to see their friends online and missing seeing them in person. The questions asked of secondary students were similar. “Do you have an adult on campus you can go to if you are having an issue?” was answered positively by 80% of students. The questions “Do you feel your teachers, counselors, office staff and administrators care about you?”, “Do you feel the staff has high expectations for your learning and behavior?”, “Do you feel supported academically at school?” and “Are the learning materials and resources provided by the school useful?” each received an answer of “yes” by 93% or greater of the students. The last question, “Do you feel connected and engaged at school?” received the lowest number of “yeses” with only 63% saying they did. The reason for this response may be explained by the YouthTruth survey taken by middle and high school students during the first half of 2021. During the first half of 2021, the YouthTruth survey was offered to all high school and middle school students, their family and staff throughout the county. It was taken by high school students in January 2021 and by middle school students in April 2021. District leadership is continuing to analyze the data provided by the survey. One answer stood out in the data aggregated for the entire county. For the question, “Do any of the following make it hard for you to do your best in school?”, 70% of high school students and 50% of middle school students countywide selected the answer “Feeling depressed, stressed, or anxious.” Needless to say, the pandemic seems to have created and underscored the need to focus on student mental health in the next school year and the years following.|2021-06-22|The district began implementation of Positive Behavioral Interventions and Supports (PBIS) for grades Transitional Kindergarten through eighth at the beginning of the 2018-2019 school year. Teams from each school met as a group three times during the school year to create and begin implementing Tier I supports. Each school team created a behavior matrix outlining positive student behavior expectations, made location specific posters placed throughout the school, developed an acknowledgement system, created videos portraying expected and unexpected behaviors and defined the “unexpected” behaviors to be used in SWIS, a School-wide Information System. The focus for the 2019-2020 school year teams was to create and implement Tier II supports. These included creating a Behavior Referral Form used in concert with the SWIS system, developing a student Check-in/Check-out system and the introduction of a Social and Emotional Learning (SEL) curriculum to be used as support for students identified as needing Tier II support. The implementation of the Tier II supports was put on hold as the district went into a distant learning model at the beginning of spring 2020. While the entire district was engaged in distance learning for the 2020-2021 school year, the PBIS leadership team participated in “Trauma & Equity Informed PBIS Training Sequence.” This training focused on learning about trauma informed practices and interventions, implicit bias, and cultural responsiveness .||2021 49753580000000|Windsor Unified|6|DATA: In the 2020/21 LCAP survey, 80% of 5th-12th student respondents indicated they agreed or strongly agreed that their school is providing a safe and positive learning environment. 76% of parent respondents agreed or strongly agreed that that the school motivates students to learn, while only 68% of 5th- 12th grade student respondents agreed or strongly agreed. MEANING: Additional work and exploration around finding more motivational ways in which to engage students in their learning and therefore, their connectedness to school is an area of challenge. USE: The District is actively exploring ways in which to strengthen adult:student relationships as well as implement more meaningful and important instructional strategies, such as Project Based Learning, to assist with helping students feel more motivated to learn.|2021-06-29|Funding has been allocated in the 2021/22 LCAP for staff create and process and structure to continue to explore ways to learn about and incorporate student voice and choice into their learning, thereby increasing motivation and engagement.||2021 49753580114934|Village Charter|6|VCS did not do a local climate survey in the 20-21 school year. VCS will be offering a local climate survey to students, staff, and parents after the winter break. A team of teachers, students, admin and board members will develop the survey.|2021-10-20|||2021 50105040000000|Stanislaus County Office of Education|6|The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2019. The Spring 2019 CHKS captured a valid measure of student perceptions of school safety and connectedness. 231 students completed the CHKS at PACE, John B Allard and Stanislaus County Institute of Learning. This reflects 75% of the targeted goal for completion. Student data reflecting safety and connectedness is favorable. 63% of the students surveyed reported that they felt Very Safe or Safe on campus, 32% reported they felt Neither Safe or Unsafe and 5% felt Unsafe or Very Unsafe. Of those reporting they felt Very Safe and Safe, 65% were female and 62% male; the ethnic breakdown reported for the same is 64% Hispanic or Latino, 53% White and 72% Mixed (two or more races) Overall 43% of students have a High rating in School Connectedness, 42% have a Moderate rating and 16% rated low. The questions in this category include: “I feel close to people in my school”, “I am happy to be at this school”, “I feel like I am part of this school”. Overall, 86% of students had moderate or high school supports, reflecting caring adults and high expectations and participation in school. 76% of students reported no incidents of harassment. 79% of students reported use of alcohol or drugs in the past and 39% admitted to current usage. Specific items of particular relevance to school safety and connectedness include reasons for truancy. For example, 18% of students noted emotional health issues interfered with the ability to attend school; 21 of those claimed lack of sleep as their primary difficulty. In addition, only 34% of students stated that their parents were highly involved in their education. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse; truancy from school; and emotional wellness concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need. In addition, student perception of low parent involvement mirrors data collected during the LCAP process. The LEA plans to collaborate with parent outreach services from the district in order to facilitate increased involvement.|2021-06-08|||2021 50105040129023|Stanislaus Alternative Charter|6|The LEA administered the California Healthy Kids Survey (CHKS) in the spring of 2019. The Spring 2019 CHKS captured a valid measure of student perceptions of school safety and connectedness. 231 students completed the CHKS. This reflects 60% of the targeted goal for completion. Student data reflecting safety and connectedness is favorable. 63% of the students surveyed reported that they felt Very Safe or Safe on campus, 32% reported they felt Neither Safe or Unsafe and 5% felt Unsafe or Very Unsafe. Of those reporting they felt Very Safe and Safe, 65% were female and 62% male; the ethnic breakdown reported for the same is 64% Hispanic or Latino, 53% White and 72% Mixed (two or more races) Overall 43% of students have a High rating in School Connectedness, 42% have a Moderate rating and 16% rated low. Overall, 86% of students had moderate for high school supports, reflecting caring adults and high expectations and participation in school. 76% of students reported no incidents of harassment. 59% of students reported use of alcohol or drugs in the past and 39% admitted to current usage. Specific items of particular relevance to school safety and connectedness include reasons for truancy. For example, 18% of students noted emotional health issues interfered with the ability to attend school; 21 of those claimed lack of sleep as their primary difficulty. In addition, only 34% of students stated that their parents were highly involved in their education. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse and emotional wellness concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need. In addition, student perception of low parent involvement mirrors data collected during the LCAP process. The LEA plans to collaborate with parent outreach services from the district in order to facilitate increased involvement.|2021-06-08|||2021 50710430000000|Ceres Unified|6|The California Healthy Kids Survey is given every year to students in grades 4-12. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Ceres Unified is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: 4th: 73%; 6th: 73%; 7th: 63%; 9th: 57%; 11th: 58% * High expectations: 4th: 87%; 6th: 86%; 7th: 73%; 9th: 71%; 11th: 68% * Meaningful participation in school: 4th: 39%; 6th: 38%; 7th: 29%; 9th: 25%; 11th: 21% * School Connectedness: 4th: 76%; 6th: 74%; 7th: 60%; 9th: 55%; 11th: 51% * Academic motivation: 4th: 80%, 6th: 71%; 7th: 69%; 9th: 63%; 11th: 61% A majority of students believe the adults at the school care about them and have high expectations. It is no surprise that a low number of students feel they do have meaningful participation. Distance learning was a challenge over the last year for students to fully participate in learning.|2021-06-24|||2021 50710430107128|Whitmore Charter School of Art & Technology|6|The California Healthy Kids Survey is given every year to students in grades 4-12. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Ceres Unified is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: Elementary: 77.3% * High expectations: Elementary: 86.5% * Meaningful participation in school: Elementary:42.6% * School Connectedness: Elementary 76.4% * Academic motivation: Elementary: 79.8% A majority of students believe the adults at the school care about them and have high expectations. It is no surprise that a low number of students feel they do have meaningful participation. Distance learning has been a challenge over the last year.|2021-06-24|||2021 50710430107136|Whitmore Charter High|6|The California Healthy Kids Survey is given every year to students in grades 4-12. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter HS is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: *Caring adults in school: 71.8% *High expectations: 79.7% *Meaningful participation in school: 30.0% *School connectedness: 65.7% *Academic motivation: 82.1% A majority of students believe the adults at the school care about them and have high expectations. It is no surprise that a low number of students feel they do have meaningful participation. Distance learning has been a challenge over the last year for students.|2021-06-24|||2021 50710430112292|Aspire Summit Charter Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 50710500000000|Chatom Union|6|Criteria Met A local climate survey that captures a valid measure of student perception of school safety is given annually to all students in grades 3rd-8th. The survey is also sent to parents in their primary language representing all student groups. The safety survey results were presented at a public Board Meeting and reviewed by the safety committee to increase safety at each site. Summary of survey results include: Out of 243 responses District-Wide, 93% of students feel the rules and expectations of the school are clear and well known, 74% feel there are adequate resources to help in an emergency crisis and 88% of students feel the school has a way to recognize and reinforce positive behavior among students. Students were also asked the top areas of greatest concern and least concern at each site. Chatom Elementary - Greatest concern was dress code violations and graffiti and the least concern was drugs, alcohol, and weapons. Mountain View - Greatest concern was dress code violations and hitting or pushing and the least of concern was drugs, alcohol, weapons, and graffiti. At Mountain View Middle School 84% of students feel they can be successful at school, 91% feel safe at school, 77% feel happy to be at school and 94% feel there is support in the event of an emergency. Local safety survey data were collected during unusual times due to the COVID-19 pandemic.|2021-06-08|The full safety survey results were shared at the February 9, 2021 public Board Meeting when the revised safety plan was approved. The information was shared again at the June 8, 2021, public Board Meeting.||2021 50710680000000|Denair Unified|6|Students in Denair schools participate in the California Healthy Kids Survey (CHKS) every other year. Students participated in distance learning during school campus closures for most of the 2020-21 school year, so although we administered the CHKS in 2021, participation was very low and full reports were not available at the end of the 2020-21 school year. We intend to administer the CHKS in 2022. In the 2019 administration of CHKS: *72% of respondents perceive Denair schools as safe or very safe. *24% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 78% of respondents think the adults at school have high expectations of them and 67% said there are caring adults at school. Both of these are significant increases from the 2017 administration of CHKS, which we attribute to stabilization of leadership and staff at our schools after a period of high turnover. The results of the CHKS also confirm some things we know about the struggles of students in our district and community: * 9% of middle school students and 20% of high school students admit to current drug or alcohol use. * 17% of high school students said they have considered suicide (a decrease of 6% from the 2017 administration of CHKS). * 27% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months (an increase of 4% from the 2017 administration of CHKS). We have recently partnered with community-based mental health organizations to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We are currently monitoring these new programs to measure their effectiveness over time.|2021-06-03|||2021 50710680132662|Denair Elementary Charter Academy|6|Fifth grade students at DECA participate in the California Healthy Kids Survey (CHKS) every other year. We will administer CHKS again in 2022. In the 2019 administration of CHKS: *77% of respondents perceive DCA as safe or very safe. *81% of respondents report that the school has an anti-bullying climate These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 89% of respondents think the adults at school have high expectations of them and 67% said there are caring adults at school. The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 11% of respondents admit to current drug or alcohol use. * 11% of respondents said they have experienced chronic sadness/hopelessness in the last 12 months. We have recently partnered with community-based mental health organizations to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We are currently monitoring these new programs to measure their effectiveness over time.|2021-06-03|||2021 50710685030267|Denair Charter Academy|6|Students at DCA participate in the California Healthy Kids Survey (CHKS) every other year. We administered the CHKS in the spring of 2021, but participation was low due to distance learning. We will take the CHKS again in 2022, but continue to allow the 2019 results to guide our thinking. In the 2019 administration of CHKS: *86% of respondents perceive DCA as safe or very safe. *9% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 91% of respondents think the adults at school have high expectations of them and 85% said there are caring adults at school. The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 18% of our middle and high school students admit to current drug or alcohol use. * 16% of high school students said they have considered suicide. * 26% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months. We have recently partnered with community-based mental health organizations to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We are currently monitoring these programs to measure their effectiveness over time.|2021-06-03|||2021 50710760000000|Empire Union Elementary|6|Results are taken from the 2020-21 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd. School Engagement and Supports. 70% of students feel connected to school. 79% of elementary students and 70% of middle school students feel academically motivated. 79% of elementary students and 59% middle school students have relationships with caring adults. 87% of elementary students and 70% middle school students have high expectations. 60% of elementary students have meaningful participation in school. School Safety 79% of elementary students feel safe at school. Nearly all percentages are less favorable than the previous survey, but that attributed to distance learning and the lack of relationships resulting from COVID-19 practices and guidelines. There are few differences within the Empire USD between different ethnic groups with significant populations, primarily Hispanic and white students.|2021-06-10|The Empire Union School District’s focus is to ensure students feel safe and connected to school. This is best accomplished through relationships with caring adults at school. As a result, the district has adopted and continues to implement the “Positive Behavior Intervention and Support" (PBIS) program at every school. Since the implementation of PBIS within the district, emphasis has been placed more specifically on the areas identified in the survey. Counselors have been hired for every school site within the district, and students are provided with direct instruction related to Anti-Bullying, Kindness, and Conflict Resolution.||2021 50710840000000|Gratton Elementary|6|The California Healthy Kids Survey was administered in the 2020-21 school year to students in grades 6-8. Unfortunately, less than five (5) students participated in the survey due to lack of parent permission. Data from this small population is not considered a valid reflection of the student body. Gratton will continue to provide education to families around the implementation of the California Healthy Kids Survey in an effort to increase participation in the coming years.|2021-06-14|||2021 50710926112965|Hart-Ransom Academic Charter|6|Hart-Ransom Academic Charter School conducts several surveys to our families, students, and staff to gather input. We also conducted virtual meetings with parents and staff to gather ideas for the support of parents and students. Many strengths were identified: on-site support classes, field trips, and parent training and support. Challenges include a call for vocational training, more coding, more field trips, more counseling/advisory time, science labs, and opportunities to socialize on campus. Most of the comments focused on enrichment courses and field trips. Parents and staff suggested that we need to improve our on-site classes for math with extra support for parents and students who do not understand the standards or the specific skill. Parents also mentioned a parent forum or discussion group to support each other and network skills. Many new field trip have been planned with a specific interest in bringing families together to network, plan, exchange ideas, etc. We have already seen more families involved in field trips and activities.|2021-06-17|||2021 50711340000000|Keyes Union|6|The district continues to implement the Healthy Kids Survey as well as numerous other surveys administered to measure parental involvement, safety concerns, and program quality. The surveys clearly showed that parents and students were struggling with social-emotional disconnects during this past year. This was evident in all student subgroups and especially those with special needs and English Language learners. Surveys on connectivity and access to technology allowed us to assure all students had Wi-Fi access as well as access to devices and materials required for distance learning and engagement.|2021-08-10|The district conducts annual surveys around student safety and wellbeing. The Safety Plan is reviewed and updated yearly. We continue to work on the full implementation of Multi Tiers of Support for all students.||2021 50711420000000|Knights Ferry Elementary|6|During the 2020-2021 school year the California Healthy Kids Survey was given to seventh and eighth grade students. Ironically, during the Pandemic where these students were not able to attend in person instructional until the end of October, they rated their feelings of connectedness to the school and having a caring staff higher than the previous test administration (2018-2019). As the sample sizes are very small and there are no specific student subgroups it is difficult to determine what particular action caused a change in scores. However, KFESD will continue the PBIS and schoolwide activities that were somewhat delayed or prohibited as of March 2020.|2021-06-24|||2021 50711670000000|Modesto City Elementary|6|In addition to the California Healthy Kids Survey, the district provided an Engagement Survey during the 2020-21 school year. Hanover Research analyzed the data, which was included in the development of the district LCAP. Students reported strong feelings of engagement. When asked if they feel welcome at school, 75% of the students answered in the affirmative. When asked if teachers listen to them, 68% answered in the affirmative. When asked if they feel students respect each other, 64% answered in the affirmative. Elementary students reported slightly higher results than high school students with regard to school connectedness (64% vs 60%). This was also reported in adult support (76% vs 72%) and in facilities upkeep (80% vs 77%) 40% of students feel bullying is a problem, this is an area of growth for the district. Social-emotional distress was reported by 23% of elementary students and 29% of high school students. Additional PD for teachers and staff related to working with students, as well as increased mental health support services, are being provided.|2021-06-21|||2021 50711670137265|Aspire University Charter|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 50711670138057|Connecting Waters Charter School - Central Valley|6|Connecting Waters Charter School, Central Valley asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help. Due to small data sizes, to protect the identity of our students, data analysis is not posted publically. As a result of the data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters Charter School, Central Valley has also developed a Parent Advisory Council in order to ensure that Connecting Waters Charter School, Central Valley receives maximum parent input and to give families an opportunity to connect with other families in our Independent Study setting. Additionally, because Connecting Waters Charter School, Central Valley is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting.|2021-06-17|||2021 50711750000000|Modesto City High|6|In addition to the California Healthy Kids Survey, the district provided an Engagement Survey during the 2020-21 school year. Hanover Research analyzed the data, which was included in the development of the district LCAP. Students reported strong feelings of engagement. When asked if they feel welcome at school, 75% of the students answered in the affirmative. When asked if teachers listen to them, 68% answered in the affirmative. When asked if they feel students respect each other, 64% answered in the affirmative. Elementary students reported slightly higher results than high school students with regard to school connectedness (64% vs 60%). This was also reported in adult support (76% vs 72%) and in facilities upkeep (80% vs 77%) 40% of students feel bullying is a problem, this is an area of growth for the district. Social-emotional distress was reported by 23% of elementary students and 29% of high school students. Additional PD for teachers and staff related to working with students, as well as increased mental health support services, are being provided.|2021-06-21|||2021 50711750120212|Aspire Vanguard College Preparatory Academy|6|We will continue to leverage our SEL curriculum, RULER, to ensure we are supporting our scholar's SEL needs as they return to campuses for the first time in over a year. In addition, we will engage in the development of an MTSS framework design and scope and sequence for planning and development. In service of the continuous improvement of our black scholars both academically and social emotional needs, we will continue our Pro-Black Excellence Initiatives - Black Excellence Celebrations, Black History Month, and Site-based Pro-Black Coordinators.|2021-06-17|||2021 50712090000000|Paradise Elementary|6|Paradise Elementary School District reviewed the data from the California Healthy Kids Survey given to our 7th grade students, staff, and parents last school year. With COVID being a factor last year there were many questions that were looked at concerning student safety and on campus cleaning measures. It was reported by our students that 50% perceived safety at school as "very safe" and 50% as "safe". Parents, as well, strongly agreed that the school was clean and well maintained throughout the in-school and hybrid learning time. There were 80% of students at Paradise that felt connected to school. They expressed on the survey they were happy to be here and felt part of the school. It was evident that students value the meaningful participation in school activities. This year students will help plan activities for such events as Red Ribbon Week. Jog-a-thon, Spirit Days, etc. It was an extremely frustrating year last year for our Parent Club members because of the restrictions that did not allow them to be part of our school because of the pandemic. This year they have already met and have several ideas in motion to bring families together with activities such as selling spirit wear, Friday pizza day, and a family movie night.|2021-10-13|||2021 50712170000000|Patterson Joint Unified|6|The CHKS was not administered during the spring of 2019 or Spring 2020. For the previous year, the CHKS has been conducted in grades 3, 4, 5, 7, 9, 11 and among our non-traditional (NT) students in alternative high school settings. Data reviewed for this summary was pulled from the School Climate Report Card (SCRC) for secondary grades and the Key Indicators report for elementary grades. These reports summarized key climate indicators and provided insight on disaggregated results in key areas of focus such as school connectedness, violence and substance use. Data summarized in the SCRC showed the School Climate Index (a scale of 0-500) was 226 among high school students and 292 among middle school students during the 2016-17 school year. The most recent data from the 2018-19 school year showed growth in the high school climate to 259 and a drop in the middle school climate to 261. Data summarized in the elementary CHKS Key Indicators report shows high levels of school connectedness and safety among Patterson elementary students, with some decline over the past three years. In 2016-17, 75 percent of students reported high levels of school connectedness and three years later in 2018-19 that percentage dropped to 69. In 2016-17, 79 percent of students felt safe most or all of the time and that percentage dropped to 73 percent in 2018-19. The increase in the school climate index rate among high school students is promising. However, when reviewing the data by student cohort, we can see that the same students that reported high levels in the school climate index in 2016-17 are now the students reporting high levels in the high school grades. This chronological movement of high levels of school climate (connectedness and safety) shows the value of teaching and nurturing the inner resilience of students. However, there is more to school climate than the internal strengths shown by the data among this student cohort. We also know that the work our schools are doing in PBIS implementation still needs attention and improvement. Through further investment in this effort, and sustaining high levels in our PBIS implementation fidelity, we can help build inner resilience in all students by setting up school climate with supportive adult relationships, high expectations and meaningful opportunities to contribute. PJUSD will continue to implement PBIS at all schools. PBIS teams will review behavioral data to develop precise problem statements with action plans for improvement. Teams will also work with staff to further increase buy-in and provide strategies through PBIS to develop stronger relationships with students. PBIS teams will continue to feature respect as a key behavioral expectation and will promote that expectation among students and school personnel. Respect is foundational to feeling safe and feeling safe is foundational to connectedness and belonging. When implemented with fidelity, PBIS will improve all of these areas of|2021-10-04|||2021 50712330000000|Roberts Ferry Union Elementary|6|A local climate survey will be administered in the 2021-22 school year. In the year 2021 students in grades 7-8 were asked to submit a list of activities and practices that they like and dislike about Roberts Ferry Elementary School. Overall feedback indicated the following trends: Likes: Sports Program which promotes interaction with neighboring rural schools (although suspended for the 2020-21 school year) Classroom "Buddies" which promotes multi-age relationships Dislikes: Online Learning (which was a portion of the 2020-21 school year) Sports Program being cancelled This information indicated to the Roberts Ferry staff that activities and opportunities to build relationships with peers and students within our own school and across other schools provides valuable engagement and school connectivity. Roberts Ferry School will work diligently to include activities such as these in the 2021-22 school year.|2021-06-08|||2021 50712660000000|Salida Union Elementary|6|The district administers the CA Healthy Kids Survey every other year to students in 5th, 6th and 7th grades. Two data points have been areas for growth and monitoring – School Connectedness and Caring Adult Relationships. This year was the first year of surveying 6th grade students. In 2021, 5th grade results continued to increase. There was a 4% increase in School Connectedness (73%) and 10% increase in Caring Adult Relationships (77%). Results for 6th grade are baseline and results showed School Connectedness at 73% and Caring Adult Relationships at 60%. Results in 7th grade showed an increase of 4% in Caring Adult Relationships (58%) and results were not reported on School Connectedness due to students on Distance Learning. The district surveyed all students in grades 3 – 8 asking students if feel that they can go to one or more adults if they have a problem and if students feel that they belong (are accepted and liked) at school. Elementary students overall rating was 90% selected "Agree" and Middle School students overall rating was 82% "Agree". The district continued to implement Action 2.2 All schools will maintain high levels of safety where students learn social and emotional skills and receive additional supports to increase their engagement in learning. This action has contributed to the success of increasing School Climate through the addition of the following: school counselors at each school; elementary music and PE teachers; S.T.E.A.M Thursdays at elementary schools. The district has implemented school-wide Positive Behavior and Intervention Supports (PBIS) and social emotional learning programs. The district will continue to implement more fully these actions to continue to increase School Climate.|2021-06-15|||2021 50712660120063|Independence Charter|6|The district administers the CA Healthy Kids Survey every other year to students in 5th. Charter students participate in the district survey collection. Two data points have been areas for growth and monitoring – School Connectedness and Caring Adult Relationships. In 2021, 5th grade results continued to increase. There was a 4% increase in School Connectedness (73%) and 10% increase in Caring Adult Relationships (77%). The charter surveyed students in grades 3 – 5 asking students if feel that they can go to one or more adults if they have a problem and if students feel that they belong (are accepted and liked) at school. Elementary students overall rating was 86% selected "Agree". The charter continued to implement Action 2.2 All schools will maintain high levels of safety where students learn social and emotional skills and receive additional supports to increase their engagement in learning. This action has contributed to the success of increasing School Climate through the addition of the following: school counselors at each school; elementary music and PE teachers; S.T.E.A.M Thursdays at elementary schools. The district has implemented school-wide Positive Behavior and Intervention Supports (PBIS) and social emotional learning programs. The district will continue to implement more fully these actions to continue to increase School Climate.|2021-06-15|||2021 50712740000000|Shiloh Elementary|6|The California Healthy Kids Survey was administered to 6th & 8th grade in the 2020-21 School Year with a total of 30 of students participating. Highlights from some of the areas can be found below. Key Indicators of School Climate and Substance Use: Both School Connectedness and School Perceived as Very Safe or Safe both scores highly with 71 & 77% of 6th graders and 86 and 88% of 8th grades agreeing. Maintaining Focus on School work was an area of growth in both grade levels, with 6th grade reporting only 38% and 8th grade only 35%. School Environment, School Connectedness, Academic Motivation, and Promotion of Parent Involvement Scales: Total School Supports is an area of concern with only 54% of 6th graders and 46% of 8th graders indicating high levels of caring adults, high expectations and meaningful participation. Perceived Safety at School A total of 76% of 6th graders and 88% of 8th graders indicated that they feel safe or very safe at school|2021-06-08|||2021 50712740121558|Shiloh Charter|6|The California Healthy Kids Survey was administered to 6th & 8th grade in the 2020-21 School Year with a total of 30 of students participating. Highlights from some of the areas can be found below. Key Indicators of School Climate and Substance Use: Both School Connectedness and School Perceived as Very Safe or Safe both scores highly with 71 & 77% of 6th graders and 86 and 88% of 8th grades agreeing. Maintaining Focus on School work was an area of growth in both grade levels, with 6th grade reporting only 38% and 8th grade only 35%. School Environment, School Connectedness, Academic Motivation, and Promotion of Parent Involvement Scales: Total School Supports is an area of concern with only 54% of 6th graders and 46% of 8th graders indicating high levels of caring adults, high expectations and meaningful participation. Perceived Safety at School A total of 76% of 6th graders and 88% of 8th graders indicated that they feel safe or very safe at school|2021-06-08|||2021 50712820000000|Stanislaus Union Elementary|6|DATA: Stanislaus Union 5th and 7th grade students participated in the California Healthy Kids Survey in 2020-2021. We had very low participation rates this year hypothesized because 5th graders (22% response rate) had just returned to in-person hybrid learning and 7th graders (79% response rate) were in full distance learning when the survey was administered in December of 2020. All students completed the survey electronically. The sample size was small, but the results were similar to previous years survey data. MEANING: The 5th Grade data remained similar to the 2018-2019 survey results with growth in the areas of: school connectedness, facilities upkeep, school safety (all questions), and students being well behaved. The 7th Grade data remained similar to the 2018-2019 survey results with declines/challenges in the areas of: school connectedness, academic motivation, meaningful participation, school perceived as safe or very safe, been in a physical fight, and experienced chronic sadness/hopelessness. Some barriers this school year for the 8th graders were that they participated in Distance Learning until March of 2021. We hypothesized that not being on site led to the declining scores in school connectedness, academic motivation, meaningful participation, school perceived as safe or very safe, and experienced chronic sadness/hopelessness for the 8th graders. USE: Stanislaus Union will continue to provide Positive Behavior Interventions and Supports (PBIS) support and training for staff from the county. School Sites will continue to provide anti-bullying presentations annually. We have increased time for our Student Assistant Specialist (SAS) to 5 days a week at all sites from Center for Human Services for the 2021-2022 school year. We have increased Behavior Analyst (BCBA) time at all sites for the 2021-2022 school year. We have purchased a District Wide Social Emotional Learning curriculum to be implemented district wide for the 2021-2022 school year.|2021-04-15|||2021 50712900000000|Sylvan Union Elementary|6|The Marzano Family, Student and Staff Surveys and Staff Collective Efficacy Survey completed in Spring 2021 provided us with school climate data on safe and orderly school environments and student connectedness. Scores are reported on a scale of 1-5, 1 being Strongly Disagree and 5 being Strongly Agree. Safe and Orderly School Environments: Student: 4.04 My school is a safe place. Staff 4.15 The faculty and staff perceive the school environment as safe and orderly Family 4.16 My child’s school is a safe place Student connectedness to school. Students: Scores are reported on a scale of 1-5, 1 being Strongly Disagree and 5 being Strongly Agree. 3.08 My school’s leaders ask for my opinion about how the school should function. 2.97 When I achieve a goal or accomplish something important, my school’s leaders, my teachers, and other students celebrate it Staff: Staff took a Collective Efficacy score stayed the same form Spring 2020 to Spring 2021 with a score of 500, average. Students responses could have been impacted due to the fact students were on a distance learning format for a large portion of the school year. Parent responses regarding school safety and procedures scored higher than other questions and questions regarding engagement and relationships showed an increase in positivity. There were slight drops in staff responses regarding data analysis, collaboration, and student achievement, which were directly impacted with the pandemic and distance learning. We continue to strengthen our Professional Learning Communities (PLC) and the survey completed in Spring 2021 showed growth or maintaining in all areas as a district as well as individual sites.|2021-06-22|||2021 50736010000000|Newman-Crows Landing Unified|6|Due to Covid-19 NCLUSD did not administer the California Healthy Kids Survey. We will administer the 21-22 school year. We surveyed our students and families many times since March 2020 to gather information on school closure, distance learning, hybrid learning, safety protocols and much more. We also surveyed them for the LCAP and the return to school in the fall of 2021. We inundated them with surveys and felt that we needed to postpone our climate survey. Based on the data we did collect from our many surveys we found that families were both frustrated and concerned. We held many parent information meetings and their top concerns were safety protocols, getting back to school and support for their students during distance learning. As far as the data from our latest return to school survey for families, approximately 10% of respondents so far want an Independent Study option. The majority of our families are excited to return in the fall full time with required safety protocols in place. Newman-Crows Landing Unified School District believes that school safety and connectedness are of the utmost importance in educating the students in our district. We believe that students thrive in a safe, engaging environment that provides students with rigorous curriculum, relevant classroom activities and relationships that support student learning. In February of 2019, we administered the California Healthy Kids Survey to fifth, seventh, ninth and eleventh grade students. Key indicators below provide data on school connectedness and safety based on the CHKS: School Connectedness: percentage of students reporting true or very much true • 5th: 70% • 7th: 62% • 9th: 56% • 11th: 56% Caring Adults in School: % of students reporting pretty much true or very much true • 5th: 75% • 7th: 58% • 9th: 55% • 11th: 58% Students Feel Safe at School: percentage of students reporting school as very safe or safe • 5th: 76% • 7th: 59% • 9th: 60% • 11th: 60% Key Learnings As students move the grade levels, they feel less connected to school and teachers. The same can be said of feeling safe at school. This mirrors the data at the state level. In comparing data by Race/Ethnicity, there is not a large discrepancy. For example, 62% of seventh Hispanic or Latino students felt connected to school and 65% of white seventh students felt connected to school. There was similar data at all grade levels with minimal discrepancy. This leads to the conclusion that student Race/Ethnicity is not a factor when considering a student’s connectedness to school. This is a positive outcome for our sites and staff. Area of Strength Elementary students feel very connected and safe in school. Elementary schools have implemented digital communication tools, added site counselors, hold weekly/monthly assemblies, work with parent-teacher organizations, have Afterschool Programs and hold evening events for parents and students. This is not an exhaustive list but shows the effort being made to co|2021-06-07|||2021 50755490000000|Hughson Unified|6|Students took the California Healthy Kids Survey (CHKS) in January 2021. The 2021 survey found an overall area of strength was the majority of students in each grade span felt very safe at school. An overall area for growth was the survey found almost a third of students in each grade span experienced chronic sadness/hopelessness. While physical safety continues to be a top priority of the district, this extends as well into mental health. It has been a goal of HUSD to improve mental health support K-12 through the CAL Well grant to specifically; help provide clinicians for mental health at Ross Middle School, Hughson High and Billy Joe Dickens High; provide trauma first aid training to staff; and further enhance programs that are already in place such as PBIS, Suicide Prevention and Life of a Husky. Additionally, HUSD has been closely monitoring its behavior incidents and suspension rates. In 2020, our three year grant to implement Positive Behavior Interventions and Supports (PBIS) throughout the district was renewed. All sites have been trained and implemented both Tier I, Tier II, and Tier III interventions. Additionally, we continue to seek out alternative methods to address behavior rather than suspensions. Students took the CHKS in January 2021 and results will be reported at the August 2021 Board meeting and the full report will be found on the HUSD website http://www.hughson.k12.ca.us/information/california_healthy_kids_survey_information.|2021-06-08|||2021 50755560000000|Riverbank Unified|6|Data from the California Healthy Kids survey provided insight and information to the Riverbank USD that was definitely influenced by the COVID-19 pandemic and our current instructional environment. 48.5% of our eligible students completed the survey. Fifth grade and seventh grade students were the most responsive in the district with a 70% and 76% completion rate respectively. The learnings from the results exhibited a slightly higher, but consistent, level of connectedness reported by students, and a minor drop off in meaningful participation and academic motivation. These trends in academic motivation remained consistent, however although currently meaningful participation may be on a down trend it has drop significantly since 2017. It is apparent that this data drive an investigation and resolution to combat the decline in these areas. The district recognizes school connectedness as a strength that continues during our present environment. In general school safety also improved during our present environment. The variable of not being on campus had a significant effect on this data. We will continue to implement practices to support student safety. During the pandemic student relationships and depression were of a major concern. The data reflects that students expressed higher levels of sadness/hopelessness and an increase of suicide consideration was also a concern. The district has and will continue to monitor student social emotional well-being. Actions, feedback and collaboration will be a means to address and support the efforts presented by student data. The district recognizes communication and transparency of this data as well as developing plans to address these issues will be a priority in the coming school years. Actions and decisions related to the student data identified areas the district focus on in addressing issues and concerns. An increase of the Support staff has been planned with the addition of another Mental Health therapist in the district and extended time for Student Assistance Support staff. These two actions will provide students with personnel and resources to address their social emotional needs. The district has partnered with the local county office of education to implement a systematic plan of Multi-tiered Systems of Support (MTSS). Teams at each school site will be developed and staff will create a universal manner in which to support and address student needs in a whole-child approach. The need to consider student mental health has moved to the forefront of education practices. Students well-being and social-emotional needs must be addressed in an effective and efficient manner to increase support student learning. Educators considering Maslow’s Hierarchy of Needs will be much more successful in their efforts of providing academics for students. The district is focusing on the whole child and supporting staff in an effort for full student benefit.|2021-06-01|||2021 50755560113852|Riverbank Language Academy|6|Riverbank Language Academy has a high average daily attendance rate (over 98.5%) and received the highest ranking (blue) in the most current California Schools Dashboard (2019). Students at RLA want to be at school and the high daily attendance rate demonstrates this. This last spring (2021) RLA administered the California Healthy Kids Survey to 5th grade and 7th grade students. Overall, the results of the CHKS indicates that students in 5th grade have 68% feeling school connectedness, 67% having a high-academic motivation while at school, with 84% of students reporting having high-expectations of adults at school, and 74% feeling safe while at school. This data is representative of RLA's K-5 student population. Similarly, in 7th grade the CHKS shows 59% of students feeling connected at school with 62% having academic motivation, and 69% having high expectations of caring adults at school and 61% of students feeling safe at school. RLA's average in these areas is traditionally in the 80th percentile. An area of priority under RLA's LCAP is to improve our school climate and school connectedness as this was an area affected by the pandemic. The school increased the School Counselor to full-time and also increased student access to additional services that support socio-emotional learning by increasing supports through the Student Assistant Specialist.|2021-06-24|A goal in Riverbank Language Academy's LCAP is to work on continuous improvement and increase school climate and school connectedness. RLA has a focus of implementation and integration of PBIS (Positive Behavioral Intervention and Supports) to improve on integration of a positive school environment while also resuming with regular school activities including student assemblies, community events, family nights and extracurricular activities including sports, dances and special events. RLA students also have access to social-emotional learning as a Tier I support through the integration of Second Step Curriculum.||2021 50755640000000|Oakdale Joint Unified|6|The student survey evaluating how safe students feel in school was given in December of 2018 with the intention to re-administer the survey in 2020. Because of the COVID-19 pandemic, this survey was not re-administered, but we have every intention of giving the survey again in December of 2021. In 2018, the percentage of students who perceived school to be safe or very safe was 81% for 5th grade and decreased each grade level it was given to 58% in 11th grade. Clearly, there is room for increased perceptions of safety at all levels, particularly at the 9-12 level. In order to increase the sense of safely on all campuses, safety and crisis plans will be reviewed annually, a multi-tiered support system of social skills and mental health has been created, a school resource officer is in place, and additional 4-6 grade teachers have been hired to decrease class sizes to provide for more academic and socio-emotional support for students.|2021-06-14|||2021 50755720000000|Waterford Unified|6|DATA 2020-21: School connectedness: 6th (69%); 7th (48%); 9th (48%); 11th (57%) 2018-19: School Connectedness: 5th (96%); 7th (89%); 9th (92%); 11th (82%) 2020-21: Feel safe at school: 6th (81%); 7th (67%); 9th (67%); 11th (63%) 2018-19: Feel Safe at school: 5th (81%); 7th (64%); 9th (61%); (56%) Note: Grade level data from the California Healthy Kids Survey MEANING Distance learning and impacts of the pandemic on students' families and homes took a big toll on our students' feeling of connectedness with school. Opportunities are great in this area as most students’ return to school took place after the survey and we joyfully anticipate students return to in person instruction in the fall. Students’ sense of safety was constant or increased at all levels. USE The “connectedness” and “feel safe” data informed goals and actions in the 2021-24 LCAP. Goal 3 actions include mental health supports, increased counseling services, student enrichment activities, attendance monitoring and incentives, and a focus on school to home communication.|2021-06-10|In addition to the CHKS survey, the district utilizes the California State Accountability Dashboard as well as local data to analyze progress in student attendance, discipline, suspension and expulsion rates. These data are shared with stakeholder groups to elicit guidance on LCAP actions. The district supports all schools, and particularly our Comprehensive School Improvement (CSI) school (Sentinel High School) in understanding the role these data play in gauging school climate and their relationship with CSI criteria. Sentinel High’s eligibility for CSI is based on a previous year’s rather than current year’s data.||2021 50755725030317|Connecting Waters Charter|6|Connecting Waters asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help. As a result of data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters has also developed a Parent Advisory Council in order to ensure that Connecting Waters receives maximum parent input and to give families an opportunity to connect with other families in its Independent Study setting. Additionally, because Connecting Waters is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting.|2021-06-17|||2021 50757390000000|Turlock Unified|6|Turlock Unified School District administered the California Healthy Kids Survey to secondary schools in 2019-2020. Key findings included: 2019-2020 California Healthy Kids Survey Caring Adults in School 7th grade - 61% average reporting Pretty Much True and Very Much True (2018-2019 - 62%) 9th grade - 59% average reporting Pretty Much True and Very Much True (2018-2019 - 55%) 11th grade - 59% average reporting Pretty Much True and Very Much True (2018-2019 - 59%) Non-Traditional Schools - 52% average reporting Pretty Much Trude and Very Much True (2018-2019 - 55%) School Connectedness 7th grade - 65% average reporting Agree and Strongly Agree (2018-2019 - 67%) 9th grade - 59% average reporting Agree and Strongly Agree (2018-2019 - 57% 11th grade - 54% average reporting Agree and Strongly Agree (2018-2019 - 53%) Non-Traditional Schools - 49% reporting Agree and Strongly Agree (2018-2019 55%) Perceived Safety at School 7th grade - 60% Very Safe and Safe (2018-2019 - 66%) 9th grade - 57% Very Safe and Safe (2018-2019 - 53%) 11th grade - 49% Very Safe and Safe (2018-2019 - 51%) Non-Traditional Schools - 54% Very Safe and Safe (2018-2019 - 48%) Response Rate 2019-2020 7th grade = 94% 9th grade = 93% 11th grade = 85% Non-Traditional Schools = 82% Average = 88.5% Response Rate 2018-2019 7th grade = 75% 9th grade = 75% 11th grade = 82% Non-Traditional Schools = 100% Average = 83% Data from the past two years provides valuable feedback on secondary student perceptions of caring adults, school connectedness, and school safety. The data, pandemic, and the various learning models called attention to school climate for secondary students. The district is in the process of administering the California Healthy Kids Survey in the 2020-2021 school year. The district reviewed the data with secondary site administration. Student perceptions are an identified area that schools are continuing to work on. Sites' school plan include increasing opportunities for student in extracurricular activities.|2021-06-15|||2021 50757390124669|eCademy Charter at Crane|6|Turlock Unified School District administered the California Healthy Kids Survey to secondary schools in 2019-2020. Key findings included: 2019-2020 California Healthy Kids Survey Caring Adults in School 7th grade - 61% average reporting Pretty Much True and Very Much True (2018-2019 - 62%) 9th grade - 59% average reporting Pretty Much True and Very Much True (2018-2019 - 55%) 11th grade - 59% average reporting Pretty Much True and Very Much True (2018-2019 - 59%) Non-Traditional Schools - 52% average reporting Pretty Much Trude and Very Much True (2018-2019 - 55%) School Connectedness 7th grade - 65% average reporting Agree and Strongly Agree (2018-2019 - 67%) 9th grade - 59% average reporting Agree and Strongly Agree (2018-2019 - 57% 11th grade - 54% average reporting Agree and Strongly Agree (2018-2019 - 53%) Non-Traditional Schools - 49% reporting Agree and Strongly Agree (2018-2019 55%) Perceived Safety at School 7th grade - 60% Very Safe and Safe (2018-2019 - 66%) 9th grade - 57% Very Safe and Safe (2018-2019 - 53%) 11th grade - 49% Very Safe and Safe (2018-2019 - 51%) Non-Traditional Schools - 54% Very Safe and Safe (2018-2019 - 48%) Response Rate 2019-2020 7th grade = 94% 9th grade = 93% 11th grade = 85% Non-Traditional Schools = 82% Average = 88.5% Response Rate 2018-2019 7th grade = 75% 9th grade = 75% 11th grade = 82% Non-Traditional Schools = 100% Average = 83% Data from the past two years provides valuable feedback on secondary student perceptions of caring adults, school connectedness, and school safety. The data, pandemic, and the various learning models called attention to school climate for secondary students. The district is in the process of administering the California Healthy Kids Survey in the 2020-2021 school year. The district reviewed the data with secondary site administration. Student perceptions are an identified area that schools are continuing to work on. Sites' school plan include increasing opportunities for student in extracurricular activities.|2021-06-15|eCademy's data is included in the Turlock Unified School District reporting of local indicators.||2021 51105120000000|Sutter County Office of Education|6|The 2020/21 CHKS Data shows that the majority of students feel supported, engaged and safe at FRA as indicated by the following positive survey responses: Facilities upkeep:86% School Connectedness:64% Academic Motivation:59% Caring adult relationships:71% High Expectations- Adults in School:76% Promotion of parent involvement in school:67% School perceived as safe or very safe:85% Experienced harassment of bullying:15% Responses to the 20/21 CHKS also indicate several areas of need that will be addressed through goals, actions and services in the 21-24 LCAP. Meaningful Participation:29% Current alcohol or drug use: 6% Current marijuana use:46% Very drunk of “high” 7 or more times:54% Strengths identified through the CHKS school climate survey indicate that there are strong caring adult relationships and high expectations from adults in school. Student responses also indicate that FRA is a safe environment relatively free from bullying. Students survey responses indicate that they do not feel that they have meaningful participation at school. Specifically the survey showed: I do interesting activities:50% Pretty Much True I decide on things like class activities or rules:29% Pretty Much True I do things that make a difference:29% Pretty Much True I have a say in how things work:21% Pretty Much True I help decide school rule or activities:14% Pretty Much True Barriers and challenges identified include a high transiency rate. Many students only attend the term of their expulsion which is the semester of the infraction and the next. This short duration of enrollment makes it difficult to involve a high percentage of the student in the decision making process. FRA contracted with Placer COE to provide consultation and guidance for implementation of Positive Behavior Interventions and Supports (PBIS). In 2020/21 staff worked to implement PBIS Tier I. the work will continue in 2021/22 with Tier II work to begin in the Spring semester. Increased counseling services were added in 20/21 and will be continued into 21/22. Data from the CHKS showed that students do not feel that they have meaningful participation in school policy and rule making. Staff is working to plan and implement increased student leadership opportunities for the 2021/22 school year in order to address this concern. It is difficult to evaluate the results of these actions as we transition from distance learning to hybrid and in-person instruction multiple times throughout the school year. A significant number of students elected to remain on distance learning for the entire year and were reluctant to participate in the school climate survey remotely. All actions described were new for the 20/21 school year or will be new in 21/22.|2021-06-23|||2021 51105120140152|Pathways Charter Academy|6|This is the first year Pathways Charter has been in operation and students were served almost exclusively through distance learning. Despite being provided the opportunity, students did not participate in the local climate survey (CHKS) during the 20/21 school year. The key learning based on this information is that we need to implement an improved system to increase communication and participation with students in providing feedback concerning the educational program. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, or barriers? Due to the lack of participation in the CHKS and Kelvin surveys, data has been collected through alternative means such as conferences, goal setting meetings, home visits and emails. An area of strength as reported by parents and students include strong, caring relationships from school staff. Challenges include learning to navigate the new curriculum and to maintain motivation. Student attendance proved to be a barrier as well with the attendance rate being 57%. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? Pathways Charter Academy plans to conduct a local climate survey during the 2021/22 school year. This data will be used to evaluate programs, resources and implement changes as necessary within the 21/22 school year. As students attend in person and/or virtual meetings with their teacher, surveys will be administered during those appointments in order to gather pertinent data reflecting on school climate an culture.|2021-06-23|||2021 51713570000000|Brittan Elementary|6|Each year we administer a parent and student survey, the results from these surveys guide us to make changes if needed. Through this process we have continued the art program and music programs in grade JS-2. The primary playground and the kindergarten playgrounds now have new equipment. The addition of our new gym, stage and 4 new classrooms will allow us to provide a wide variety of learning opportunities for our students. We will also be continuing our programs for student recognition. Another area that was addressed in the survey was School Safety. The results showed that an overwhelming amount of students, parents and staff felt that our school is very safe and that safety protocols are practiced regularly. We will continue to give the parent, staff and student surveys yearly in order to make positive changes in our school and facilities.|2021-10-12|||2021 51713650000000|Browns Elementary|6|Browns Elementary School District is dedicated to creating a positive learning environment for all stakeholders. A local climate survey was given to students in grades four through eight that provided a valid measure of school safety and connectedness. Findings from this survey indicated that 87.9% of students usually feel safe at school and 9.1% sometimes feel safe at school. In addition, 8.8% of students feel that bullying is a problem at the school. Eighty-eight percent of students say there are activities at school they enjoy participating in and 91.2% say the school is clean, safe, and in good condition. Spring 2021 local student survey results indicate that the school has created a safe environment, it is clean and in good condition, and there are engaging activities students enjoy. Students says they get the support they need from staff to be successful at school. Many students don’t feel comfortable asking their teacher for help: 58.8% usually, 32.4% sometimes, and 8.8% never. Our LCAP Goal 2 is to , “Create a safe and healthy environment in which staff, students, and families will be engaged, connected, and active participants in the school community.” Expected outcomes are to increase the percentage of students feeling safe at school to 90% and decrease the perception of bullying being a problem to 5% or less. In order to achieve this goal, actions and services include increasing parent engagement opportunities, review and adjust our discipline matrix and school safety plan, and supporting the social-emotional needs of students and families.|2021-06-17|||2021 51713730000000|East Nicolaus Joint Union High|6|ENHS students feel connected to at least one person on campus. ENHS students feel safe on the campus. ENHS students feel that the level of academic rigor is moderately high and challenging. ENHS students are aware that there are mental health offerings and social emotional services for them at ENHS.90% of ENHS students take at least one AG and CTE course in their four years in high school On a slightly negative side, ENHS students are not motivated to attend four year school. Subsequently A-G rates are not that important to them as the vast majority intend to move on to a community college. In this same vein, ENHS students are not asking for AP and or elevated core content classes. We feel that, overall, this survey has shown that we have a very healthy climate and culture at ENHS on a day in day out basis , even in the midst of the pandemic of last year. As mentioned above, there is not a strong student and or family desire to move on to a four year university, rather moving on to a community college. We are encouraged that a significant majority, 80%, want to go to college. We do wish that there was more interest in going to a four year school as this would drive our master schedule to have more AP and elevated core content classes. Our main challenge is growing our ever increasing and popular CTE programs alongside the core content classes. Enrollment, appropriate CTE personnel and master scheduling will have an impact on this challenge and potential barrier. We have seen significant results of our actions in regards to master scheduling and course offerings. We have developed a dependent charter academic, school within a school, as well as receiving significant strong workforce grant funding to grow and augment our CTE programs. This has led to the flexibility that I spoke of earlier in order to mirror our academic rigor and CTE enrichment offerings without financial hardship. The ability to reduce class sizes with our class offerings and slowly imbed advanced classes will produce a high A-G rate and potentially more four year bound students while also adhering to the career ready dynamic of CTE pathways in AG, Manufacturing, Welding, and Culinary. Interest level and class interest in our CTE classes is at the margin.|2021-06-10|||2021 51713810000000|Franklin Elementary|6|A parent survey was generated during the spring of 2021. Ninety-six parents responded to the survey. Areas of strength are that 100% of respondents indicated that the school is a supportive and inviting place for students to learn. Almost 100% of parents stated that the school treats all students with respect. 100% of parents felt that the school is a safe place for their child. All parents that participated in the survey felt that Franklin School has adults who really care about students. One of the questions on the survey was, How do you think we can best support your child in the upcoming school year? The responses were as follows: After School Tutoring: 39.08% After School Care; 27.59% Small group instruction: 31.03% Enrichment classes: 54.02% Counseling: 20.69% Extended office hours: 5.75% School Assemblies: 36.78% Extracurricular Activities; 67.82% The suggestions made by parents regarding the support needed for 2021 - 2022 were definitely taken into account when looking at actions for the LCAP as well as ESSER III supports. We have created a SEL Committee that meets regularly to discuss ways to engage students in schoolwide fun events. The SEL Committee created posters for classrooms, office space, cafeteria, etc. that proudly display positive Bulldog traits. Counseling services were increased for the 2021 - 2022 school year.|2021-06-15|||2021 51713990000000|Live Oak Unified|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. The classrooms at my school are clean and well maintained. Luther 97% LOMS 95% Encinal 98% LOHS 89% VOHS 100% I feel safe at my school. Luther 97% LOMS 90% Encinal 92% LOHS 88% VOHS 87% Incidences of bullying are noticed and dealt with in my school. Luther 89% LOMS 80% Encinal 74% LOHS 75% VOHS 81% I look forward to coming to school. Luther 96% LOMS 84% Encinal 83% LOHS 70% VOHS 81% I try hard in school. Luther 99% LOMS 99% Encinal 97% LOHS 94% VOHS 97% Adults at my school care about me. Luther 96% LOMS 90% Encinal 97% LOHS 88% VOHS 100% I feel that the rules are communicated to me. Luther 97% LOMS 98% Encinal 93% LOHS 91% VOHS 94% Discipline for breaking rules is consistent. Luther 94% LOMS 87% Encinal 72% LOHS 86% VOHS 100% I feel that I am respected by teachers and staff. Luther 94% LOMS 92% Encinal 92% LOHS 88% VOHS 100% A counselor is available to help me with my problems Luther 96% LOMS 93% Encinal 95% LOHS 93% VOHS 100% 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, or barriers? School climate survey results show that students feel safe, cared about, and engaged. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. An area we continue to address is bullying, by educating students, correcting behaviors, and supporting students who feel bullied. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? The survey confirms LOUSD efforts with staff and counselors in creating environments that are safe and foster student connectedness. It continues to be a District Focus and Goal 3 of the LCAP that ALL students feel safe, cared about, and connected. Coming out of over 16 months of COVID-19 Distance Learning or Hybrid schedules it is more critical than ever that social emotional supports for students remain and improve.|2021-06-08|||2021 51714070000000|Marcum-Illinois Union Elementary|6|1. A local climate survey was given to students in grades three through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Marcum-Illinois EUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that 83% of students usually feel safe and 15% sometimes feel safe at Marcum-Illinois School. In addition, 13% of students feel that bullying is usually a problem at the school. Ninety-two percent of students say there are activities at school they enjoy participating in. 2. Spring 2021 local student survey results indicate that the school has created a safe environment, it is clean and in good condition, and there are engaging activities students enjoy. More education and structure need to be implemented regarding bullying. 3. LCAP Goal 2 is to “Ensure the school is a safe, engaging, and inclusive environment for students and their families so that all students achieve academic excellence, and families will be actively involved in the educational process.” Expected outcomes are to increase the percentage of students usually feeling safe at school to 90% and decrease bullying to 8% or less. To achieve this goal, actions and services include promoting parent engagement, supporting the social-emotional needs of students and families, adopting an anti-bully curriculum, and continuing to provide safe, well-maintained facilities.|2021-06-14|||2021 51714070109793|South Sutter Charter|6|In the spring of 2021, all students in grades 5, 8, & 12 were asked to complete our School Climate survey, which measures student satisfaction with their school, school connectedness, & school safety. Of our 5th, 8th, and 12th grade students, 38% responded to the survey, exceeding our goal of at least 25% participation. Overall, 37.5% of respondents were male and 52% were female, and 10.5% declined to state. As with our previous survey, the vast majority of students responded positively in all areas. Survey highlights: - 81% of 5th graders, 92% of 8th graders, and 84% of 12th graders feel their school experience is a positive one most or all of the time. - 94% of 5th graders, 96% of 8th graders, and 96% of 12th graders felt that their teachers encouraged them to do their best most or all of the time. - 84% of 5th graders, 89% of 8th graders, and 93% of 12th graders felt that their teachers gave them feedback on their school work most or all of the time. - 67% of 5th graders, 85% of 8th graders, and 87% of 12th graders felt they participate in decisions regarding what they learn about in school most or all of the time. - 90% of 8th graders and 951% of 12th graders felt their teacher cared about their post-high school college and career plans most or all of the time. - 86% of 5th graders, 94% of 8th graders, and 82% of 12th graders felt successful at school most or all of the time. - Of those who participate in school-sponsored activities, 88% of 5th graders, 97% of 8th graders, and 100% of 12th graders indicated they felt safe most or all of the time while participating. Our lowest scoring item centered around whether students felt that there were opportunities to participate in school-sponsored activities. These would include field trips, park days, family days, etc. For this item, 51% of 5th graders, 54% of 8th, and 62% of 12th graders felt that opportunities were available. This is not surprising during this past year of Covid closures and limited ability to provide in person gatherings. However, we did have a large increase and interest in school clubs, which were held in an online format. The full results of this survey can be found at: https://drive.google.com/file/d/1lZXFY-A83IBDk-xyg2jUrUR6slkdiZPE/view?usp=sharing|2021-06-04|In addition to the data in our narrative, our survey also asked respondents to rate how likely they would be to recommend our school to others. This is ranked on a 5 point scale from extremely likely to extremely unlikely. The results, broken down by grade level, are also positive. 5th: Favorably: 71%, Neutral: 18%, Unfavorably: 11% 8th: Favorably: 86%, Neutral: 10%, Unfavorably: 4% 12th: Favorably: 86%, Neutral: 9%, Unfavorably: 5%||2021 51714150000000|Meridian Elementary|6|We sent home a student survey to all of the students in the junior high. These are the results: 79% of students surveyed like school. 80% feel successful. 86% of students feel like we have high standards. 100% feel that behavior expectations are clear. 100% feel that teachers treat them with respect. 53% feel that student behavior allows teachers to teach. 80% feel that they are rewarded for good behavior. 86% feel safe. 92% have an adult at school who they can talk to. Overall, the school climate is very good. The area for growth is to work on student behavior within the classroom. The disaggregated results indicate that junior high students feel that they need better behavior within the classroom in order to learn. Student behavior is a challenge this year. The biggest behavior challenges are within the junior high and the 1-2 grade classroom. We are currently working with the teachers within the school by providing professional development, coaching, and time for observations in order to help with student behavior. Within the junior high, students need more supervision and structure than they have had in the past and we are providing that. Behavior is improving and will continue to improve as students get used to the policies and procedures. We have also implemented programs such as Tiger Tickets reward incentive and Student of the Month in order to reward and recognize students for positive behavior.|2021-10-14|||2021 51714150129007|California Virtual Academy at Sutter|6|CAVA provided students with a survey-based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting. Students and parents in grades 5, 7, and 9 are surveyed with this tool every other year. Survey results from Spring 2020 indicated the following: Number of Respondents: 62 Students feel safe: 100% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 98.4% Overall, respondents indicated the school has a favorable climate that promotes learning. There were several areas identified for improvement including, students would like more opportunities to decide things like class activities or rules, students want more opportunities to make a difference and help others in the school and community, school my not provide all the materials the students feel like they need to have for learning (paper and computer ink were two items noted), and 3% of students would like more support to be healthy and fit. The most significant request is students, more than ever, feel isolated and want meaningful ways to connect directly with other students beyond what was currently offered. While direct messaging is available in the LC Community platform, allowing one parent/LC to connect with another, more options are needed for families and students. CAVA has created a SEL committee to help drive the implementation of a schoolwide SEL plan to better support teachers/staff and positively impact our school's culture. We will implement Care Solace program in the Spring of 2021. We will have a comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. Respondents indicated a need for more service-orientated projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12 and service-learning options are being provided school-wide each quarter.|2021-06-09|||2021 51714230000000|Nuestro Elementary|6|Parents: Overwhelming feedback on surveys indicates a strong desire for students to improve academically and be happy at school. Parents strongly feel they want to bring back students full time without masks and other COVID-19 related precautions such as plexiglass barriers. Students: Two surveys were administered with all the students. The feedback we received indicated students feel safe at school but wanted to come back to school full-time. Additionally, they want to be challenged in their class and have fun. Parent Advisory Committee: Site Council really liked the idea of an Intervention/Assessment Coordinator and wanted to make sure that the job description speaks to all the duties that are required of this person. At Nuestro we have started school with collection of data of all the beginning of the year assessments. Based on the assessment results students were placed in small groups to get intervention or acceleration. Students will work in these groups for 6 weeks and teachers will again look at the data and figure out grouping for the next 6 weeks based on the outcomes of the results.|2021-06-10|||2021 51714230132977|Sutter Peak Charter Academy|6|Annually, Sutter Peak Charter Academy Surveys all stakeholders, including its K-12 students. An additional survey implements a locally designed a social-emotional screener to assess the social- emotional needs of all 7-12th grade students. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. 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. The final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June. Satisfaction at Sutter Peak Charter is above 95% for parents, students and staff. Even with a high satisfaction rate, SPCA is constantly trying new and innovative ways to serve students over six counties. Sutter Peak utilizes a mobile lending library that is driven to multiple counties weekly offering textbooks, computers, and Lexile leveled readers for all students. The goal of the lending library is to provide greater access to a variety of resources to all students. Sutter Peak is also uses a bi-monthly email distributed through the all school communication system, PowerSchool. "Sutter Peak this Week" is distributed automatically to every family on Friday evenings. Sutter Peak this Week ensures that all students have access to information in a timely manner.|2021-06-14|||2021 51714310000000|Pleasant Grove Joint Union|6|A local climate survey was given to students in grades four through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Pleasant Grove JUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that 85.2% of students felt safe at Pleasant Grove School and 11.4% sometimes felt safe at school. In addition, 8% of students feel that bullying is a problem at the school. Spring 2021 local student survey results indicate the school has created a safe environment, however, more education and structure need to be implemented regarding bullying and school safety. LCAP Goal 2 is to, ” Enhance student engagement by providing enrichment activities, a positive and safe school climate, effective character education, and meaningful parent participation opportunities.” Expected outcomes are to increase the percentage of students usually feeling safe at school to 90% and decrease bullying to 5% or less. To achieve this goal, actions and services include promoting parent and student engagement, supporting the social-emotional health of students and families, and maintaining a safe, welcoming school environment.|2021-06-10|||2021 51714490000000|Sutter Union High|6|All stakeholder surveys; students, parents, staff and community report that SUHSD is a clean, well-maintained and safe learning and working environment. Stakeholders also believe that there is a high level of connectedness between all stakeholders. Annual facility inspection tools continue to reflect a campus that is well maintained and safe.|2021-06-08|||2021 51714560000000|Winship-Robbins|6|After reviewing the data collected through our student survey we learned that students feel strongly that they receive encouragement from the adults at school to work hard and do their best. Students feel safe at school and do not feel that there is bullying at the school. They feel that the teacher contacts their parents when they are struggling with schoolwork. The school is clean, safe and in good condition. Students feel that the school prepares them for a future in college or with a career. They do not feel that they have felt pressure to make bad decisions at school or felt pressure to use illegal drugs or alcohol at school. Areas of strength are that students feel safe at school. They feel comfortable with asking their teachers for help when struggling. They feel that the school is preparing them for a future in college or with a career. Challenges revealed in the survey results indicate that students look forward to coming to school but could use more encouragement or activities that would excite them to be at school every day. There were no barriers revealed through the student surveys. Based on our analysis from the student surveys we are working on creating activities that excite and engage students more. Last year we implemented student and staff of the month. This was somewhat successful as it encouraged students and staff to recognize each other demonstrating attributes that align with the mission and vision of Robbins School. We also began to utilize our Facebook page to communicate and share with the public what students are doing at school. This helped our families stay connected and share what they were doing during the school closure. Currently, we are working on developing school spirit days every Friday with various activities and opportunities for students. We are seeking input from students to determine what activities they would like to see on campus. Areas that we can improve in to further promote daily attendance, engagement, work completion and to continue to help students achieve both academically and socially.|2021-06-16|||2021 51714560133934|Feather River Charter|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|2021-05-25|||2021 51714566053334|Winship Community|6|The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety.|2021-05-25|||2021 51714640000000|Yuba City Unified|6|YCUSD surveys students, school staff, and parents annually to capture the quality of school culture and climate around the following themes: • School Connectedness and Sense of Belonging • Climate of Support for Academic Learning • Knowledge and Fairness of Discipline, Rules, and Norms • Safety The primary districtwide initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which YCUSD monitors and evaluates annually. Most recently, PBIS implementation increased overall for the district in 2019-20, and increased program implementation was found to be associated with improved student outcomes like off-campus suspensions. In 2021-22, district efforts will focus on sustaining full implementation of the first tier of PBIS at sites and transitioning to the next tier of training and implementation. Another key districtwide initiative targeted at improving school culture and climate for students is promoting educational equity. The district adopted a strategic plan that promotes safety, connectedness, and equity throughout all aspects of schools. And in an effort to accelerate progress, YCUSD revised its plan by increasing funds for enhanced efforts in mental health / social emotional support services and tutoring. In 2019-20 a new management level position for Student Engagement was created and filled to implement, monitor, and assess student/family and equity efforts.|2021-06-22|||2021 51714640107318|Twin Rivers Charter|6|When asked if the TRCS Staff/Parents & Community/ and Teachers/School Administration feel supported, 97.4% (Staff), 96.1% (Parents/Community), 86.7% (Students) Agreed/Strongly Agreed. When asked if TRCS provides a positive school climate for students & staff. Staff Agreed/Strongly Agreed (94.7%). Parents/Community (95.5%) and Students (89.1%). Parents/Community and Student responses were the highest they had been since the survey started 4 years ago. TRCS continues to engage all stakeholders in ensuring the school climate remains a primary focus for our school campus.|2021-06-02|||2021 51714645130125|Yuba City Charter|6|In general, the data shows that 90% or more of parents, students, and staff are satisfied or extremely satisfied with the climate and culture of Yuba City Charter School. Data indicates that the only areas of suggested improvement came from the ELAC. The ELAC would prefer less emphasis on Spanish language classes and more emphasis on ELD instruction. In response to this suggestion, three additional ELD classes were added to the master schedule. While YCCS intends to continue its Spanish language program, additional resources will be added to the ELD program to answer the concerns of the ELAC. All other concerns were attributable to COVID-19. Differing opinions on masking, vaccination, and other social and legal concerns have parents and the community understandably confused and upset. In general, parents are satisfied with the actions the school has taken to ensure student safety even when they disagree with public mandates and requirements.|2021-10-06|YCCS is committed to implementing the Capturing Kids Hearts program for the improvement of school climate. We have seen marked improvement in the schools atmosphere and environment since adopting CKH. There have been no expulsions and nearly no suspensions since the implementation of CHK. The incidence of bullying significantly less than it was before CKH. This program is clearly having a positive impact on YCCS.||2021 52105200000000|Tehama County Department of Education|6|DATA: ~Student focus groups at Tehama Oaks indicated: ~ a need for a broad course of study ~ a need for access to career preparation and planning ~ general satisfaction with staff and instructional program MEANING: Tehama Oaks strengths included a dedicated staff, a safe facility, an increase in communication between probation staff and instructional staff and growing number of options for students. Barriers include limitations due to student mobility, access to parents and restrictions related to safety. USE: Staff at Tehama Oaks are focusing on learning opportunities to better support the changing demographics of the school population. Additionally, staff are using data to increase options for a broad course of study to include career preparation based on student aptitude and interest.|2021-10-13|||2021 52105206119606|Lincoln Street|6|- End of year parent and student surveys indicated that Lincoln Street School is a safe, welcoming place where everyone is treated with respect. - A parent focus group indicated a need for more teaching support for families. - Family Success Liaison provided resources to most families - 94% of parents reported feeling supported by LSS staff - 94% feel that Lincoln Street School provides a quality education for their child - 58% of parents would have their child participate in in-person instruction if available MEANING: Lincoln Street School continues to have a dedicated staff, a welcoming environment, and strong communication with families. Parents indicated that they would like more tips for teaching at home, useful resources, and organizational/lesson preparation. Parents would be interested in having their child participate in in-person learning if it were available. USE: Staff will offer more targeted instruction and training to parents on curriculum and will focus on alternative learning opportunities to better support the diverse population and the changing demographics of the school. Staff is looking at adding in-person instruction in ELA and Math for junior high students a couple of days per week Family Success Liaison will continue to offer community resources and provide space for adult social-emotional needs.|2021-06-17|||2021 52105206119671|Tehama eLearning Academy|6|California Healthy Kids Survey was administered to students during the 2019/2020 school year. 47 students completed a survey (47% of students enrolled). 60% of those reporting felt they knew adults at school who cared about them. 81% felt that Parent engagement was a high priority at school and 86% reported that their parents concerns were heard and taken into consideration by the adults at school. 80% of students reported feeling happy at school and 89% reported that they felt that their teachers treated students fairly. 74% reported they were highly motivated to do well at school and 70% felt a connection to our school. Additional school climate surveys completed locally continue to indicate high levels of parent and student satisfaction as well as feelings of safety at school.|2019-12-12|||2021 52714980000000|Corning Union Elementary|6|The overall repsonse rate was 89% with 80% of students taught in a classroom at school and 20% taught through distant learning. Due to the COVID-19 pandemic, all students where given chromebooks and wifi access through hotspots.87% of students agreed or strongly agreed that their school provided a quality education, 83% felt that their school promoted academic success, and 73% thought that school had high expectations for all students. However, due to the impact of COVID-19, 64% of students felt like they were behind on their school work, but not affected by educational supports or advancement to the next grade during the pandemic. The evaluation of the survey revealed that children are very resiliant to adversity. They stated that the pandemic only moderately affected their social life. Healthwise, students did not eat enough fruits and vegetables, but remained active during the pandemic. This is in part due to the fact that our district is located in a rural area where the majority of classes were held in person throughout the 2019-2020 school year, and we gave students the chance to return to in-person learning whenever we could as well as being accommodating to what type of instructional method worked best for the student at all times. The survey revealed that older middle school students didn't feel as strongly about being treated fairly in regards to discipline and also in being protected by bullying. Due to the protocols implemented for the pandemic, students haven't had as many behavioral incidents with groupings in cohorts, security camera installations, and social distancing and monitoring. The future goal is to continue to provide mental health services for students so that they do not feel isolated and depressed as well as resume social activities, electives, sports, and field trips. In addition, guest speakers and social engagements inviting community members to participate and be involved in school activities are a high priority|2021-12-14|||2021 52715220000000|Evergreen Union|6|Data from the CA Healthy Kids Survey from spring 2020 revealed the average percent of respondents report that most of the time, they feel connected to school, motivated academically, feel cared about by the adults and feel like the adults have high expectations for them, feel that the families are kept up and feel supported socially and emotionally and safe. No survey was conducted during the pandemic. We look forward to conducting this annual survery again during the 2021-2022 school year.|2021-06-15|||2021 52715300000000|Flournoy Union Elementary|6|Due to our small size, (42 students K-8), and coupled with the need for confidentiality, our school has opted to utilize the results of our Extended Learning Survey to gather input regarding school connectedness and safety. Some of our grade levels have only one student and to publish results of student surveys that are supposed to protect individual student answers presents difficulty. Flournoy has 8 staff members (classified and certificated). As a result, our staff has extensive opportunities on a daily basis to interact with students. Our school has had no student referrals or suspensions over the past 2 years. The 2018-2019 survey results are as follows: I like to go to school.....................................80% I am trying to do my best at school..............95% I feel safe at school......................................92% My mom, dad, or another adult usually talks to me and helps me with my homework.........92% At my school, there is a teacher or some other adult who really cares about me..97% 2020/2021 Parent Survey (Re-opening plans) We had 100% of our families participate in our Flournoy School Re-opening Input Survey that was sent out on July 29, 2020. Results for a learning model preference for the 2020/2021 school year were; 98.6% In-person instruction, 2% distance learning, and 6.5% independent study. Results for access to WiFi at home included; 44.9% of the families have adequate WiFi at home, 38.7% have limited WiFi, and 19.4% have no access to WiFi.|2021-10-19|||2021 52715480000000|Gerber Union Elementary|6|Gerber Elementary School administers the California Healthy Kids Survey (CHKS) to all 7th graders at least every other year. Results from the CHKS are reported to the local school board and are shared with advisory committees. According to the 2019-2020 CHKS report, on average 54% of students in the seventh grade reported they felt a high level of connectedness to the school.. In regards to school safety, 37% of students reported that they felt safe or very safe at school, 42% of students reported that they felt neither safe nor unsafe and 21% percent perceived that they were not safe. Another noteworthy statistic is that 70% of students felt that they had a caring adult relationship at school. Findings from the CHKS will be used to help guide local decisions for LCAP goals and spending priorities.|2021-10-18|||2021 52715550000000|Kirkwood Elementary|6|Twice a year Kirkwood School administers a climate survey to staff, students, and families. The results of the surveys are shared with all stakeholders via newsletters, Board meetings, and SSC meetings. Staff also analyzes the data and provides input on how to respond to the data. Key learning: Overall staff, students, and families are satisfied with the school and feel like they belong. Meaning: The results of the climate surveys indicate that the school is responding to social-emotional needs. Students feel like they belong at the school; however, the data shows 20% of students feel moderately like they belong. Students report they could they respect the differences of others. The data shows the school is doing a good job with diversity and inclusion. Use: Culture is one of the three LCAP goals and is a top priority of the school. The whole staff participates in adult social-emotional professional development as it is a multi-year initiative. Equity, quality, and safety are at the top of the priority list for the school. Why?: The leaders of the school along with the staff wholeheartedly believe that the culture of the school is a top priority. Creating a school where people feel wanted and feel safe to take risks is a place where the people will thrive. Kirkwood believes that culture comes first and with that, the data will support it.|2021-11-08|||2021 52716390000000|Red Bluff Joint Union High|6|A number of stakeholder meetings were held to review the progress of the previous LCAP and the current Local Continuity and Attendance Plan. The meetings also included analyzing local data and to determine goals, metrics, and actions to support the 2021-2023 LCAP. Stakeholder groups and dates met include: RBHS School Site Council: 03/09/2021; 05/11/2021 SHS Parent Group: 04/14/2021 District English Learner Advisory Committee (DELAC): 04/13/2021 RBHS Department Chairs: 05/15/2021 SHS Staff: 04/16/2021 Red Bluff Union High School Teachers Association: 02/02/2021; 02/11/2021; 05/12/2021; 05/18/2021 California School Employees Association: 02/22/2021; 05/17/2021; 05/21/2021 Red Bluff Alums for Justice: 02/03/2021; 03/17/2021; 04/14/2021; 04/27/2021 Students with Disabilities Parents: 03/30/2021 Summer School Committee: 03/09/2021; 03/17/2021; 03/31/2021 The content of the meetings included: review of previous LCAP goals; review of metrics; review of Local Continuity Plan for 2021-2022; proposed goals for the 2021-2024 LCAP; review of proposed metrics and actions for the 2021-2024 LCAP. The meetings solicited input from each organization regarding the progress and lack of progress the district is making towards the goals in the LCAP. Administration worked with all stakeholders in analyzing the input as it developed the draft LCAP for consideration.|2021-11-18|||2021 52716540000000|Richfield Elementary|6|Below is a sample of 7th Grade responses on the California Healthy Kids Survey administered in the spring of 2020. "I feel close to people at this school = 85% reported yes. No students reported feeling unsafe or very unsafe. 100% of students reported that they had never been in a physical fight. 19% of 7th Graders answered yes to the question: "During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?" RESD has seen improvement (16% decrease in "yes" responses) in this category from prior year. However, we continue our efforts to support students academically, social-emotionally, and behaviorally. Examples of social-emotional supports include but are not limited to: implementing a new elective system that gives students more choice in course selection. RESD has also tripled the counseling budget to provide more 1x1 counseling opportunities, more large and small group peer to peer counselor moderated activities including but not limited to conflict resolution and anti-bullying education. RESD has also implemented "Toolbox" which aims to give students the tools to self-navigate challenging peer to peer or peer to adult interactions.|2021-10-20|||2021 53105380000000|Trinity County Office of Education|6|Data: 40 question student survey, 6 students. Based on school climate, relational health with staff, and safety Results: Strengths: Relational health, kids feel cared about and encouraged. Students know what to expect and understand the purpose of education is learning. 40% of students felt like they were bullied and it happened once or twice. 60% were not bullied at all and 16% stated they were bullied 2 to 3 times a month. No students reported being threatened. 33% were bullied by being called mean names about their race or color and 16% were bullied by mean names, comments, or gestures with sexual meaning. The majority of the bullying was done via cell phone or over the internet. Areas of growth: Other student's behavior can get in the way of learning, homework expectations are not clear, and continuing to learn that it is ok to make mistakes which are an opportunity to learn. Next Steps: • Continue to build relationships with all students around their interests and success. • Continue to get students to self-advocate and use proactive strategies when dealing with disappointment, anger or abandonment feelings. • Continue to give students the opportunity to connect with the community, businesses, and individuals. • Grow relationships with parents so they are an active part of the student's growth and next steps. • Focus on cyberbullying education efforts and make this a daily discussion item during morning meetings with students.|2021-06-16|||2021 53105380125633|California Heritage Youthbuild Academy II|6|CHYBA administered a local climate survey that provides a valid measure of perceptions of school safety and connectedness. Looking at CHYBA's Student LCAP Survey 2021 Attendance/Engagement/SEL data, we were able to note positive elements of our school climate and areas in need of improvement. 84.3% of our students indicated that they are “happy to be at this school” while only 25% of our students do not feel “part of our school”. 70.8% of students feel that “school staff take parent concerns seriously. Only 8.2% of our students indicated that they do not “try hard to make sure that they are good at their schoolwork”. The greatest area of concern that was generated by the 2021 student survey was that 50% of the respondents indicated that they “feel depressed or unmotivated”. Responding to the question, “How do you think COVID and the pandemic affected your learning this year”, 66.7% of respondents indicated that they are having a hard time staying motivated. Next steps: In order to address the needs of our “at-promise” young people, we will: • Continue to offer extended resources as we partner with our many community partners • Continue to build relationships with all students around their interests and successes • Continue to get students to self-advocate and use proactive strategies when dealing with challenges • Grow relationships with parents and related stakeholders so they are an active part of each students’ growth and next steps • Provide mental health and social-emotional learning support through increased SEL direct teaching and referrals to onsite and off-site mental health resources|2021-06-17|||2021 53716620000000|Burnt Ranch Elementary|6|The results of a school-wide survey showed that over 90% of students feel safe at school. The majority of students surveyed felt that their concerns were heard and that there were adults on campus who cared about them. One challenge identified is how to effectively communicate school events and news with all parents and families. The school will be implementing more targeted approaches to reaching all students and their families.|2021-06-15|||2021 53716960000000|Douglas City Elementary|6|The results of a school-wide survey showed that over 95% of students feel safe at school and 95% of students reported having or feeling a high level of connectedness at school. The majority of students surveyed felt that their concerns were heard and that there were adults on campus who cared about them. One challenge identified is how to effectively communicate school events and news with all parents and families. The school will be implementing more targeted approaches to reaching all students and their families. Our district’s focus is to ensure students feel safe and connected at school. We will continue to pursue activities and ideas to increase opportunities for students to feel that they have meaningful participation at school.|2021-10-13|||2021 53717380000000|Junction City Elementary|6|The results of our school-wide survey showed that 100% of students feel safe at school. 92% of students and parents feel welcome at the school, but only 87% of students and parents reported feeling a high level of connectedness at school. The reasons given were mostly due to the COVID-19 restrictions, and the absence of school events and activities because of the social distancing requirements. Overall, COVID-19 created a negative impact on our school climate and parent/community participation. We are looking forward to being able to host family and community events again soon, and being able to encourage public participation with our community partners in the 2021-2022 school year. Although we have some work to do to strengthen our school climate, we are hopeful that as the COVID-19 restrictions ease, our school's typical family-oriented climate will improve.|2021-06-23|||2021 53717460000000|Lewiston Elementary|6|Lewiston participates in the Healthy Kid Survey given every two years. The survey size is too small to give any useful information for Lewiston.|2021-06-28|On a 4 point scale rating, 3.5 was average score for feeling safe at school with the same rating for students feeling connected at school. One challenge came was how COVID affected events at school. LES will continue to bring back activities which families and students may participate in and feel that they have meaningful connectedness and participation at school.||2021 53738330000000|Southern Trinity Joint Unified|6|Our Healthy Kids Survey was administered this past February. In regards to School Climate students reported the following regarding feelings of safety at school. 80% of students reported feeling very safe of safe. 30% reported they had mean rumors or lies spread about them 20% reported being in a fight or being afraid of being beaten up 30% reported having seen a weapon on campus. *It is important to remember the testing # (13) is small so the data must be read carefully|2021-06-22|*It is important to remember the testing # (13) is small so the data must be read carefully||2021 53750280000000|Mountain Valley Unified|6|In an effort to address the on-going challenge of creating and maintaining a safe and supportive culture and climate, the data collected from the 2021 California Healthy Kids Survey (CHKS) indicated that students do feel connected at school and supported by adults. The results compiled under the “Perceived Safety at School Questions” show that in grade 7- 94%, grade 9-86%, and grade 11-94% of the students feel safe at school. "School Connectedness Scale Questions" show an average reporting of "agree" or "strongly "agree" in grade 7- 60%, grade 9-47%, grade 11 58%. The data collected in the area of student connectedness were high overall, as were the results for the "High Expectations-adults in school" which reflected the following: "pretty much true" of "very much true" in grade 7-79%, grade 9- 64%, grade 11- 68%, and the other category of "Caring adults in school" results also used the verbiage of "pretty much true" or "very true" in grade 7- 66%, grade 9-52%, grade 11-58%. An area of need is We are addressing these challenges through implementation of Multi-Tiered Systems of Support, an increase in counseling for students at all levels from district counseling technicians to a counselor with a PPS to Behavioral Health counseling in the schools. These are all written into our LCAP and we are looking forward to seeing if there is a positive change reflected in the results of next year’s administration of the California Healthy Kids Survey.|2021-06-09|||2021 53765130000000|Trinity Alps Unified|6|A Healthy Kid Survey was conducted last year. The District has implemented new programs to address the concerns brought up in the survey. An "Intervention Team," organized, and led by the District's Special Education Director has been formed. This team meets monthly to identify, and target, those students that need extra support. Trinity County Office of Education developed a new program called "Pathways to Success." This program has made it possible to provide Wellness Liaisons for our school sites. These liaisons are on our campuses on a daily basis, supporting students that suffer with mental health issues. TCOE also provides the District with school psychologists and counselors. These individuals are on our campuses throughout the week providing counseling support. A "Respect Policy" is promoted throughout the District. Notices are posted in each classroom discouraging bullying, and encouraging students to help other students they feel may be the target of bullying. The District has done much to address the learning lose due to the pandemic. Saturday School and Summer school has been provided to the students. Tutoring programs are available before and after school. Peer tutors are also available. A new "Homeroom" period has been established at THS that allows teachers the opportunity to give struggling students extra help. Students can be sent from their individual homeroom class to another classroom, to receive tutoring from a teacher in a subject they need help in. Weaverville Elementary School utilizes the "Success For All" reading program to help their K-5 students learn to read. The school also uses the "i-Ready" math program to support their K-8 students learning math. Weaverville Elementary School has a vibrant After School Program (ASES) that supports students after school. The ASES staff offers support in doing homework and allows students a safe place to be until their parents/guardians can pick them up. Soon there will be an after school music program to give students musical instruction. Drug use among students was addressed in the survey. Our District has purchased Vape detectors and placed them in the restrooms. Students caught vaping have been given drug counseling. Principals in the district are collecting data on the programs listed above, and will decide the effectiveness of the programs, adjusting them to fit the ever changing needs of the student population.|2021-06-16|||2021 54105460000000|Tulare County Office of Education|6|Due to the structure of our schools (TCOE Court School and TCOE Community School), the vast majority of students are only enrolled for one to two semesters and often times for an even shorter period of time. Based on results of the California Healthy Kids Survey, 59% of students feel safe at school, and 69% state as feeling connected to school. The percentage of students feeling academically motivated is 72%, with 68% stating they provide great effort in completing school work. We are very aware of the importance of quickly, to the best of our abilities, assimilate students into a very caring and nurturing environment. Some students have experienced traumatic events and lived in very volatile environments, so this is very challenging given the short span of time they are in our program. The schools will continue to provide the necessary supports to ensure best possible outcomes for a positive school culture and environment for all.|2021-06-09|Many students return to our campuses after having transferred back to their regular school of attendance. TCOE Court and Community Schools provide a very nurturing and caring environment staffed with experienced personnel who are trained and possess the knowledge and strategies to quickly and positively engage students and families into the schools. Many students share that these schools are the only places they feel cared for and that school personnel challenge and motivate them to achieve.||2021 54105460125542|Sycamore Valley Academy|6|During the 2020-2021 school year, Sycamore Valley Academy used a local organization climate survey in which 115 students in grades 3-8 participated. The student survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from students related to school site decision-making and goals. The questions are aligned to the LCAP state priorities. The following data was collected: 1. 94% of students agree the school hires and retains highly qualified staff. 2. 89% of students agree the school keeps school facilities well maintained. 3. 92% of studentsagree the school provides quality instruction for students. 4. 94% of students agree the school provides quality instruction for gifted learners. 5. 99% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 87% of students agree the school encourages parental involvement. 7. 86% of students agree the school provides quality feedback pertaining to students' academic progress. 8. 79% of students agree that they are satisfied with student(s) academic progress and achievement. 9. 85% of students agree the school engages students in positive activities that lead to academic success. 10. 73% of students agree the school offers students sufficient extra and co curricular activities. 11. 95% of students agree the students and staff are safe at school. 12. 79% of students agree that students are satisfied with their school on a daily basis. 13. 96% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 84% of students agree the school supports students' character and moral development.|2021-06-17|||2021 54105460135459|Blue Oak Academy|6|During the 2020-2021 school year, Blue Oak Academy used a local organization climate survey in which 30 students in grades 3-5 participated. The student survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from students related to school site decision-making and goals. The questions are aligned to the LCAP state priorities. The following data was collected: 1. 100% of students agree the school hires and retains highly qualified staff. 2. 97% of students agree the school keeps school facilities well maintained. 3. 94% of students agree the school provides quality instruction for students. 4. 97% of students agree the school provides quality instruction for gifted learners. 5. 97% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 94% of students agree the school encourages parental involvement. 7. 100% of students agree the school provides quality feedback pertaining to students' academic progress. 8. 94% of students agree that they are satisfied with student(s) academic progress and achievement. 9. 94% of students agree the school engages students in positive activities that lead to academic success. 10. 94% of students agree the school offers students sufficient extra and co curricular activities. 11. 97% of students agree the students and staff are safe at school. 12. 97% of students agree that students are satisfied with their school on a daily basis. 13. 87% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 94% of students agree the school supports students' character and moral development.|2021-06-17|||2021 54105465430327|La Sierra High|6|Based on previous years’ data, La Sierra implemented a new College, Career and Counseling Center to enhance La Sierra’s School Climate. In addition to the College, Career and Counseling Center, La Sierra hired a Student Transition Specialist to address the various socio-emotional needs of students. 75% or more of students reported that by coming to La Sierra they have become a better student overall and know where to go for help academically/emotionally. They feel a sense of belonging.|2021-06-09|||2021 54105466119291|Eleanor Roosevelt Community Learning Center|6|ERCLC did not have the opportunity to administer a traditional local climate survey due to COVID-19 and students not being on campus for the majority of the school year. However, there were several opportunities throughout the school year through our WASC accreditation report preparation and committee input and our preparation for Charter Petition Renewal, and we did receive the longest approvals possible. Our high school students shared through several meetings, surveys and interviews that overall ERCLC was the first place they felt connected, safe, and free to learn and grow in the manner that best supports their needs. The students shared they hope the community camp trips, maker fairs, performing arts, college like campus and local events continue as that’s how they best felt connected and really missed that connection in-person over the COVID19 school closures. Due to the feedback from our families and students this year, the following new supports will be in place: more family friendly learning spaces, tutoring support in math, reading and writing, more project based learning and work based learning, more enrichment classes in math and science, and additional professional development for parents in social emotional learning and math.|2021-06-29|||2021 54717950000000|Allensworth Elementary|6|Allensworth Elementary School District did not have the opportunity to administer a local climate survey due to COVID-19. Allensworth ESD did survey parents on several issues. Which included Distance Learning, Virtual Learning, Internet Access, Computer Knowledge, and the return to In-person instruction.|2021-07-01|||2021 54718030000000|Alpaugh Unified|6|Some of the results from LCAP Parent survey: Question 1 : My child feels safe at school. (98 % agree or strongly agree) Question 2: I have access to my child’s teacher. (98% agree of strongly agree) Question 3: I have opportunities to be involved with my child’s school. (90% agree or strongly agree) Question 4: My child has appropriate technology to complete their school work. (98 % agree or strongly agree) Question 5: Staff at school show genuine care and concern for my child/children. (96% agree or disagree)|2021-06-24|We were please to know parent felt that their child is safe at school. The 90 percent response on question 3 was a red flag that we have taken steps to address. Part of this feeling may have been that during the pandemic this was affected. However, we know that this is a critical component and we want to reach 100 percent agree or strongly agree. We have formed strong parent committees moving forward, and also started a High School Student Leadership Committee to also talk part in the decision making process, We are planning to implement Capturing Kids Hearts District wide to establish a comprehensive expectation for culture throughout the district.||2021 54718030112458|California Connections Academy@Central|6|1. Data How much do you like your Connections Academy school? I like it a lot / I like it a little = 93% How much do you like your Connections Academy Teachers? I like it a lot / I like it a little = 98% Will you be attending Connections Academy again next year? I will definitely attend next year / I might attend next year = 83% Would you recommend Connections Academy to other kids? I would recommend it to anyone / I would recommend it to other kids who I think would like it = 87% 2. Meaning We are very pleased at the overall satisfaction rate of our students. Their appreciation of both the school and their teachers is encouraging. We will continue to refine practices to help these rates increase. 3. Use We are very much interested in increasing the percentage of students that remain with us year over year. Slowing mobility will have a positive effect on all student success outcomes. We continue to examine and refine practices to increase retention. One such action is a school wide social emotional support training that will begin in the 2021-2022 school year.|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, are a “school of choice” option for families. This option is available for any eligible student, based on applicable state requirements. Families who choose to enroll are often interested in a more interactive school experience. Students often choose to enroll because of different types of issues they faced in the traditional public school system, such as bullying. CalCA measures school climate in multiple ways, but the analysis of school climate is different due to the nature of an online charter school program, and results should be interpreted accordingly.||2021 54718110000000|Alta Vista Elementary|6|Upon data reflection, Alta Vista's areas of strength are high expectations (85%) and feeling safe at school (78%). Students report feeling respected by staff at a rate of 80%. The results are in line with our welcoming disposition and service oriented parent support. Teacher and Administrators create a safe environment for students to learn. The areas of need include meaningful participation (43%) and students report not being treated fairly when they are disciplined (46%). To improve our areas of need, the site uses an activities director to create opportunities for social engagement. Our Instructional leadership team includes a PBIS coordinator that also works with a PBIS team to implement rewards for student achievement. These actions have been implemented to improve engagement with students. The discipline system is slowly being affected by the implementation of PBIS. We are analyzing discipline to identify areas of inequity and we are using MTSS trainings to empower our teachers and classified staff to experiment with different ideas in PDSA cycles.|2020-06-10|||2021 54718290000000|Buena Vista Elementary|6|We have no new data here survey later in the year. The students will complete the Healthy Kids survey in the Spring of 2022.|2021-10-13|||2021 54718370000000|Burton Elementary|6|Overall, the district administers a climate survey multiple times throughout the year. For the 19-20 school year that survey was administered 3 times, Fall, Winter, and Spring. Survey is administered to all students with a completion rate of approximately 80%. The results of this data show that overall students are very engaged and that school is a very welcoming environment, particularly with our elementary students. The data does show that as students get older, in particular secondary students, that this engagement and welcoming environment decreases based upon student perception. As a result of this data the district has made a number of changes and improvements. Some of these include: Additional Mental Health Staff New school climate curriculum New SEL curriculum New clubs/electives for students. All of these things have begun to be implemented and we are seeing students access these new resources, and that demonstrates there was a need that is now filled. As we continue to implement these new strategies, we are excited to see the growth in engagement and the school climate and environment.|2021-06-21|The district administers this survey multiple times throughout the year. Based upon the data collected and the ensuing improvement cycles that occurred afterwards the district lists this indicator as met for the 19-20 school year.||2021 54718370109009|Summit Charter Academy|6|Overall, the district administers a climate survey multiple times throughout the year. For the 19-20 school year that survey was administered 3 times, Fall, Winter, and Spring. Survey is administered to all students with a completion rate of approximately 80%. The results of this data show that overall students are very engaged and that school is a very welcoming environment, particularly with our elementary students. The data does show that as students get older, in particular secondary students, that this engagement and welcoming environment decreases based upon student perception. As a result of this data the district has made a number of changes and improvements. Some of these include: Additional Mental Health Staff New school climate curriculum New SEL curriculum New clubs/electives for students. All of these things have begun to be implemented and we are seeing students access these new resources, and that demonstrates there was a need that is now filled. As we continue to implement these new strategies, we are excited to see the growth in engagement and the school climate and environment.|2021-06-21|The district administers this survey multiple times throughout the year. Based upon the data collected and the ensuing improvement cycles that occurred afterwards the district lists this indicator as met for the 19-20 school year.||2021 54718520000000|Columbine Elementary|6|Columbine used our last Healthy kids survey. the vast majority of the kids at Columbine feel safe and comfortable at school. they told us in person that they were glad to return to school when we reopened last year. Most kids at Columbine feel respected and believe that the staff cares about them.|2021-10-15|||2021 54718600000000|Cutler-Orosi Joint Unified|6|DATA: Cutler-Orosi Joint Unified School District’s most recent California Healthy Kids Survey (CHKS) was administered in 2020-2021. The Summary of Key Indicators provides key indicators of school climate and student well-being based on responses from students on the CHKS. The results from the data show students at the elementary level, grade 5, have a tremendous improvement in School Connectedness as 73% feel connected to school as compared to 34% in 2018. In the area of School Safety 79% of students feel safe as compared to 66% in 2018. The most recent data shows that students in grade 5 are more well-behaved with a 48% improvement from the last data results. Lifetime Substance Use has demonstrated a 3% decrease in alcohol or drug use for these students as well. At the secondary level, based on the recent CHKS results, there has been a grand improvement in school connectedness as 53% of 7th grade students feel connected to school as compared to 13% in 2018. For students in grade 9, recent data demonstrates 47% of students feel connected to school as compared to 12% in 2018. In the area of School Safety, 78% of students in grade 11 perceive school as very safe or safe as compared to 41% in 2018. Students in grade 7 demonstrate a 17% increase with 64% perceiving school as very safe or safe as compared to 2018 data results. In the area of Mental and Physical Health the recent survey results indicated students in grades 7, 9, and 11 demonstrate less alcohol or drug use with 4%, 4% and 6%, respectively as compared to 9%, 12% and 15%, respectively, in 2018. The data demonstrates the efforts made at all schools to improve school climate has been effective. MEANING: Despite the increase in students feeling safe on campus on the most recent CHKS survey, the district is acutely aware of the impact of the pandemic, traumatic experiences, economic hardship, anxiety, and depression could be life changing factors for students while they were not in the classroom. USE: To address these concerns the District developed an action plan to incorporate Social Emotional Learning (SEL) lessons during the pandemic. Professional development on trauma informed training and SEL was provided to all certificated and classified staff. The training for elementary and middle school staff was provided by the Committee for Children. All staff were provided with resources, training, and curriculum to incorporate SEL and bullying prevention practices. Classroom teachers completed training in the delivery of Second Step that allowed for weekly lessons for students in K-8. Orosi High School and Lovell High School staff completed a 4 hour SEL training designed to improve high school students’ social, emotional, and academic skills and strengthen relationships among students and between students and teachers. The District SEL action plan for secondary schools focused on increasing all students' with a sense of belonging and connectedness to school.|2021-06-17|Through the SEL lessons, students learned social awareness, self-awareness, self-management, relationship skills, and responsible decision making. The SEL lessons were provided weekly throughout the academic school year. The training and level of support for staff established a strong message of the importance of continued use of evidence based practices that address SEL, bullying prevention, and alignment to the PBIS framework of the District. All students at the district were provided with the knowledge, attitudes, and skills necessary to recognize and manage emotions, practice positive goal setting, treat others with respect, demonstrate empathy for others, establish and maintain positive peer relationships, and make responsible decisions. Students were further provided with the knowledge and skills necessary to recognize, report, and refuse peer pressure and bullying behaviors. The Second Step and School Connect programs promote the growth of students’ social-emotional competence and self-regulation skills. The program uses social-emotional learning strategies to build upon important life skills. Building a positive school climate and improving school connectedness is an important protective factor that has been the focus of the use of Positive Behavior Intervention and Supports (PBIS) as the multi-tiered framework in our District.||2021 54718940000000|Ducor Union Elementary|6|The Ducor Elementary School District utilizes the California Healthy Kids Survey as the principal school climate indicator to hear the student voice as to the climate for learning at our school. Although the survey had mixed responses, our analysis yields to conclusions that must continue to be addressed in a schoolwide approach to include professional development for staff as well as programs and services for students. First, the overwhelming response is “moderate” to “high” with a small number and percentage of students reporting “low”. The survey looks at student responses to questions about: • School supports • Caring adults at school • High expectations of adults at the school • School connectedness • Parent involvement at the school, and • Academic motivation. Our goal is that every student reports a high degree of satisfaction with each of these factors. One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training and staff assigned to coordinate services for students. Another way we are addressing this is through schoolwide approaches to student literacy and academic support. An approach that is showing substantive increase in student connectedness is co-curricular instructional field trip experiences that connect classroom experiences to real-world applications and experiences. Further, we have invested in professional assistance with support for students academic and personal growth to ameliorate the high-risk factors that challenge our students. Staff and parents continue to report through surveys and interviews a high degree of confidence in the safe and welcoming school climate at Ducor School.|2021-06-29|||2021 54719020000000|Earlimart Elementary|6|The California Healthy Kids Survey was administered to students during the 2019-2020 school year at Alila Elementary (grades 3-5), Earlimart Elementary School (grades 3-5) and Earlimart Middle School (grades 6-8). School Connectedness ("Yes, most of the time" or "Yes, all of the time") At Alila Elementary School, 58% of 3rd grade students, 74% of 4th grade students and 55% of 5th grade students felt connected to the school. At Earlimart Elementary School, 84% of 3rd grade students, 80% of 4th grade students and 67% of 5th grade students felt connected to the school. At Earlimart Middle School, 68% of 6th grade students, 57% of 7th grade students and 48% of 8th grade students felt connected to the school. Students feel connected to our schools. To further improve upon connectedness, lunchtime activities, after school sports, "Fun Friday's", and activities to encourage student participation will be implemented. School Safety ("Yes, most of the time" or "Yes, all of the time") At Alila Elementary School, 57% of 3rd grade students, 75% of 4th grade students and 62% of 5th grade students felt safe at school. At Earlimart Elementary School, 84% of 3rd grade students, 86% of 4th grade students and 68% of 5th grade students felt safe at school. At Earlimart Middle School, 68% of 6th grade students, 52% of 7th grade students and 50% of 8th grade students felt safe at school. Safety is a priority at our schools. To further improve upon our school safety, schools will utilize radios to communicate, Classified staff members will be trained on active supervision and staff will be strategically placed in areas where students do not feel safe.|2021-06-15|||2021 54719440000000|Hope Elementary|6|The Hope Elementary School District utilizes local parent, staff, and student surveys as the principle school climate indicator to evaluate the climate for learning at our school. Per the Healthy Kids Survey, we attempt to measure responses to questions about: • Supports available to students to excel in school • The availability of caring adults at school • High expectations of adults at the school • What structures are available to connect students to school • Parent involvement at the school, and • Academic motivation. Responses are overwhelmingly “high” in all of these areas with specific suggestions for improvements that have been included in our LCAP. These include after-school tutoring and additional educational field trips to help connect classroom learning with real-world applications. The Healthy Kids survey, added in 2018-19, reflects positive feedback on each of these priorities. All stakeholders report that Hope School provides a safe, welcoming school climate for teaching and learning. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate.|2021-06-16|||2021 54719510000000|Hot Springs Elementary|6|Hot Springs uses a local survey for parents and students that covers the required areas and local needs. The surveys are completed anonymously for parents and students. They can be completed on line or in hard copy and returned to school. The results are compiled and reported to staff, parents, community and school board. The last survey showed that 94% felt that the staff expected students to work hard and gave the students extra help as needed. All parents agreed that the school promotes academic success for all students. One hundred percent of the parents agreed that the school staff explains school rules effectively to students and parents. All but one parents agreed that the school keeps them well informed of school activities. The addition of a monthly school calendar that goes home to each parent with a copy of the monthly lunch menu to be sure we reach every single parent. The majority of parents felt that the school does a good job welcoming input and contributions from parents. One hundred percent of parents felt that the school is a safe place for all students. All but one parent felt that the school staff responded quickly to parent phone calls and messages. All parents felt that the school gives their student opportunities to participate in class and gives them an opportunity to make a difference by helping others in the school and community. Parents felt that the school is clean and well maintained. All parents felt that the staff really cares about the each student. The school staff and school board work to take a proactive approach to reaching every parent and listening to their concerns in an effort to improve the instructional program and school climate. It is the intention to reach even the one parent who has a concern and address ways to improve.|2021-10-12|The school/district also uses the annual survey to gain further information and pinpointing where improvements can be made and to give parents a chance to voice concerns anonymously. Parent conferences can occur any time a parent has a concern or a staff member needs to discuss a concern with the parent. A booklet is provided to all families listing and explaining all of their legal rights and their right to advocate for their student. Since we only have 8 students it is easy to insure that all students and parents are included. All socioeconomic and cultural groups are included and made to feel comfortable in participating. Parents and community member also have open access to board meetings. The administrator and teachers have invitations to speak to the local community groups at the Community and Seniors Center and contribute an article in their monthly news letter each issue to explain school programs, activities and policies. The teachers and the administrator are members of the community group called the Capineros, thus giving the community and parents greater access to them. Hot Springs Capineros is a tax exempt organization located in Calif Hot Springs, California.This organization has been in operation for 35 years, which makes it older than other nonprofits in the state. A big percentage of the community member belong to this organization and participate in the activities.||2021 54719690000000|Kings River Union Elementary|6|Kings River Union Elementary School District (KRUESD) has selected to administer the California Healthy Kids survey annually to the fifth and seventh grade students to measure their perception of school safety, connectedness, and other essential elements that are indicators of the overall school climate. This annual survey data is utilized as a measure within our Local Control Accountability Plan (LCAP), specifically for Goal 6; KRUESD will improve the school climate for ALL students through increased services, activities, and community building that will support positive school attendance rates and decrease student discipline rates. Results of the California Healthy Kids Survey were presented to key stakeholders; the KRUESD Board of Education, staff, and parent advisory groups. The KRUESD MTSS and PBIS leadership teams have examined this data closely to ensure that LCAP Goal 6 comprehensively provides supports to address the survey results. It is our observation that 2020-2021 was a unique and difficult year. Both of these grade levels had low levels (less than 50%) participation in the Healthy Kids Survey. The 5th grade students had returned to hybrid learning at the time of the survey but the 7th grade students were still on the distance learning only model of instruction. Of the 5th grade students that responded, 68% felt school connectedness, 76% felt safe at school, and 35% routinely felt sadness. The 7th grade survey had different questions than the 5th grade survey. 26% of the 7th grade students experience chronic sadness and the 7th grade students conveyed more disconnect from their teachers and school in this survey. The overall results continue to support the need for some very specific services and supports for the KRUESD students. The current implementation of a robust PBIS program, additional onsite time for the school psychologist, increased access to a school social worker, and access to an academic counselor will address the student needs identified during this very difficult year. In addition, the commitment to gather this information annually and consistently over time will be essential in continuing to determine and provide the appropriate services and supports for students to improve their experience and promote a positive school climate for every student at Kings River Union Elementary|2021-06-14|||2021 54719850000000|Liberty Elementary|6|Evidence: The District administers a school climate survey to all 6 - 8th grade students, as specified, and report the results to its local governing board and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great impact on the atmosphere of the school for student connectedness. An area most concerning to the district which was identified from reviewing student comments and survey data, is the fear exhibited by some (34.8%) students regarding their ability to catch up academically once they return for in-person learning in the school buildings. Many students also reported having difficulty with math during virtual lessons and distance learning. This is a challenge that will be investigated further. Connectedness: • 90.6% of students feel adults have High Expectation • 82.5% of students feel there are caring adults in school • 95.7% of students feel School Connectedness • 95.7% of students feel their parent/guardian knows how they are doing academically and socially in school (parent engagement) School Safety (Climate) ? 88.4% of students feel safe at school ? 94.6% of students feel good grades and good academic performance are important This data is from our 2020-21 district created Middle School Student Safety Survey. The District safety survey was sent to all middle school students as a link through their student G-Suite email accounts. 86.3% of our middle school students completed the online survey.|2021-06-29|||2021 54719930000000|Lindsay Unified|6|According to the most recent California Healthy Kids Survey (CHKS), for learners in grades 5 through 12, Lindsay learners generally feel safe at school. Learners were asked to indicate how strongly they agree with the statement “ I feel safe in my school.” 86% of grades 5 and 6 learners agreed or strongly agreed, 85% of grades 6 through 8 learners agreed or strongly agreed and 90% of grades 9 through 12 learners agreed or strongly agreed. Other questions related to safety and connectedness revealed a positive response including grades 9-12 learners at Lindsay High School (LHS) with a school climate index score of 469/500 on the overall low violence and substance use indicator and a 315/500 index score on school connectedness. Both climate index scores indicate improvement. Overall, LHS received a school climate index (SCI) score of 408/500 for all indicators combined and was ranked at the 96th percentile in the state of California. The trend of positive responses continued with learners in 5th -8th grades. When answering prompts such as: “I feel close to people at school,” 84% of learners at the 5th and 6th-grade responded positively indicating that they felt very connected to peers and adults. 83% responded positively when asked if they are happy to be at their school. Within 7th and 8th grade, 89% of learners felt connected to adults and peers and 84% were happy to be at their school. Although the district excelled in learners feeling supported, connected, and safe in school, an area of opportunity was identified: experiencing engaging, meaningful learning opportunities. 58% of learners felt they were engaged in meaningful participation at school when responding to the prompt of, “I do interesting activities” and “I do things that make a difference.” These responses reinforce the district’s push to increase authentic and meaningful learning opportunities.|2021-06-07|||2021 54719930124776|Loma Vista Charter|6|According to the most recent California Healthy Kids Survey (CHKS), for learners in grades 5 through 12, Lindsay learners generally feel safe at school. Learners were asked to indicate how strongly they agree with the statement “ I feel safe in my school.” 86% of grades 5 and 6 learners agreed or strongly agreed, 85% of grades 6 through 8 learners agreed or strongly agreed and 90% of grades 9 through 12 learners agreed or strongly agreed. Other questions related to safety and connectedness revealed a positive response including grades 9-12 learners at Lindsay High School (LHS) with a school climate index score of 469/500 on the overall low violence and substance use indicator and a 315/500 index score on school connectedness. Both climate index scores indicate improvement. Overall, LHS received a school climate index (SCI) score of 408/500 for all indicators combined and was ranked at the 96th percentile in the state of California. The trend of positive responses continued with learners in 5th -8th grades. When answering prompts such as: “I feel close to people at school,” 84% of learners at the 5th and 6th-grade responded positively indicating that they felt very connected to peers and adults. 83% responded positively when asked if they are happy to be at their school. Within 7th and 8th grade, 89% of learners felt connected to adults and peers and 84% were happy to be at their school. Although the district excelled in learners feeling supported, connected, and safe in school, an area of opportunity was identified: experiencing engaging, meaningful learning opportunities. 58% of learners felt they were engaged in meaningful participation at school when responding to the prompt of, “I do interesting activities” and “I do things that make a difference.” These responses rei|2021-06-07|||2021 54720090000000|Monson-Sultana Joint Union Elementary|6|The District administered a survey to students in grades 6-8 in the Spring of 2021. Key data included students feeling extremely safe at school. Students were not worried about returning to in person learning from a safety standpoint. In fact, they felt quite safe. They were worried about relationships with friends and peers and how those had changed during the pandemic. They had a high self worth and felt good about their academic progress even in the midst of a pandemic. they felt more strongly about their abilities in English Language Arts than they did in Math.|2021-06-15|||2021 54720170000000|Oak Valley Union Elementary|6|The district opted to participate in a different survey called Youth Truth for the 2020-2021 SY. This survey dug a little deeper into more controversial topics such as diversity and socio-emotional well-being. It was important that these questions were asked of our youth because of the pandemic and needing a deeper look into the emotional well being of our students. Previous California Healthy Kids Surveys were useful in previous years but with the changes, the Youth Truth survey this current year will be the baseline for future data points. The findings were broken up by 4th/5th grade responses and 6th-8th grade responses and the district decided to hone in on 4 areas: 1 )feeling safe at school, 2) feeling connected to the school, 3) the presence of a caring adult, and for 6th-8th grade only 4) diversity in posters, publications, textbooks, and content. The survey was extensive but for this report, the district will focus on just these four areas. DATA: 1) Feeling safe at school: 415th grade 79%, 6-8th grade 79% 2) Connectedness to school: 415th grade 72%, 6-8th grade 60% 3) Presence of a Caring adult: 4th/5th grade 55%, 6-8th grade 45% 4) Diversity in posters, publications, textbooks, and content: 6-8th grade 35% MEANING The survey did not provide disaggregated results by student group. 79% of students feel safe at school. Being able to dissect deeper into why the only 21 % do not feel safe is important to know. All children should feel safe when coming to school. If this has anything to do with bullying or acceptance for who we are, I would hope that our work with PBIS, Character Counts, and Leadership Development will improve these percentages in future years. School Connectedness low percentage at the middle school level is typical of pubescent children but that does not mean we can't work to improve in this area. Offering students a broad course of studies can improve how students feel about attending school. The district is working on improving elective course offerings creating new electives in order to meet the creative needs of our students, although this can be a difficult task at a small rural K-8 school district. One of the ideas is to offer an Ag Science pathway utilizing the 4H curriculum and hiring a teacher that specifically teaches the content to TK thru the 8th grade by being a Ag resource teacher to TK-5th grade and an elective teacher for 6th-8th grade. Students can utilize the garden that is currently being created along with the outdoor classroom in the garden. The goal would be to create leadership qualities within our students utilizing the agriculture sciences that surround the school community. The presence of a caring adult probably has been a difficult relationship to build within the last year due to distance and hybrid learning. But the district has added a school counselor this year and this is an area that she can focus on to ensure that students see her has a caring adult that can meet their needs|2021-06-22|||2021 54720250000000|Outside Creek Elementary|6|The key learnings from the survey is that perhaps the most important aspect for parents is school safety. Do the children feel safe at school? The results show that Outside Creek is providing a safe school for the families which also is one reason why enrollment has increased. As a result, Outside Creek will continue to provide frequent feedback in student behavior to the parents. The parents also are able to communicate to the principal and teachers in regard to school safety. For example, parents feel comfortable notifying the school promptly in any cases of alleged bullying. The staff has created a school culture which holds student accountable for their actions in a firm and fair manner which helps maintain a safe atmosphere where all students can thrive.|2021-10-14|Chronic Absenteeism and School Suspensions have decreased which is usually a response to a safe school atmosphere.||2021 54720330000000|Palo Verde Union Elementary|6|Palo Verde administers two surveys related to school climate and student engagement. The first is an annual local survey of staff, parents and students that emphasizes local concerns and is geared toward multiple grade levels. The second is the California Healthy Kids Survey. Both of these surveys confirm, by over 95% of stakeholders, that our school culture is positive and welcoming for students, staff, and parents. Palo Verde is a safe school where learning processes are not interrupted by outside influences or discipline issues. Palo Verde has a fair discipline policy, which is clearly understood and supported by staff, students, and parents; we have had few student suspensions and no student expulsions in the past 5 years, which is a clear indication of our positive and welcoming school climate. Palo Verde has partnered with the Tulare County Office of Education in implementing the Proposition 56 Anti-Tobacco Grant. A school resource officer from the Tulare County Sheriff’s Department, and a specialist from the TCOE CHOICES program come to Palo Verde one day per week to teach students grade 5-8 life skills. Students are taught the adverse effects of tobacco, gangs, drugs, alcohol, and the risks associated with negative choices. Palo Verde’s new motto is #Be Your Best, and students are encouraged to show the Character Counts Pillars. Student engagement is a crucial component for student success. Palo Verde’s desire is to involve students as active participants in their education by providing them with project based learning opportunities, test chats with students, and cross-curricular activities. The number of students participating in co-curricular activities such as Poetry and Prose, Science Fair, Spelling Bee and similar events has increased by at least 10% for each of the past four years, confirming that students are ever more engaged in academic life. Recently released California Healthy Kids Survey results continue to confirm that nine out of ten students believe they have an important part in decision-making in their classroom and school and feel strongly supportive of • School supports • Caring adults at school • High expectations of adults at the school • School connectedness • Parent involvement at the school, and • Academic motivation. Our goal is that every student reports a high degree of satisfaction with each of these factors. One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training and a teacher assigned to coordinate services for students. Another way we are addressing this is through schoolwide approaches to student literacy and academic support. An approach that is showing substantive increase in student connectedness is co-curricular instructional field trip experiences that connect classroom experiences to real-world applications and experiences.Palo Verde administers two surveys related to school climate and student engagement. The first is an annual local sur|2021-06-29|||2021 54720410000000|Pixley Union Elementary|6|The results from 2018 and 2019 Healthy Kids Surveys were utilized, particularly results related to grade level feelings of safety and security on campuses. Challenges existed at the middle school level, which saw a decline in students feeling assured about safety, while at the elementary there was a large increase of student reporting feeling safe. PBIS is appearing effective in assisting this at the elementary and the middle school has had challenges with implementation and training. Post-COVID, this is an area of development and focus for that school site.|2021-10-12|||2021 54720580000000|Pleasant View Elementary|6|Those of us in the education community know that school climate plays a critical role 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 school climate student survey as well as our direct services provided to students by the school psychologist. We felt that our measures best represent perceptions that our students have about the atmosphere and expectations staff have created for them. This survey is given to all students 2nd-8th grade annually and reported to the Local Governing School Board. These measures will be looked at annually and included in our local LCAP actions and services or used in the needs assessment of the district when it comes to planning. Parent/Guardian Input Measure: Student School Climate Survey (Combined Results 2nd-8th) Target is 90% or greater. • 85% of students reported having felt close to someone at school. • 96% of students reported believing that teachers and other grown-ups at school believe they can do a good job.. • 93% of students reported that teachers and other grown-ups care about them. • 91% of students feel like they are a part of this school. • 88% of students report that they are motivated to learn. • 93% of students reported feeling safe at school. Historically we have been well over 90% we feel the drop is connected to Distance Learning and the Covid-19 Pandemic. In addition, Pleasant View has selected the following metric to show direct mental health services provided to our students by the school psychologist. Our school psychologist reported providing direct services to 31% of our students. Target is greater than 15%. The school also believes Self Efficacy is extremely important to student long term outcomes. The school gave a self efficacy survey to all 4th-8th graders in 2020-2021 (scores 1-4 range). The First score is from the 2019 suvey and the second is from the 2021 survey. Our students areas of strength were Academic Achievement 3.30/2.41 and Social 3.21/2.34. Our students two weakest areas were in Self Regulated Learning 2.72/2.15 and Enlisting Social Resources 2.80/2.23. Its apparent that their has been a significant drop in our students beliefs about themselves. We attribute this drop to the COVID-19 Pandemic and Distance Learning. The district will use this data to focus its work on building communities in the classrooms where students will feel connected and learn how to better access the resources they need to be successful. The implementation of the (LCFF) has placed a renewed emphasis on students and educators working together as partners. The measures have been established in our LCAP in Goal 6 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually refl|2021-06-22|||2021 54720820000000|Richgrove Elementary|6|In our most recent Healthy Kids survey, 62% of 6th graders felt connected to our school and 57% of 7th graders. Topics in this area include "feeling close to people at school, 'happy at school', 'happy at school', 'feeling safe at school' and 'being treated fairly at school." In a similar area of thought 79% and 64% of students said they did not feel sadness or hopelessness in school which is very powerful considering we were coming out of a quarantine situation. In terms of adult supports 72% of students in 6th grade felt they had a supportive adult in their lives and 59% of 7th graders. In school 68% of students in 6th grade felt they had a caring adult in school and only 49% of 7th graders felt this way. This was ascertained by questions asking if adults noticed when they were gone and someone was always there to listen to me. As in the past there is a very large difference between scores from 5th or 6th grade to 7th grade. There is a large change in environment going from a self-contained classroom to 7 different classrooms. This change involves more independence on the behalf of students and more rigorous academic courses. All this can lead to a disconnect between youth and adults. the District Office will distribute this information to the staff so that they have a better understanding of what our students are thinking and how we can approach this better.|2021-10-14|||2021 54720900000000|Rockford Elementary|6|The Rockford Elementary School District utilizes local parent, staff, and student surveys as the principle school climate indicator to evaluate the climate for learning at our school. We attempt to measure responses to questions about: • Supports available to students to excel in school • The availability of caring adults at school • High expectations of adults at the school • What structures are available to connect students to school • Parent involvement at the school, and • Academic motivation. Responses are overwhelmingly “high” in all of these areas with specific suggestions for improvements that have been included in our LCAP. These include after-school tutoring and additional educational field trips to help connect classroom learning with real-world applications. All stakeholders report that Rockford School provides a safe, welcoming school climate for teaching and learning. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate.|2021-06-11|||2021 54721080000000|Saucelito Elementary|6|Saucelito continues to provide a safe, secure, and welcoming school climate for students, staff and parents resulting in high levels of student, parent, and community engagement as confirmed by two surveys. The first is an annual local survey that emphasizes local concerns developed by empowered parents and staff and is geared toward multiple grade levels. The second is the California Healthy Kids Survey administered in grades 6-8. Saucelito is a safe school where learning processes are not interrupted by outside influences or discipline issues. Saucelito has a fair discipline policy, which is clearly understood and supported by staff, students, and parents; we have had no student suspensions or expulsions in the past 5 years, a clear result of our school climate. Student engagement is a crucial component for student success. Saucelito’s goal is to involve students as active participants in their education by providing them with project-based learning opportunities, test chats with students, and cross-curricular activities. We enjoy wide participation of parents in classrooms as volunteers and regularly hold school activities that need parent participation. Parents are active partners with teachers in their child’s education and parents are actively involved and empowered on the School Site Council and English Learner Advisory Committee.|2021-06-15|||2021 54721160000000|Sequoia Union Elementary|6|Our school climate survey shows that our parents are frustrated with the current COVID-19 conditions and how that impacts Sequoia Union. While our parents are thankful for the opportunities that Sequoia Union has provided for them in getting students back to "on-campus" learning and that they appreciate the willingness our our Board Members to listen to them, our parents are concerned that outside forces are inserting themselves in the operations of the school with mandates that our Board and Local Community are not in favor of. They feel very strongly that their own children should not be put at risk. Our students feel that some of their fellow students have lost focus of how to do school and act out and conflict with school rules. They believe that there is a social deficiency that the Administration needs to address to keep students safe and focused while at school. Staff feel that outside mandates are risking their ability to teach students in a way that is most beneficial to the student and that COVID-19 has caused a huge deficiency in student learning and the learning gaps are real.|2021-06-21|It is a good things that all of our stakeholder groups have been very open, honest, and frank in filling out their surveys and letting us know how they feel in public comment time at Board Meetings. Our District continues to work hard together to keep Sequoia Union moving forward on behalf of our students, our staff, and our families.||2021 54721166054340|Sequoia Elementary Charter|6|Our date shows that parents and students want a safer campus and more staff to help engage students in middle school.|2021-06-21|We continue to make improvement in climate using stakeholder feedback.||2021 54721320000000|Springville Union Elementary|6|Due to COVID-19 and school closure, the California Healthy Kids Survey was not administered. The District surveyed Springville Families with regards to the Re-opening of school in January 2021. Parent concerns noted student safety, with regards to the virus, as their top priority. Due to Distance Learning, a number of families chose homeschool options outside of the public education system. Families surveyed as to their child/children returning to in-person instruction yielded 100% would return with mandated guidelines in place to insure student safety. School resumed with student cohorts in place from January 2021 through June 2021. The 2021/2022 school year began in-person instruction August 12, 2021.Parents, students, and staff are Happy to be back on campus returning to a more normalized learning environment. A notable student learning loss occurred during the last year, as well as, students and their families have social/emotional and mental wellness concerns. The District has implemented additional academic intervention, as well as, additional access to social/emotional and mental wellness family and student support on campus. Masking, COVID Testing, and COVID Vaccines are the top parent concerns at the present time. The District will continue to meet educational challenges head-on and together with parent support and input continue to provide quality instruction in an environment where all students can be successful.|2021-06-21|||2021 54721400000000|Stone Corral Elementary|6|Local Climate Survey This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span. Local Climate Survey Summary The National School Climate Center identifies five elements of school climate: (1) safety (rules and norms, physical security, social-emotional security); (2) teaching and learning (support for learning, social and civic learning); (3) interpersonal relationships (respect for diversity, social support from adults, social support from peers); (4) institutional environment (school connectedness, engagement, physical surroundings); and (5) staff relationships (leadership, professional relationships). Students were given a survey to measure perceptions of school safety and engagement. The survey was a modified California Healthy Kids Survey given to students in grades 4-8. Student (both younger and older) survey responses demonstrated a uniformity of perceptions related to school safety and connectedness. In analyzing the survey, the following conclusions could be presented: The physical dimension of school climate: Appearance of the school building and its classrooms- Students felt that the school was a clean and safe learning environment School size and ratio of students to teachers in the classroom- Students felt that the small size of the school and class size helped them learn because they felt there could be more of a focus on each individual student. Order and organization of classrooms in the school- Students liked their classrooms and felt the classrooms were safe and conducive to learning. Availability of resources- Students felt they had adequate textbooks, library books, support material, and access to technology. Safety and comfort- Students felt safe. They felt that the staff cared. If there were academic or behavioral problems the teacher or other staff members were there to take of them. The social dimension of school climate includes: Quality of interpersonal relationships between and among students, teachers, and staff- The students felt that the staff was dedicated to teaching all students. The staff made learning interesting, they gave encouragement, and noticed when they were doing a good job. Equitable and fair treatment of students by teachers and staff- Students felt that the teachers, students, and staff were treated with respect and gave respect. Students felt that adults in this school apply|2021-08-12|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.||2021 54721400136507|Crescent Valley Public Charter II|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 42% reported that they felt connected to the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 96% reported that they felt connected to a buddy at school. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-01|||2021 54721570000000|Strathmore Union Elementary|6|Strathmore Union Elementary School District conducts a survey each year. This survey goes out to parents, staff, and all students in grades 4-8. Survey questions include such things as "I believe it is important to maintain and/or create a positive school environment," "My classroom is a good learning environment," "I attend school regularly," "I feel safe at school/the school has an effective anti-bullying policy," and "I feel comfortable taking my concerns to school personnel including the teacher, principal, and others." In the 2020-2021 Annual Needs Assessment, 72.7% of the students responded positively to the question (#20): "Whether on campus or online, I feel safe at school/the school has an effective anti-bullying policy." This was a slight increase from the previous year. Parents and teachers responded that 93.1% of them believed that their child was safe at school, which was a slight increase from the previously reported number. Results of the surveys are shared with school administrators and then publicly shared at a school board meeting. In addition, the District gives the California Healthy Kids Survey every other year to students in the 5th and 7th grades. This survey was last given in the 2018-2019 school year. In 2018-2019, the survey was completed by 89% of our 5th graders and 89% of our 7th graders. In the last reported data, 98% of our 5th graders and 82% of our 7th graders reported that their school connectedness was moderate or high. In this same survey, 85% of the fifth graders and 58% of the seventh graders felt that they had meaningful participation at school. Because of input from stakeholders, additional funds will continue to be allocated next year to bring in speakers for anti-bullying assemblies. Many things can impact school climate, which our feedback continues to show as extremely important to all stakeholders. School gardens can do many things to help improve the school climate. They provide opportunities for students to have hands-on inquiry, observation, and experimentation experiences. They promote physical activity and outdoor experiences. They also can supply locally grown produce for students and their families to consume. To help provide this positive boost to our school climate, the District has created larger school gardens for students to raise a variety of plants throughout the school year.|2021-10-11|||2021 54721730000000|Sundale Union Elementary|6|All results with the School's Student Survey during the 2019-2020 school year 73% of students indicated feeling safe on campus. Sundale also monitors the student's social-emotional well being through the CORE Rally program as well as periodic wellness checks through a survey presented by our school counselors.|2021-06-15|||2021 54722070000000|Three Rivers Union Elementary|6|This indicator reflects the perceptions of school safety and connectedness as measured by a survey distributed to parents, students, and staff. A survey for all groups was not distributed in 2020-2021 due to COVID, however, the 6th and 7th grade students did complete the online version of the California Healthy Kids Survey in Spring 2021. Results to that survey are not yet available. There were definitely some safety and connectedness issues in 2020-2021 as a result of COVID, Distance Learning, and challenges to communication. This Indicator has been “Met,” but given the circumstances of COVID-19, the LEA and staff will need to focus on School Climate and distribute a survey in the first semester of 2021-2022.|2021-06-30|||2021 54722150000000|Tipton Elementary|6|In January of 2020, the California Healthy Kids Survey data from the fall of 2019 was presented to the Tipton Elementary School Board. California Healthy Kids Survey is a summary of key indicators of school climate and student well-being in grades 5 and 7. The fifth grade sample data included: 61% female, 39% male, 39% attend after school program 1-5 days per week, 51 out of 70 fifth grade students participated in the survey (73%). The seventh grade sample data included: 58% female, 43% male, 5% attend after school program no less than 5 days per week, 40 out of 45 seventh grade students participated in the survey (89%). Below is a summary of significant results broken down by 5th and 7th grade female and male students: Fifth Grade Female and Male Results from survey: The percentage of students who feel connected at school is 79% (female) and 67% (male) The majority of students feel connected to school. The percentage of students who feel that they have caring adults on campus is 86% (female) and 83% (male) The majority of students feel that there are caring adults on campus. The percentage of students who feel that adults on campus have high standards is 90% (female) and 87% (male) Most of the students feel that the adults on campus have high expectations The percentage of students who feel that they engage in meaningful participation at school is 51% (female) and 42% (male) About half of the students feel that they have meaningful participation at school. The percentage of students who feel that parents are involved in school activities is 87% (female) and 76% (male) The majority of students feel that parents are invited to be involved in school activities. The percentage of students who feel that it is safe at school is 90%(female) and 80% (male) Most students feel safe at school. The percentage of students who feel that it is safe to go to and from school 83%(female) and 65% (female) The majority of students feel safe going toand from school. The percentage of students who have experienced rumors spread about them is 47% (female) and 55%(male) About half of the students have experienced mean rumors being spread about them. The percentage of students who have been called bad names or have been the target of jokes is 37% (female) and 40% (male) Some students have been called bad names or have been the target of bad jokes.|2021-10-05|||2021 54722230000000|Traver Joint Elementary|6|Traver School conducted surveys this past year online due to COVID. We had a 60% return rate and 75% of those parents felt that the school was a safe place and a caring environment. 70% of students submitted their responses and 75% of those students felt safe and that school was a caring environment. 90% of staff returned their questions and 85% felt that the school was safe and that we created a caring environment. Areas that can be worked on this year are higher percentages of responses. If the parents or students are asked to turn in a piece of paper, they do so almost right then. But with something online they sometimes forget to do it. Some of the areas of concerns were COVID safety and learning loss. All of those have been addressed and are continuing to be addressed due to COVID exposures, illnesses and mitigating learning loss. The district continuously tries to better itself and our program. Keeping the lines of communication open between home and school is a key factor.|2021-10-12|||2021 54722310000000|Tulare City|6|TCSD students in grades 3rd - 8th were administered the Panorama Climate survey (PCS) in the Fall of 2019. Under the category of safety, 69% of students' responses (3rd-8th grade) had an overall rating of 70% favorable. When asked, "How safe do you feel at school?", 75% of students in 3rd through 5th grade responded favorably with safe (29%) or very safe (46%). In 6th-8th grades, 73% of students responded favorably with safe (27%) or very safe (46%). Students were scheduled to complete the survey again in the Spring of 2020 to gauge growth but this did not happen due to COVID-19. The Healthy kids survey was also postponed due to COVID-19 but will be administered in the Fall of 2020. Upon further investigation of the Fall Panorama survey, 3rd-5th grade students indicated their greatest concern (43%) was kids spreading mean rumors or lies about them. In contrast, 6th - 8th graders, reported that 64% of them were concerned about cyberbullying. Due to COVID-19 and the start to the 2020-2021 school year taking place online, there is a strong need for Social and Emotional Learning and distance learning guidelines. TCSD has also prepared physical safety guidelines that will be put into place for students when it is deemed safe to resume in person learning. Strengths that were indicated on the survey include: support for academic learning, knowledge and fairness of discipline, rules and norms and the overall sense of belonging. In response to the need for continuous improvement, each site will have a S.R.E.T (Student Engagement Team) that will meet monthly to discuss student needs and current data. The team will include sub teams for attendance, health, academic reengagement, and Social-Emotional well being. These sub teams are tasked with following up on referrals from staff, students and parents. The team meets regularly to discuss student needs and progress made. The attendance team will focus on making daily attendance calls to stay in contact with families. The Academic Re-engagement team will focus on supporting students in connecting with their teachers and completing assignments. For Social Emotional Learning, TCSD also maintains a dedicated website where parents can locate information on Social Emotional Learning services and behavior strategies(learn.tcsdk8.org). It houses a virtual calming room, newsletters and an SEL referral form. The district will continue our 3rd year of Positive Behavior Intervention Supports (PBIS) implementation with an emphasis on Distance learning needs. Professional development has been offered training on adding distance learning to their PBIS matrix, online check in/ check out strategies, and the use of digital token boards. In order to further SEL strategies for both staff and students, the district will begin implementing the Studies Weekly Wellbeing program in the 2020-2021 school year. The district has also put into place safety precautions for in person learning.|2021-06-22|||2021 54722490000000|Tulare Joint Union High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. This student survey is administered to sophomores and seniors. The total number of the responses for the survey in the spring of 2021 was 2,301 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes 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 (67%) in our district indicated that they are happy to be at school, with only 7% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (76%)and by students (71%) while only 4% 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 (68%)and the necessary instructional materials (82%). 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 41% that still do not feel connected to our school. This can be attributed to our students spending the majority of the year on Distance Learning (form March of 2020 through March 2021). One of our challenges includes continuing to create a climate where 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 continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and 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 also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|2021-06-17|||2021 54722490130708|Sierra Vista Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. This student survey is administered to sophomores and seniors. The total number of the responses for the survey in the spring of 2021 was 2,301 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes 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 (67%) in our district indicated that they are happy to be at school, with only 7% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (76%)and by students (71%) while only 4% 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 (68%)and the necessary instructional materials (82%). 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 41% that still do not feel connected to our school. This can be attributed to our students spending the majority of the year on Distance Learning (form March of 2020 through March 2021). One of our challenges includes continuing to create a climate where 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 continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and 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 also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|2021-06-17|||2021 54722490133793|Accelerated Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. This student survey is administered to sophomores and seniors. The total number of the responses for the survey in the spring of 2021 was 2,301 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes 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 (67%) in our district indicated that they are happy to be at school, with only 7% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (76%)and by students (71%) while only 4% 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 (68%)and the necessary instructional materials (82%). 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 41% that still do not feel connected to our school. This can be attributed to our students spending the majority of the year on Distance Learning (form March of 2020 through March 2021). One of our challenges includes continuing to create a climate where 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 continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and 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 also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|2021-06-17|||2021 54722560000000|Visalia Unified|6|79% of students feel adults working at their school treat all students respectfully. 76% of students feel all students are treated the same, regardless of whether their parents are rich or poor. 86% of students feel safe at this school. 88% of students feel happy to be at their school. 76% of students feel school rules are applied equally to all students. 78% of students feel students at their school are not teased or picked on about their race or ethnicity. The results show that for the most part students feel safe and enjoy their school. The district's plan is to launch Youth Mental Health Project in partnership with Choices as a part of the LCSSP grant deliverables. This project will focus on training Youth on signs of suicide (SOS) and/or Yourh Mental Health First Aide as Youth Ambassadors. We intend to train our Middle School Web students and WEB advisors in SOS and a handful of Juniors and Seniors and ASB Directors at each of our high schools in Youth Mental Health First Aide, in addition to our APs, Counselors, Pyschs and Social workers who have not been trained. We also intend to launch a School Connection Project focused on getting our students connected to positive adults.|2021-06-22|||2021 54722560109751|Visalia Charter Independent Study|6|Visalia Charter Independent Study administers an annual survey to all students in grades 9-12 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Question #5 (I am treated fairly by staff) and #7 (I feel safe and secure on the school campus) were used to measure the students' perception of school safety and connectedness. According to the 2020-21 survey, 99% of students felt staff treated students fairly, which is a 2% increase from the previous year. 97% of students feel safe and secure while on campus, which is a 6% increase from the previous year. Each year, VCIS makes student and staff safety a priority. The safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures.|2021-06-22|||2021 54722560120659|Visalia Technical Early College|6|Due to its small size, Visalia Technical Early College High School is able to work on and address school culture, belongingness, diversity and cultural awareness in a more personal way. Many students and families choose VTEC because they feel as if they will not get lost in the shuffle of a large comprehensive high school with 2000 plus students. This not mean students always feel connected to everyone around them, but they do seem to find comfort on the site. In reviewing data from last year, VTEC’s DEI score was a 3.55, close to the high end of the yellow tier. The site was only 0.45 away from making the jump to the green tier. In the three sub categories VTEC again was on the top half of the yellow tier or in the green tier. In the area of Diversity and Inclusion, VTEC scored a 4.16 which placed them in the green tier. In Cultural Awareness and Action the score was 3.15, on the top end of the yellow tier. In the area of Sense of Belonging the score was 3.32 again on the top end of the yellow tier. These scores were collected during the middle of the COVID Pandemic. Students were only attending school half the day in a hybrid model, with a number of student utilizing Zoom to simulcast into classes. VTEC High School continue to work on Diversity, Engagement and Inclusion. The site has focused most of the homeroom time on Social Emotional Learning. The site in cooperation with Visalia Unified uses the IMAGO online platform to teach bi-monthly lessons on SEL topics. The Leadership class holds school spirit activities twice a semester to build school spirit and engagement. VTEC, under the direction of VUSD underwent Cultural Proficiency training last year and will be implementing cultural awareness activities on campus throughout this school year. The site has also recognized the need, due to the pandemic and long-term isolation of many students, to hire a full-time counselor for the site. This person will have a PPS credential and will focus on the social emotional needs of the student population in partnership with the other district assets. The counselor will also support the academic development of students and assist with scheduling and changes in throughout the year. VTEC is optimistic about the outcomes of this Falls School Climate Survey. The site is hoping to see an incremental increase in all three areas and the overall score. The enhancement and expansion of ASB activities and the development of the school Culture Club have been positive steps for VTEC. These groups allow staff and students an opportunity to voice concerns and share the "feel" on campus. This activity in conjunction with the expansion of ASB activities on campus has lead to improved, positive culture on campus.|2021-06-22|The results of the CoVitality survey helped guide the work on school culture by the VTEC administration. VTEC, because of its size, has a unique culture. Attitudes and behaviors spread quickly because of its small size. A positive "feel" on campus can spread quickly and in turn, a negative "feel" spreads to students quickly. To help support school culture and atmosphere VTEC sent ASB officers to California Activities Directors Association training and conference during the summer of 2019. The training gave students and staff the tools to help enhance school culture. ASB has been active with new, exciting activities and events that include all students and boost culture. VTEC also developed a school "Culture Club" to give students an outlet to share concerns and then help build solutions with staff and students. VTEC also invest CLAP funding to provide a Behavior Intervention Technician to help serve all students and address the social emotional needs of the campus. The BIT is utilizes outside resources for counseling and restorative practices. The BIT maintains a case load of students as well as works with students who are in crisis||2021 54722560135863|Global Learning Charter|6|The CoVitatlity Social-Emotional Health Survey has been administered each Fall for the last two years. The survey uses specific measures to gather data on important constructs/domains, such as: • Believe in Self • Believe in Others • Emotional Competence • Engaged Living • Psychological Distress • School Connectedness • Life Satisfaction DATA: Key learnings from the last survey results include: • In the area of school connectedness, the average response was 3.98 on a scale from 1-5 among 4th-6th grade students, and 3.72 among 7th grade students. • In the area of being grateful, the average response among 4th-6th grade students was 3.4. 7th grade students ranked relatively high in the area of being grateful with an average score of 3.87. • In the area of engaged living, both groups of students ranked themselves lower than the previous categories. Students in grades 4-6 rated themselves as 2.78 on average, and 7th grade students self-assessed themselves at an average response of 3.03 • Both sets of students rated themselves as equally low in the area of persistence. Students in grades 4-6 recorded an average of 3.01 and 7th grade students rated themselves as a 2.31. USE: The results of the CoVitality survey provide feedback and insights that can be used to guide decision-making and action towards continuous improvement. The results provide justification to continue many of the practices that have become standard practice since the school opened. These include, but are not limited to: weekly whole-school assemblies, morning meetings at all grade levels, positive and strengths-based discipline, opportunities for student voice and choice, and numerous opportunities for recognition and celebration (e.g., classroom compliments, SHINE tickets, student recognition assemblies). The District and school are also offering teachers more support to infuse socio-emotional learning (SEL) learning into the daily program. The school also includes the following programs and practices for the 2021-22 school year, which are expected to impact school climate: grade 7/8 electives, sports for grades 5-8, 2.5 days per week with the psychologist, support services by the Behavior Intervention Technician (BIT) and social worker, and representation on the SSC and PTSA councils.|2021-06-22|||2021 54722566116909|Charter Home School Academy|6|Charter Home School Academy administers an annual survey to all students in grades K-8 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures.|2021-06-22|||2021 54722640000000|Waukena Joint Union Elementary|6|The Waukena Elementary School District utilizes local parent, staff, and student surveys as the principle school climate indicator to evaluate the climate for learning at our school. We attempt to measure responses to questions about: • Supports available to students to excel in school • The availability of caring adults at school • High expectations of adults at the school • What structures are available to connect students to school • Parent involvement at the school, and • Academic motivation. Responses are overwhelmingly “high” in all of these areas with specific suggestions for improvements that have been included in our LCAP. These include after-school tutoring and additional educational field trips to help connect classroom learning with real-world applications. All stakeholders report that Waukena School provides a safe, welcoming school climate for teaching and learning. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate.|2021-06-21|||2021 54722980000000|Woodville Union Elementary|6|Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The areas for growth appear to continue to be the feelings of safety. This is a challenge that will need to be further investigated. Connectedness Overall District School Climate: In 2019/2020 a school climate survey was administered to the student body - a total of 195 responses from grades 3-8 indicated: 78.2% of student reported having a high level of connectedness at school, 79.8% of students reported that staff support them when they have academic or personal problems, 75% of students reported they could use additional support (interventions) in English Language Arts and Math, 55% of students reported that they perceived school as being safe, clean, and in good condition, 50% of students reported a high level of academic motivation, and 80% of students reported a need for more after school enrichment activities. In 2018-2019 - Woodville USD will be collaborated with COE to administer the Healthy Kid Survey reporting a total of 95 students were targeted and 70 responded in grades 5 and 7 indicated: SUPPORT and ENGAGEMENT: 73% of student reported having a high level of connectedness at school, 73% of students reported that they feel school is a caring environment, 81% of students reported that staff have high expectations of them and support them when they have academic or personal problems, 48% of students reported meaningful participation, 78% of students reported that they perceived school as being safe, clean, and in good condition. LOW VIOLENCE: 71% of students reported a Low Violence Prepetration, 69% reported Low Violence Victimization. SCHOOL CLIMATE: 81% of students reported the school is Fair, 81% of students reported there's rule clarity, 77% of students reported support for social and emotional learning, 78% of students reported anti-bullying climate, 88% of students reported positive behavior, 94% students reported high expectations from the home, and 87% of students reported parents involvement in the schooling.|2021-06-15|||2021 54753250000000|Farmersville Unified|6|The district conducted a Panorama Education school climate survey for K-12 students to assess perceptions of school safety and connectedness during the 2020-21 school year. The data was used to assess emotional safety and mental health needs of students during the COVID-19 pandemic. Data results reveled that a significant percentage of students (25%) needed further support to self-regulate their emotions. School counselors developed classroom lessons using Apex 360 SEL curriculum to address self-regulation areas identified in the survey. The district will continue to focus on this action for the 2021-22 school year.|2021-10-12|||2021 54755230000000|Porterville Unified|6|The 2020-2021 academic year is the fourth administration of The California Healthy Kids (CHKS) survey to obtain, in part, student perceptions on school climate. The district administers the student survey in grades 5, 7, 9 and 11. Student responses range from 56% (grade 5) to 88% (grade 7) during the 2020-2201 administration. Areas of common measure across grades include subset question groups within: School Engagement and Supports, School Safety, Substance Abuse, Peer Relationships, and Social and Emotional Health. Questions related to “Routines” were specific to grade 5 students. In grade 5, with the exclusion of the low substance use categories that reflect 1% (Marijuana, Cigarette and Vaping), the key indicators that rated most positively include Sleep Duration (8 hours or more) at 91%, and High Expectations from Adults in School (86%), while the lowest ratings reflected School Connetedness (64%) and engagement in Problem Solving (60%). Grade 5 demographics only included gender and hybrid/in-person learning categories, while the secondary student survey included demographic comparison opportunities beyond gender and learning environment. Considering a return to traditional in-person learning, outside of the days for synchronous instruction, the majority of secondary students overall rated Adult and Peer Relationships considerably high, namely Adult Supports (71% on average), and Peer Supports (69% on average in graders 7, 9 and 11). In comparison, the following Race/Ethnicity student groups rated Adult Supports accordingly: American Indian (65%), Asian (73%), Hispanic (70%), and White (75%). The two lowest ratings both fell in the School Engagement and Supports category: Maintaining Focus on Schoolwork (27%), and Meaningful Participation (36%). Similarly, the following Race/Ethnicity student groups rated Maintaining Focus on Schoolwork accordingly: American Indian (23%), Asian (25%), Hispanic (27%), and White (24%). Declining trends of positive response rates in areas such as School Engagement and Support across grade levels: grade 5 (75.8% positive), grade 7 (64.2%), grade 9 (59.6%), and grade 11 (54.8%), as well as School Engagement and Supports averages: grade 5 (75.8%), grade 7 (50.3%), grade 9 (48%), and grade 11 (45.8%) exist. These trends in school connectivity-related topics are areas for continuous improvement since student success is related to a level of connectedness to school. In light of potential need to improve this trend, PUSD will continue to implement academic social, and behavioral interventions, transition programs, mentoring, and interventions. PUSD will also provide a wide array of CTE classes to increase engagement and motivation of students, including Agriculture Leadership, Computer Applications in Agriculture, Principles of Investigation, Informational Technology, Music Keyboarding, Voice Class, Green Methods, Biomedical Science, Graphic Design, Entrepreneur Project and others.|2021-06-24|||2021 54755230114348|Butterfield Charter|6|Butterfield used the California Healthy Kids (CHKS) survey in 2017-2018 as a baseline to attain parents’ input. The 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 California Healthy Kids survey obtained students’ input in 9th and 11th grade for Butterfield. The questions are aligned with the staff and parent surveys so information obtained across these three stakeholder groups can be compared. In 2018-19 the total number of student respondents were 97 students out of 142. Overall School Connectedness Scales for Butterfield averaged 67% of “Strongly agree” & “Agree”. The 9th & 11th grade students results for perceived safety at school was an average of 85% for “Very Safe” & “Safe”. All students need to feel safe and connected to school so that they continue to attend school, behave appropriately, and attain a high school graduation diploma. Overall in the district HKS survey 92% of all parents, 73% of elementary students, and 60% of high school students feel that school is a safe place an average of 75%. The following information was also obtained from the Dashboard data of Fall 2018 to report district-wide student connectedness: Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6% and Graduation rate of 84.6%. Butterfield/PUSD will continue to provide personalized learning plans and transition process to give students the opportunity to link academics to their career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives. Butterfield/PUSD will continue to implement academic social, and behavioral interventions, transition programs, mentoring, early intervention programs, and after school activities to support students' connectedness to school. PUSD school campuses have been secured and enclosed by a fence. All schools have functional security cameras and shade structures. PUSD has hired additional personnel counselors, psychologists, nurses and behavioral intervention specialist to meet the social & emotional needs of all students. Additionally, Butterfield provides small group counseling and offers the BASE and PASS programs.|2021-06-24|||2021 54755230116590|Harmony Magnet Academy|6|Recent California Healthy Kids Survey outcomes of parents, students and faculty reveal that all three groups agree that the learning environment and culture of Harmony Magnet Academy does meet a high standard for curriculum and instruction, a-g completion, academic rigor, and career preparation. One area noted for improvement is in student services, particularly in the post-pandemic phase. Interventions for struggling students rated high while one on one personal counseling for more academically advanced students scored lower. That is a result of targeted intervention resources directed towards "At-Risk" students within the various student groups. Also noted in the survey is that students suffered through social emotional issues as a result in distance learning contributing to an overall lack of engagement and learning loss. Teachers also noted a gap in the level of services they normally provide because of student disengagement. Parents and Staff rated culture and safety higher than that of students. Since returning to in-person instruction, teachers report a much higher level of engagement and student well-being.|2021-06-24|||2021 54755230137968|Porterville Military Academy|6|As a result of the 2020-2021 survey, students feel some distress at school with 34% reporting that they feel social emotional distress. However, 70% report have peers they can rely on as well as 80% reporting they have an adult in their life that supports them. Very few responded to many of the violence and victimization questions. However, they did answer regarding cyberbullying, with 73% reporting that it hadn't happened to them in the past year. Yet, 27% is still too much. Overall, 68% of parents agree or strongly agree that the school is meeting the needs of their student. Teachers report that they need additional training in supporting our students with social emotional needs. Porterville Military Academy opened in 18-19 and used their 19-20 Healthy Kids survey as their baseline.The 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. PUSD used the California Healthy Kids survey from 2017-2018 as a baseline to attain students’ input in 5th, 7th, 9th, and 11th grade.The questions are aligned with the staff and parent surveys so information obtained across these three groups can be compared. In 2018-19 the total number of student respondents across the district were 4,007. Last year there were 3,046 student respondents. Students were given the option of “Yes, all of the time”, “Yes, most of the time”, “Yes, some of the time” and “No, never." Here are the CHKS results for student sense of safety and connectedness to school for elementary. Elementary averaged 67% Yes, all of the time” and “Yes, most of the time” a growth of +22% from the year before. Overall School Connectedness Scales for middle school & high school averaged 60% of “Strongly agree” & “Agree”. For School Safety 73% of elementary students feel safe “All the time” or “Most of the Time”. For middle schools and high schools perceived safety at school average of 59% “Very Safe” & “Safe” an increase of 3% from last year. All students need to feel safe and connected to school so that they continue to attend school, behave appropriately, and attain a high school graduation diploma. Overall in the HKS survey 92% of all parents, 73% of elementary students, and 60% of high school students feel that school is a safe place an average of 75%. The following information was also obtained from the Dashboard data of Fall 2018 to report student connectedness: Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6% and Graduation rate of 84.6%.|2021-06-24|||2021 54767940000000|Woodlake Unified|6|The California Healthy Kids Survey (CHKS) was administered to students in grades 5, 7, 9, and 11. The LCAP includes metrics for this survey and involves tracking students' perceptions on the responses in 3 critical areas: (1) feeling safe at school, (2) there are caring adults at school and (3) feeling being part of the school. The most recent completed survey indicated that 86% of students agreed or strongly agreed to “I feel safe at school”, 84% of students agreed or strongly agreed they “Feel there is an adult that cares about them at school”, and 83% of students agreed or strongly agreed they “Feel like they are part of the school”. The results from the CHKS have enabled the district to take specific actions to improve the perceptions of safety. Monthly district Safety Committee Meetings are held with the Chief of the Woodlake Police Department. This safety committee helps address safety concerns and establish common safety procedures. In response to student safety, the district launched A.L.I.C.E. (Alert, Lockdown, Inform, Counter, Evacuate). Each adult in the district is trained and will receive annual online refreshers along with in-person training and drill practices. The district will continue to work on improving the sense of school connectedness and school climate that promotes respect for all. Positive Behavior Interventions and Supports (PBIS) has been established in grades K-8 and Save Our Students (SOS), which focuses on creating positive social-emotional outcomes and school connectedness, is implemented in grades 7-12. To support student success and social-emotional well-being, 3 district social workers are provided by the LCAP, one for each grade span (K-5, 6-8, and 9-12). As the districts progresses into 2021-2022, PBIS will be expanded to include the district’s alternative education program, social-emotional lessons (SEL) with be expanded to include grades 6-12, and an additional social workers will be added to support students at the alternative education program and lead district wide implementation of SEL programs.|2021-07-14|||2021 54768360000000|Exeter Unified|6|The key learnings from the LCAP student survey results from Spring 2021 indicate the majority of students (89%) feel safe, connected, and welcomed at school. The majority of students (84%) also feel connected and involved in school activities such as clubs, sports, and music. In addition, the majority of students (87%) feel they have a teacher who cares about them personally, and the majority of students (92%) feel they have the supports and resources to get help in school if needed. EUSD will continue to look for ways to connect students to school. Starting in 2021-22, the district will add a full time social/emotional counselor and school psychologist to all comprehensive sites. All schools, grades TK-12, will have social/emotional tiered interventions integrated into their multi-tiered support system (MTSS). Furthermore, all schools, grades TK-12, will continue to provide training to both certificated and classified staff on improving connections to students and creating and/or maintaining a safe environment with positive mental health and social/emotional wellbeing.|2021-06-16|||2021 55105530000000|Tuolumne County Superintendent of Schools|6|The California Healthy Kids Survey (CHKS) was administered in February, 2020 through the TUPE and LCSSP Grant and in Spring 2021.The small sample sizes specific to TCSOS makes trend analysis difficult. Looking at countywide rates provide a more valid and reliable statistic than a school level rate. What we can determine from 20210/21 CHKS results is that there is a continuing concern about substance use at the 5th grade level – 16% report using at least alcohol, inhalants, or marijuana to get high. 7th (23%), 9th (39%), and 11th (53%) grade level respondents report using AODs. 26% of 9th grade and 24% of 11th grade students have considered suicide and 37% of 7th graders experience chronic sadness/hopelessness with an astounding 46% of 9th and 54% of 11th grade students experiencing the same. Meaning: These survey results underscore the importance of providing mental health resources through our own staffing options – ERMS, counselor/therapists, and other services at the site and embedded in the classroom. The Learning Communities for School Success Program (LCSSP) has been instrumental in providing much needed training and support to students and staff. Full survey results can be found at: https://calschls.org/reports-data/search-lea-reports/ Use: In order to address academic performance issues, students must have additional support to address issues around depression, anxiety, and substance abuse, which is a tool utilized by individuals to escape their feelings of hopelessness. In the TCSOS LCAP, these are addressed by providing licensed mental health providers embedded in the programs to address student and family issues as they arise. In addition, those mental health providers are able to work with staff to help them adjust their thinking and responses to student behavior which can be challenging and perplexing. The data also provides TCSOS leverage in seeking grants to help bring more resources to our county to serve our most at-risk students.|2021-06-24|||2021 55723060000000|Belleview Elementary|6|While the Healthy Kids survey did not indicate many issues, the school is always cognizant of prevention and has planned projects for 2021-22 that include the "Drugstore Project", a vaping presentation, education on Human Trafficking and HIV/Aids Prevention and Sex ed. Also, anti-bullying assemblies and a school mission that focuses on kindness and core values. Surveys are administered to the entire staff to get feedback on creating a positive school climate. Upon analyzing the results, an action plan was determined for 2021-2022 that includes welcoming all the new families, mentoring the new staff, and continuing with training for Trauma Informed Practices & Responsive Classroom Training. Survey analysis in 2020-21 has indicated a significant strength in the area of a positive school culture as perceived by staff, students and parents. Maintenance of the positive school climate will include continued professional development and collaboration time for both classified and certificated staff. Communication tools for the school community that include the Messenger system (email/phone), In-person and Zoom meetings, Class Dojo, Google Classroom and other means to provide families with information and opportunities for input.|2021-09-09|||2021 55723480000000|Columbia Union|6|We administered the California Healthy Kids Survey to our 5th and 8th graders. We also administer a yearly school climate survey. The highlights of the latter are listed below. 89.6% feel safe at school. 63.6% feel that students treat each other well at school. 69.7% feel that they have learned something about their behavior or emotions this year. 90% feel that the school has clear rules. 98.7% feel that adults at school want them to do well.|2021-06-22|||2021 55723550000000|Curtis Creek Elementary|6|These results inform us that we must continue to improve our connections to our families. We need to make a concerted effort to connect in unconventional ways with our families. Staff is beginning their work on trauma informed instruction and developing a greater understanding of how to foster resilient youth. We will continue that training with the support of a new counsellor on staff. The possibilities of parent engagement with our counselor spearheading parents meetings and support groups is invaluable to our community connectedness. We need to continue to monitor and refine clear systems and procedures to address behavioral supports and implement inclusive strategies within each classroom. Additional education on drugs, alcohol, vaping and cyber bullying, will be a priority for our 7/8 students. Professional Development opportunities for behavioral management, PBIS and trauma informed practices will be encouraged and be made available to all staff. Adjustments within our LCAP goals support the changes that are necessary to make an impact on our students connectedness and safety.|2021-06-15|||2021 55723630000000|Jamestown Elementary|6|Jamestown School administered the Healthy Kids Survey ( CHKS) to 5th, 6th and 7th grade students to measure school connectedness and safety. The 2021-2022 results showed that 72% of students surveyed perceived school as very safe or safe which is a 14% increase from last year; 69% felt they had caring adult relationships which is an increase of 23% from last year; 77% had strong school connectedness which is a 45% increase from last year; 78% felt there were high expectations set for them which is a 47% increase from last year, and 40% feel they have meaningful participation a 48% increase. 9.7% have experienced chronic sadness or hopelessness which is a decrease of of 83% from the last survey. Reports of alcohol, drug and cigarette continue to decrease, but electronic cigarette or vaping is remaining constant at 3%. These current results inform us that we need to continue to provide on site counseling and behavior support, and trauma informed practices. We have implemented a variety of social emotional curriculum and we have an SEL committee working on identifying a school-wide SEL curriculum for implementation in the upcoming school year. Trauma informed practices and staff training will continue, and the district has increased its counseling services all of which contribute to an increase in student school connectedness, caring adult relationships, and the feeling that there are high expectations. We need to continue to monitor and refine clear systems and procedures to address the level of social emotional and behavioral supports and implement more universal Tier I and inclusion strategies within each classroom. We will continue to implement a Universal Screening Tool to identify those students with moderate to high risk for both externalizing behaviors and internalizing behaviors in order to develop response plans and progress monitor interventions. The Safe School Ambassador will continue to regularly implement social emotional curriculum in classrooms, facilitate peer mediation, promote positive school culture and build positive peer relationships. We will continue to make regular home visits and intervening early for poor attendance and truancy concerns and actively educate students and families on the importance of attendance. Teachers and staff are continuing to be trained in trauma informed practices. Additional education on drug, alcohol and vaping will be a priority this year for our 6-8th grade. Professional Development opportunities for behavioral management, PBIS, and trauma informed practices will be encouraged and made available. Adjustments within our LCAP goals and District goals have been made to support the changes that are necessary to make an impact on student connectedness and safety.|2021-06-09|||2021 55723710000000|Sonora Elementary|6|Students in 5th grade tend to enjoy coming to school. They feel safe. They have somebody at home who cares about how they do at school. They also know their teaches care. They think the school grounds look very nice. Students in this grade shared that at times they get teased or bullied, and some have been physically hit. When asked if they themselves have committed an act of violence, almost all replied no. An action to improve upon is teaching students language to help themselves in all situations.|2021-11-10|||2021 55723890000000|Sonora Union High|6|Survey administered to 9th and 11th graders in 2019-2020 50% of 9th graders, 49% of 11th graders feel safe or very safe at school. 26% of 9th graders, 40% of 11th graders report current drug or alcohol use. 44% of 9th graders, 49% of 11th graders report experiencing chronic sadness/hopelessness. 27% of 9th graders, 25% of 11th graders report considering suicide. 21% of 9th graders, 37% of 11th graders report vaping 4 or more times. 56% of 9th graders, 54% of 11th graders report feelings of school connectedness. 67% of 9th graders, 57% of 11th graders report academic motivation 56% of 9th graders, 65% of 11th graders report caring adult relationships 69% of 9th graders, 72% of 11th graders report high academic expectations Therapist/counselor and mentoring support will be increased to address student mental health needs as a result of COVID-19 and school closure/distance learning. Students will be referred for tiered behavioral supports including referrals to counselors and other mental health personnel, based upon tiered levels of need. The district will contract for counseling and mentoring services to provide tiered supplemental social-emotional instruction and support in cooperation with existing district personnel and support services. The district will contract with FranklinCovey Education to implement the Collaborative for Academic, Social, and Emotional Learning (CASEL) approved LEADERinME program for social-emotional support and learning for staff and students and increased student engagement through shared leadership, personal goal setting, and self-efficacy. An additional two voluntary paid professional development days will be added to the instructional calendar before the beginning of the 2021-2022 and 2022-2023 school years for LEADERinME staff training. To build on the connections students have with staff, and as a part of a school-wide effort to expand learning opportunities and success for every student, a period of intervention and extension is built into our school day. This period, known as the “Flex Period,” is designed to provide timely and specific support to students who are working towards mastery of essential learning or are ready to be challenged with learning beyond grade level expectations. During the “Flex Period” period, students attend classes, referred to as “sessions,” based on a need identified by a teacher, or a session that meets the student’s self-identified need. Flex Period sessions typically fall into one of three categories: academic support, extra help, or enrichment. Intervention sessions are designed to support students in mastering a specific learning target or skill. Extra help sessions may be more general to a content area or need, but not always skill specific. Enrichment sessions are designed to extend or enrich student learning in areas for which they have already shown proficiency.|2021-06-22|||2021 55723970000000|Soulsbyville Elementary|6|Key learnings from our Healthy Kids Survey results are: students report that adults in the school have high expectations; 5th grade = 91% and 6th grade = 83%: students report that they know what the rules are (rule clarity); 5th grade = 89% and 6th grade = 89%: students report that they are academically motivated; 5th grade = 86% and 6th grade = 86%: Areas of growth were also identified by students in the following: meaningful participation; 5th grade = 42% and 6th grade = 34%; perceived student behavior on campus; 5th grade = 44% and 6th grade = 41%; knowing how to problem solve social and emotional situations; 5th grade = 56% and 6th grade = 66%. Soulsbyville School will revisit our support tiers of Positive Behavior Interventions and Supports (PBIS) to help address the perception that students do know the rules but do not regularly behave appropriately. In addition, the master schedule will build in a school wide Advisory period to start each morning to help students become more active in their meaningful participation and increase their learning of knowing how to problem solve in social and emotional encounters on campus and at home.|2021-09-09|||2021 55724050000000|Summerville Elementary|6|The 2021 administration of the California Healthy Kids Survey had a relatively low participation rate compared to previous administrations (an average of 78% per grade). Student data show a consistent connection with the school (overall 76%) with relatively high motivation (overall 77%). Students perceive the school environment to be well kept (83%) and have connections to caring adults (67%). Student responses on the survey suggested that they do not feel they have meaningful participation with the school overall (33% at the 6th-grade level and 15% at the 7th-grade level). Reported drug (8%) and alcohol use (17%) was reportedly low, though the school continues to see a rise in reported use of vaping (17% up from 6% on previous administrations of the survey). In response to this data, attention needs to be given to fostering student participation and voice in the classroom and school. Specific intervention techniques need to be investigated regarding drug, alcohol, and vaping awareness. The administrative team with the counseling team will target these areas during the 2021-2022 school year.|2021-10-12|Summerville Elementary School has bi-annually (every other year) administered the California Healthy Kids Survey to students in grades 5th and 7th for the past ten years. Beginning in 2019, Summerville Elementary began administering the survey annually to students in grades and 5th and 7th. In 2021, the survey was expanded to grades 5th, 6th, and 7th so that the school could track cohort responses annually and gather school-wide climate impressions. Annually, the Summerville Elementary administrative team analyzes the data looking for trends, new developments, and typical responses. Data is compared to the previous year for analytical comparison and discussion points with staff. Data is annually presented to the Governing Board at a public meeting. Staff receive a copy of the data and discuss data and its implications throughout the year during professional learning sessions. Data is shared with parents through parent committee meetings. Highlights and key findings are discussed to engage parents and understand how they can partner with the school to support student learning.||2021 55724130000000|Summerville Union High|6|Based on the findings from our California Healthy Kids Survey and the parent surveys, Summerville High School and Connections Visual and Performing Arts Academy realized the following results: students feel the school is a safe place to be (9th 52% agree 11th 55% agree), adults encourage students to learn—success in job/college (9th 52% agree 11th 56% agree), teachers work hard to help with school work (9th 53% agree 11th 48% agree), teachers encourage classroom participation (9th 64% agree 11th 58% agree), staff promotes academic success for all students (9th 48% agree 11th 53% agree, parents 77% ), SUHSD provides a supportive and inviting environment for learning (9th 52% agree 11th 45% agree, parents 71%), few students feel the classrooms are crowded, expected behaviors are clearly articulated (9th 54% agree 11th 46% agree), students are informed of consequences when rules are broken (9th 56% agree 11th 42% agree), adults respect differences in students (9th 47% agree 11th 46% agree), staff makes it clear that bullying is not tolerated (9th 53% agree 11th 50% agree), school grounds and building are clean (9th 54% agree 11th 54% agree), there is good support from the community (parents 94%), there are opportunities for parents and community to be involved in school (parents 96%). Areas to continue our work on include: students have considered suicide (9th 26% agree 11th 18% agree), students try their best (9th 22% agree 11th 15% agree), students pay attention in class (9th 16% agree 11th 15% agree), students treat their teachers with respect (9th 22% agree 11th 12% agree), students treat each other with respect (9th 24% agree 11th 23% agree), students report when they are bullied (9th 27% agree 11th 16% agree), students stop bullying when they are aware (9th 29% agree 11th 20% agree). Summerville High School and Connections Visual and Performing Arts Academy have implemented the Character Counts program that allows staff to recognized students for doing the right thing with regard to the 6 character counts pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship. There is a luncheon for students that are recognized and the people that awarded the student speak about why they were selected in front of the group. The students each receive a Character Counts t-shirt as well. These ceremonies are done monthly. ASB has done a lot this year to provide opportunities to have outdoor competitions, a parade, homecoming celebrations and a great in-person graduation complete with fireworks. As always, we will use the data presented to continue to look at how we can improve on the lower data points and continue to serve all of our students to the best of our ability despite the continued challenges of the COVID pandemic.|2021-08-10|||2021 55724130112276|Gold Rush Charter|6|For grade 7 students who were administered the California Healthy Kids Survey in 2020, the report indicated that overall students feel school connectedness (75%), have caring adult relationships (80%), have high expectations (88%), perceive the school as very safe or safe (80%), and are not participating in substance use at school (0 reported ever being drunk or "high" on drugs at school ever). Areas of growth for the school included categories under School Safety due to almost half of students in this group (45%) stating they experienced harassment or bullying, with over half (55%) stating they had mean rumors or lies spread about them. Also of particular concern were items under Substance Use and Physical/Mental Health to include 60% of students having sleep deprivation, 50% experienced chronic sadness/hopelessness, and 20% considered suicide. The demographics for this group include 42% male and 58% female students, 100% of students speak English at home, with 50% reported as white, 45% mixed (two or more) races, and 85% reporting living at home with at least 1 parent/guardian. In response, Gold Rush will be reaching out to community resources to support staff and students in bullying and suicide awareness and mental health services.|2021-06-29|||2021 55724135530191|Connections Visual and Performing Arts Academy|6|Based on the findings from our California Healthy Kids Survey and the parent surveys, Summerville High School and Connections Visual and Performing Arts Academy realized the following results: students feel the school is a safe place to be (9th 52% agree 11th 55% agree), adults encourage students to learn—success in job/college (9th 52% agree 11th 56% agree), teachers work hard to help with school work (9th 53% agree 11th 48% agree), teachers encourage classroom participation (9th 64% agree 11th 58% agree), staff promotes academic success for all students (9th 48% agree 11th 53% agree, parents 77% ), SUHSD provides a supportive and inviting environment for learning (9th 52% agree 11th 45% agree, parents 71%), few students feel the classrooms are crowded, expected behaviors are clearly articulated (9th 54% agree 11th 46% agree), students are informed of consequences when rules are broken (9th 56% agree 11th 42% agree), adults respect differences in students (9th 47% agree 11th 46% agree), staff makes it clear that bullying is not tolerated (9th 53% agree 11th 50% agree), school grounds and building are clean (9th 54% agree 11th 54% agree), there is good support from the community (parents 94%), there are opportunities for parents and community to be involved in school (parents 96%). Areas to continue our work on include: students have considered suicide (9th 26% agree 11th 18% agree), students try their best (9th 22% agree 11th 15% agree), students pay attention in class (9th 16% agree 11th 15% agree), students treat their teachers with respect (9th 22% agree 11th 12% agree), students treat each other with respect (9th 24% agree 11th 23% agree), students report when they are bullied (9th 27% agree 11th 16% agree), students stop bullying when they are aware (9th 29% agree 11th 20% agree). Summerville High School and Connections Visual and Performing Arts Academy have implemented the Character Counts program that allows staff to recognized students for doing the right thing with regard to the 6 character counts pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship. There is a luncheon for students that are recognized and the people that awarded the student speak about why they were selected in front of the group. The students each receive a Character Counts t-shirt as well. These ceremonies are done monthly. ASB has done a lot this year to provide opportunities to have outdoor competitions, a parade, homecoming celebrations and a great in-person graduation complete with fireworks. As always, we will use the data presented to continue to look at how we can improve on the lower data points and continue to serve all of our students to the best of our ability despite the continued challenges of the COVID pandemic.|2021-08-10|||2021 55751840000000|Big Oak Flat-Groveland Unified|6|The California Healthy Kids Survey was administered to 5th, 6th and 7th grades with parent permission and 9th & 11th grade with passive permission. In 2021, due to hybrid/distance learning and parent permission we only had 5 /11 fifth graders complete the CHKS and 6/28 complete the survey. I have included the 2019 CHKS data for elementary school. Of the 15 fifth graders, 11 were given permission to complete the survey. In the category of School Engagement 76% of students answered felt connected at school.76% stated there were caring adults at school. and 82% reported academic motivation. 79% believe there is an "anti-bullying" climate and 82% reported social and emotional learning supports were in place. Overall, social engagement and supports was a strength at this grade level. The biggest area of concern was substance use and mental health, this was a trend not only District wide, but in the county as well. 18% of students reported alcohol or drug use. 9% reported using marijuana, cigarettes, or e-cigarettes. 9% reported experiencing sadness. Of the12 seventh graders, 9 completed the survey. This sample size was too small to report results. However, the district has participated in the "Drugstore Project" at the County level to bring substance abuse awareness to junior high students. The district has a full-time crisis counselor to assist with mental health. In addition the elementary school offers "art therapy" as another form of emotional support. Of the 29 ninth graders, 26 participated in the survey. In the category of School Engagement 41% of students answered feeling connected at school.58% stated there were caring adults at school. and 61% reported academic motivation. 43% reported feeling safe at school, and 33% stated they had been harassed or bullied at school. Overall, 73% of students rated facilities upkeep and 65% stated that they had high expectations for themselves in school. Students worried about fighting or having mean rumors spread about them, is highest at this grade level. Current substance use at this age is an alarming with 31% currently using drugs or alcohol, and 31% currently vaping. Also extremely alarming is the high rate of social emotional distress with 65% experiencing chronic sadness and hopelessness and 41% stating they had thoughts of suicide. Eleventh graders had a stronger sense of student engagement and supports, than their 9th grade peers. 53% reported having school connectedness and 56% stated they had parent involvement in school. The biggest struggle is drug/alcohol usage at 48% with 38% saying they were very high or drunk more than 7 times. The amount of students in social emotional distress continues to be very alarming, with 48% of students who have experienced sadness, and 14% considered suicide.|2021-06-16|Due to the pandemic and school closures, many of the social emotional components the district had in place, did not reach all students in need. The counselor tried reaching out to students via phone and virtually, however many students did not feel comfortable with this method. It is important to note that this survey was completed in early March, and students were still participating in a hybrid or distance learning model. The pandemic had a dramatic increase on student substance usage and social emotional health. The district sent four staff members, one from each campus to Social Emotional Community of Support Training, to bring back techniques to increase student social-emotional well-being. In addition, the district will be hiring an additional part-time counselor as well as a classified staff member to implement Social Emotional Learning in all grade levels K-12 using Second Step Curriculum. Our crisis counselor and School Resource Offer will to continue offer drug/alcohol awareness.||2021 56105610000000|Ventura County Office of Education|6|VCOE stakeholders reflected on results from the 2020-21 California Healthy Kids Survey administered to students enrolled in VCOE Schools and Programs. The key findings showed that 80% of students surveyed felt medium to high levels of school connectedness, close to 90% reported medium to high levels of caring relationships with adults at school and finally, about 85% of students reported they felt adults at their school had high expectations for them. These results are similar to the results the previous year California Healthy Kids Survey showed us. It was promising to see these high percentages despite the school closures and distance learning brought on by the pandemic. While overall school connectedness scores remain fairly high there are other areas of the survey that highlight other critical areas of need. About 40% of the students surveyed reported feeling sad/hopeless this past year and 16% reported that during the past 12 months they had considered attempting suicide. While the 16% is a decrease from the 2019-20 survey data of 20%, it is still an alarmingly high percentage. This data provided pertinent insights and has informed the VCOE team on the urgent need for social emotional supports and highly specialized programs for our students using both VCOE resources as well as resources provided by our community partners. The VCOE team is committed to creating a school climate where all our students feel safe, cared for, and a sense of belonging. Although a high mobility rate is a challenge at our VCOE Schools and Programs, our team is committed to providing consistent resources such as an environment that practices trauma informed care and restorative justice approaches as well as intensive interventions. Revisions, decisions, and actions VCOE has implemented in response to student and school climate data includes the continued investment in professional learning such as Signs & Symptoms of Depression, Trauma Informed Care as well as creating two Social Emotional Specialist positions to meet the needs of our students. VCOE has also invested in Social Emotional Learning Curriculum to be implemented at each site. In addition to survey data, the response to intervention plans and safety plans are reviewed regularly to ensure continuous improvement at our school sites. Continued actions for our team also include: forming strong, positive relationships with students; forming strong partnerships between schools, families, and community organizations; providing professional learning for the VCOE team including families; and seeking out innovative and research based ways of providing support for the healthy social/emotional/behavioral development of our students. VCOE is committed to continuing to create safe, welcoming, and engaging environments that promote positive experiences for EVERY student.|2021-06-28|||2021 56105610109900|Vista Real Charter High|6|In the spring of 2021, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 96% of the students reported that they felt safe * 53% reported that they felt connected to the school (pandemic had a significant impact) This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We acknowledge that the COVID pandemic had a negative impact on student’s feeling connected to school. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 44% reported that they were concerned about their health, and 86% reported that communication was good. It was important to us to have adults supporting each other during the pandemic. In the spirit of continual improvement, we will consider other survey options in the fall that could better inform the quality of our school programs, especially the socio-emotional, trauma informed components of our program. The next local school climate survey will be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|2021-06-07|||2021 56105610112417|Ventura Charter School of Arts and Global Education|6|VCS re-opened with a hybrid model on March 22, 2021. VCS provided its 4th-8th grade students an online school climate survey--there were 164 responses. The following agree to the following statements: --94% students agreed that they feel that they belong. --99% agreed that they feel safe. --88% agreed that they know how to work out conflicts with their classmates. --95% agreed that they have friends. --93% agreed that other students are nice to them. --97% agreed that their teacher cares about them and listens to their ideas. --95% agreed that the work they do in class makes them think. --87% agreed that very good work is expected of them. --97% agreed that they can get the help they need when they don't understand. --99% agreed that their teacher is a good teacher. --77% agreed that they feel comfortable speaking in front of their class. --95% agreed that there is more than one way to solve most problems. --92% agreed that they keep trying to do their school work even when it's hard. --92% agreed that they can persevere through difficult work. --97% agreed that learning is important. --95% agreed that they feel challenged in their learning. --88% agreed that they have a Growth Mind Set. --79% agreed that they look forward to coming to school each day. --76% agreed that learning is fun. --87%f agreed that the time they spend in Crew is worthwhile. --80% agreed that Crew helps them stay connected to their classmates. A high percentage of students report getting their academic, social, and physical needs met at VCS during the Spring return to school. This year we implemented CREW, a social-emotional classroom focus time to encourage inclusion, community, and personal academic responsibility. This focus throughout Distance Learning and the return to the classroom has kept our focus on the social-emotional health of our students. As the 2021/2022 school year kicks off, our focus on CREW continues to grow and develop.|2021-09-23|||2021 56105610121756|BRIDGES Charter|6|Every year, Bridges administers a parent survey to the families of all students that collects data about perceptions of school safety and student connectedness along with other feedback. The survey is compiled and presented to the board annually and is used for making decisions about improving both physical safety and emotional well-being of students. Particularly, during the pandemic, we have monitored the social and emotional well being of our students using CHKS as well as gathering qualitative data from parents, students, and staff to determine most critical areas of student need as we have returned to in-person instruction. Our support systems on campus have increased as well as our general education supports for students. Students meet within their classrooms daily for "Circle Time" to share feelings and discuss problems with regard to social-emotional dynamics at school. Our school psychologist, school counselor, and speech and language pathologists push-in to classrooms to provide additional social emotional support and conflict resolution leading extended curriculum in particular classrooms and grade levels as necessary. Teachers utilize data from our surveys to help students implement conflict resolution strategies and restorative practices. Bridges implements a social-emotional growth curriculum, Toolbox that was implemented to help ensure systematic instruction and support for social-emotional learning. Bridges uses the California Healthy Kids Survey annually to students in grades 5 and 7 to collect data on the effectiveness of our social emotional learning curriculum and its' impact on various ages and sub groups of students. In the 2021-2022 school year, we are beginning to implement Universal Monitoring in partnership with UC Santa Barbara’s School of Psychology (www.covitality.com). The data we gather from universal monitoring will be used to support general education interventions and will assist us in the development of a more robust multi-tiered system of support for our students and their families. Social emotional learning and whole child education is an area that we continue to invest resources in. In 2021, we increased hours for our school counselor and school psychologist, we increased our intervention staff, we increased hours for paraprofessionals in each grade level, and we hired a second full time special education teacher.|2021-10-04|||2021 56105610122713|River Oaks Academy|6|Students and parents feel that our school is safe and bully-free. 100% of our surveyed families feel that ROA not only attracts, recruits and retains a high quality, but also diverse and effective workforce. They also agree that ROA maintains clean, safe and organized facilities. 98.8% believe that ROA supports a non-violent/anti-bullying culture at our school and they believe that we are inclusive of all persons regardless of their background. 81% strongly agree and 15% agree that ROA provided them with continuous academic support and resources throughout the pandemic.|2021-06-03|||2021 56105616055974|Meadows Arts and Technology Elementary|6|When asked, 95% of students feel that they belong, and 96.8% of them feel safe at school. Based on previous student survey data, MATES implemented a conflict resolution strategy called the HEART Highway. When this year's class was asked if they knew how to work out conflicts with their classmates, 93.5% of the students believed they can. 93% of students believe that their teacher cares about them, and 93.4% believe that their teacher listens to their ideas. 90.2% of students look forward to coming to school each day, and 96.7% of students say that they can read with confidence. Additionally, 88.6% can do math with confidence. When asked if they can get help when they don't understand something 98.4% of students said they could. MATES has had a core values program, the HEART of an Eagle, in effect for 11 years. When asked if the program helps students to be the best person they can be 93.4% of students said that it did. Prior to the pandemic, MATES developed a new conflict resolution tool for students. This tool is a type of peace path called “The HEART Highway,” and provides students with steps to resolve conflicts with their peers. All staff members were trained to implement the HEART Highway, and the tool is available in all classrooms, specialist classes, and on the playground.|2021-05-17|||2021 56724470000000|Briggs Elementary|6|Briggs School District is committed to collaborating with all stakeholder groups. The input was sought from stakeholders in preparation for Distance Learning, during the re-opening process and transition to Hybrid Learning, and in setting priorities for the new LCAP that included perceptions of school safety and connectedness. Overall reflection data indicated students felt supported by an adult during distance learning. The majority also agreed the district provided resources and support during distance learning to parents and students and that classroom teachers provided clear communication that allowed for school connectedness in a virtual setting. The district remained committed to small class sizes on zoom which allowed for a more personalized experience for the students. The survey did indicate a need for more socio-emotional services to support all students and families during distance learning and that feedback helped guide the LCAP actions.|2021-06-10|||2021 56724540000000|Fillmore Unified|6|Fillmore Unified School District (FUSD) administers a local climate survey that captures a valid measure of student and family perceptions. In 20-21, FUSD administered the California Healthy Kids Survey (CHKS) to students and to parents at all seven school sites. The CHKS is the locally identified indicator for students’ sense of feeling safe, cared for, and welcomed at school. Site teams examined the data and district office staff reviewed the data and incorporated the data into the development of the Local Control and Accountability Plan. The 20-21 administration of the CHKS measure student perceptions for students in 5th-12th grade. The parent portion of the CHKS received 481 total responses from parents. The CHKS provides data concerning school connectedness. 60% of 6th grade students, 66% of 7th grade students, and 48% of 8th grade students reported feeling connected to school. 68% of 10th grade students reported feeling connected to school. The CHKS provides data concerning students identifying a caring adult. 67% of 6th grade students, 58% of 7th grade students, and 63% of 8th grade students report a caring adult in school. Elementary results ranged from 77% to 83% in reporting a caring adult. 53% of 9th grade students, 56% of 10th grade students, 57% of 11th grade students, and 57% of 12th grade students identify a caring adult. The CHKS provides data on school safety. 80% of 5th grade students reported feeling safe at school. 79% of 6th grade students, 53% of 7th grade students, and 42% of 8th grade students perceive school as very safe or safe. 73% of 10th grade students perceive the school as very safe or safe. Historical trends in CHKS data show both growth and decline in school connectedness and caring relationships. The 20-21 CHKS administration results, along with historical analysis demonstrate the continued need to implement initiatives to support student mental health. During the 20-21 school year, due to the COVID-19 pandemic, FUSD transitioned to a distance learning model. In this model, FUSD added supports for students to address school connectedness and student mental well-being. FUSD worked with local support services in counseling and with school resources officers to conduct wellness checks and support student engagement. FUSD continues to commit to and prioritize the full implementation of Positive Behavior Intervention and Supports (PBIS) in order to provide conditions for greater academic gains and an overall, all-inclusive educational experience by partnering with Safe & Civil Schools. Elements of Safe & Civil Schools include Foundations (throughout common areas and shared spaces on campus), classroom approaches, such as CHAMPS (Conversation, Help, Activity, Movement, Participation, Success), and DSC (Discipline in the Secondary Classroom). Protocols are developed by site-based teams. FUSD opened a student wellness center at Fillmore High School and staffed the space with a Social Worker.|2021-06-15|Local Control Accountability Plan adoption date: 6/15/2021 Local Indicators will be presented to the Governing Board in fall of 2021||2021 56724620000000|Hueneme Elementary|6|The Hueneme Elementary School District (HESD) administers a local climate survey every year in order to obtain a valid measure of student perception of school safety and connectedness. The results are shared with all key stakeholders including our local governing board at a regularly scheduled meeting. In the Spring of 2021, HESD administered the California Healthy Kids Survey (CHKS) to students in grades five and seven. The following key indicators of school climate were measured: * School Engagement and Supports * School Safety * School Disciplinary Environment * Substance Use * Mental Health The results of the 2020-2021 administration of the California Healthy Kids Survey (CHKS) show that 69% of fifth grade students reported "Yes, most of the time" or "Yes, all of the time" on questions pertaining to school connectedness. An average of 80% of grade five students reported feeling safe of school. Our district response rate was 90% with 795 of our 881 grade five students participating in the survey. In grade seven, 48% of the students taking the survey indicated "Agree" or "Strongly agree" on questions pertaining to school connectedness. 64% of respondents reported that they perceive their school site as "Very safe" or "Safe". Both of our middle schools participated in the survey with an average response rate of 94%. The HESD District School Climate Report Card is based on responses from our middle school students to the California Healthy Kids Survey (CHKS): * School Climate Index (SCI) Score: 280 (scores range from 100-500, with high scores representing more positive school climates; higher supports and engagement; and lower levels of violence and substance use at school) * SCI State Percentile: 36% (compared to other schools in the state) * SCI Similar Schools Percentile: 46% (compared to other schools in the state with similar demographic characteristics) For continuous improvement purposes, HESD will continue the following actions in response to our results on the California Healthy Kids Survey (CHKS): * Implementation of the California MTSS Framework - California's Multi-Tiered System of Support (MTSS) is a comprehensive framework that aligns academic, behavioral, and social-emotional learning in a fully integrated system of support for the benefit of all students. HESD will build unique MTSS models at each of our school sites to create needed systematic change through intentional design and redesign of services and supports that identify and match to the needs of all students. Our focus will be inclusive academic, behavioral and social-emotional instruction. Specific actions include: * Identifying a comprehensive assessment system (to include pre-screening) * Creating and utilizing collaborative teams * Providing universal supports * Providing supplemental and intensified supports|2021-06-28|||2021 56725040000000|Mupu Elementary|6|Due to the COVID19 pandemic, the 2019-20 California Healthy Kids Survey came to a halt with the school campus closed to in-person teaching based on the Executive Order 56-20 in March 2020. To ensure scholar input during the 2020-2021 school year, six local surveys were conducted as Mupu continued to navigate the pandemic with scholars beginning the school year in distance learning and then returning to the campus for in-person instruction. The focus of the surveys was to gather data on whether positive school conditions and climate ensured that all scholars felt socially, emotionally, and physically safe and that they feel supported and engaged in learning and teaching. Survey participants included students in the sixth, seventh, and eighth grades. Approximately 50 students took part in the surveys. Teachers and staff used the data to look for areas of improvement and how best to ensure the success of our scholars and to develop actions and services for the Local Control Accountability Plan. Scholars shared via surveys that while they felt teachers did a good job during Distance Learning and the scholars felt connected with adults, they prefer to be in-person and look forward being more connected with adults through extracurricular activities, including overnight field trips. Because of this and based on parent feedback as well, our focus is to install a new portable and outdoor learning space so we can accommodate smaller class sizes and provide more individualized attention. We also plan to continue, and expand our community service projects. All Mupu staff works hard to build positive relationships and ensure that this is a place where scholars and families feel welcome.|2021-06-16|||2021 56725120000000|Ocean View|6|The Ocean View SD is aware of the intense need for social emotional learning, student emotional and behavioral support, and the importance of trauma informed practices in light of the COVID-19 Pandemic along with the interupted schooling model students experienced for the past year and a half. The Ocean View School District administers the California Healthy Kids Survey (CHKS) on an annual basis to all fifth and seventh-grade students. Parent permission is required for a student to complete the CHKS survey. The survey is anonymous, and the results are used to determine school climate and student well-being. Data is analyzed by site administrators and counselors for trends and then report to the larger school stakeholders. This data is used to develop plans to support and improve school climate. The Ocean View School District has seen very positive trends in most areas of the data over the past three years. However, the data showed a steep decline in student connectedness with school among our seventh-grade students. Administration and Staff met to discuss the findings and the information has shaped many of the school plans and goals for the upcoming year. Specifically, there is an increased focus on Social Emotional Learning as well as an emphasis on student and teacher connectedness. There has also been a slight increase in drug/alcohol reported use. This aligns with other internal data such as increased discipline referrals for issues related to vaping. While this is a small number of students, the noted increase has prompted a rapid response by the district including the implementation of an anti-vaping curriculum program to be administered by the school counselors. Another area of concern which has been identified via this data analysis is the feeling of hopelessness and sadness by students on a consistent basis. School counselors have been addressing this issue via small group and individual counseling.|2021-09-14|||2021 56725205630405|Valley Oak Charter|6|For this priority, VOC developed its own local climate survey based on the Healthy Kids Survey; it was adapted to fit our unique, hybrid homeschool program. The survey is administered every two years; it was last administered in the spring of 2020. The 31 students who responded were spread across the grade levels as follows: (K-5= 15; 6-8= 9; 9-12= 7). • On the question of whether students feel welcome, happy, and emotionally safe when they are at VOC, 94% of the students responded “All” or “Most of” the time. 61% said “All” of the time. • On the question of whether students feel the staff treats them with “respect, concern, and friendliness,” 97% said “All of the time” or “most of the time”; 81% said “All of the time” • On the question of whether they have ever felt “bullied, teased, or isolated” by other students, 81% said “Never,” and 16% said “Some of the time.” • On the question of whether they had any friends at VOC, 64% said they had three or more friends. Only two students reported not having a friend at VOC. • On the question of whether they looked forward to on-campus school programs each day, 71% said they find “Most” or “All Programs” interesting and enjoyable. 45% said “All Programs.” • When asked if they would rather be homeschooled through the VOC program or attend a traditional school, 72% said they would “Strongly prefer VOC,” with another 19% saying they “Somewhat” prefer VOC. 3%% said they would prefer attending a traditional school.|2021-06-10|Students enjoy attending Valley Oak during the school’s three weekly programming days. On-site programs are available 12 hours a week. Though attendance is required only 2 hours a week, most of our students attend 8 hours or more. While on campus, students are engaged in group-based learning activities that are designed to stimulate curiosity, offer new learning experiences, and model and support positive social interactions. VOC’s on-site programs include: mini- enrichment courses, field trips, guest speakers and community programs, tutoring, free play periods, and academic support. We believe that providing children with a consistent social group is key to social learning, so our regular on-site activities play an important role in our social learning program. The VOC program strives to support our students in navigating the social and emotional world they live in while guiding their progress in meeting the Common Core standards. Our mission is to engage the whole family in a life-long ‘educational journey’ while fostering the love of learning that is every child’s birthright.||2021 56725380000000|Oxnard|6|In Spring of 2020, Oxnard School District started utilizing the Panorama Social-Emotional Learning: Student Competency & Supports survey with students in grades 3-8 as a formative assessment of student needs. The topics included in this survey include teacher-student relationships, sense of belonging, social awareness, self-management, growth mindset and emotional regulation. This narrative will capture 5th and 7th grade student responses from the fall 2020 surveys. In the area of teacher-student relationships, 81% of 5th grade students that completed the survey responded favorably to the question about how strong the social connection was between them and their teachers within and beyond the classroom. Only 67% of 7th grade students responded favorably to the same question. Even though 93% of 5th and 7th grade students felt that their teacher was quite respectful or extremely respectful, when students were asked “If you walked into class upset, how concerned would your teacher be?” 73% of 5th grade students responded favorably compared to 60% of 7th grade students. In the area of sense of belonging, 72% of 5th graders responded favorably to the question about how much they felt they were valued members of the school community compared to 49% of 7th grade students. In the area of social awareness, 67% of 5th graders responded favorably compared to 60% of 7th graders to the question about how well they considered the perspectives of others and empathized with them. When asked about how well students manage their emotions, thoughts, and behaviors in different situations (self-management), 67% of 5th grade students responded favorably compared to 68% of 7th grade students. In the area of growth mindset, 56% of 5th grade students responded favorably to the question about student perceptions of whether they have the potential to change those factors that are central to their performance in school compared to 51% of 7th grade students. Finally, in the area of emotional regulation 48% of 5th grade students reported that they frequently or almost always are able to regulate their emotions compared to 45% of 7th grade students. OSD learned that student participation needs to increase. Of the responses we got in the surveys, less than 37% were from 5th and 7th grade students. These surveys were administered via distance learning during the peak of the COVID-19 pandemic, which could have impacted student participation. With students back in person, OSD aims to increase student participation rates by having counselors visit classrooms and help with survey administration, and by using more proactive communication with families about this survey. The findings of the fall 2020 SEL surveys will guide district and school staff in identifying social and emotional needs of students and implementing strategies and services to address these needs. Additionally, the district will dedicate resources to continue its implementation of PBIS and Restorative Practices.|2021-06-23|||2021 56725460000000|Oxnard Union High|6|The Oxnard Union High School District regularly administers the YouthTruth Survey. YouthTruth partners with schools and districts to improve student engagement in school programs, student achievement, parent involvement, and school culture. The YouthTruth Survey is given to all students, within the Oxnard Union High School District, during the Spring term and measures everything from student engagement to school climate. According to the results from the Spring 2021 administration, Student Engagement, Academic Challenge, School Culture, and Relationships scores were all greater than the prior year. Scores ranged from an average high of 68% rating (where the average rating was greater than 3.5 out of 5.0) in Academic Challenge to 34% average in Relationships. As could be expected during a pandemic and year of social isolation, in the Belonging & Peer Collaboration theme, the average number of teens whose rating was greater than 3.5% declined 11% from a district high of 43% during the Spring 2020 YouthTruth Survey administration. College and Career Readiness remained stable at 36% in 2021 vs 35% in 2020, perhaps an indicator that students were not unchanged regarding their post-high school plans. With the increase from 59% to 68% in Academic Challenge, the change from in person learning to all virtual placed an unprecedented challenge for all students. Not only were staff unprepared for the sudden change to 100% online learning in March 2020, YouthTruth student data also indicates students were as well. The increase of 15% in School Culture was a pleasant surprise which the Oxnard Union High School District contributes to the success of improved relationships between students and teachers. While there were growths of positive perceptions, the decline in Belonging and Peer Collaboration from a district high of 44% to the recent 31%. Is possibly attributed to the lack of connection students had with their peer groups during the COVID closure. The site with the highest percentages of positive perceptions was Oxnard Middle College High School, a small school with dual enrolled students in college and high school classes. With an Academic Challenge positive percentage of 86% and 87% for School culture, consecutively, much can be said about smaller schools and their ability to remain connected to their students and staff. In comparison, the largest school in the Oxnard Union High School District, Pacifica High School, had a positive Academic Challenge at 68% and positive Culture at 45% significantly lower than Oxnard Middle College High School. When looking at the data results to specific questions from the YouthTruth Survey, the smaller schools, Oxnard Middle College High School, Rancho Campana High School, and Condor High School (the independent studies school) scores were significantly higher in most themes of school climate. While not surprising, it becomes paramount that the Oxnard Union High School District continues to foster themes of sc|2021-10-13|||2021 56725460115105|Camarillo Academy of Progressive Education|6|CAPE will have students and parents complete the Healthy Kids Survey during the 2021-2022 school year. We look forward to being able to use the data collected every two years to gain more insight into how the MTSS, Second Step, Big Life Journals, Team Building, Morning Meeting and Advisory are impacting students’ connectedness to school and their social emotional health. CAPE uses Parent Square for mini polls to our parent population and each year sends out a survey for the calendar and LCAP. Our last Healthy Kids survey indicated that the students felt like they did not have enough say in making changes at CAPE. Although, CAPE surveys, interviews, and asks for input from our students. We could be making a better effort of communicating what changes students are making. We will be working with the students on validating their voice and finding other means of communication, so they realize they are a valued stakeholder|2021-06-28|||2021 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|6|Our surveyed results show a need to provide more transportation, assistance for those learning from home, and social and emotional support for students and families. ACE students and staff feel welcomed, safe, and accounted for academically. ACE parents have expressed that the school's safety policies when handling COVID are too strict, yet we have 11 weeks of no positive cases reported, have not had a need to quarantine, and all staff and students follow our protocol because it has been successful.|2021-05-13|Our school climate is steadily improving, yet was rocked with the COVID transitions. Since we are a hands on, project based learning school, we have to be extra cautious with our safety measures, and this has been tough on students. ACE has also drastically reduced our suspension rates, however this was also factoring in hybrid learning environments and virtual learning. Our suspension rate is a focus for school year 2021-22, now that we are back to hybrid/regular learning.||2021 56725530000000|Pleasant Valley|6|The California Healthy Kids Survey (CHKS) was administered to 5th and 7th grade students in spring of 2020. The examination of the CHKS demonstrated an increase in the number of students reporting they are happy at school. For 5th graders, this percentage increased to 80% from 75% (non-cohort analysis). The percent of 5th graders reporting they felt close to people at school all or most of the time increased from 50% to 57%. The percent of 5th graders who felt they are part of the school all or most of the time increased from 74% to 80%. On the 7th grade CHKS survey, students in 7th grade showed an increase in feeling close to people at school all or most of the time. This group of students was in 5th grade (2017-2018) during the previous CHKS administration and at that time, 50% reported feeling close to people at school all or most of the time. In analyzing their responses through a semi-cohort analysis as 7th graders (2020 administration), 66% reported feeling close to people at school all or most of the time. 90% of students in 7th grade expressed that they felt safe in classrooms. Data from the 2020 administration CHKS also demonstrated some areas of need. 64% of 7th grade students felt they were safe at school, which was a decline from the previous administration of the survey, although it was administered to a different group of students (non-cohort administration). The survey was administered shortly after the tragic shooting at Saugus High School, a community less than an hour from Pleasant Valley. When the survey was distilled further, the percent of students feeling safe in specific areas (hallways, restrooms, etc.) was significantly higher. In order to gather more current data on student needs and perceptions of safety, a local student survey was developed and administered to inform the development of the 2021-2022 Local Control Accountability Plan. The survey revealed that: -90% of 5th grade students stated they strongly agree or agree that they feel safe at school. -95% of 7th grade students stated they strongly agree or agree that they feel safe at school. -90% of 5th graders agreed or strongly agreed that they enjoy coming to school. -82% of 7th graders agreed or strongly agreed that they enjoy coming to school. -67% of 5th graders agreed or strongly agreed that there are opportunities for them to participate in interesting clubs and activities at school. -80% of 7th graders agreed or strongly agreed that there are opportunities for them to participate in interesting clubs and activities at school. The survey was administered during students' return to on-campus instruction. The data indicate that students were very positive about the return to in-person instruction last year, as well as their perceptions of safety. The data also indicate the need to develop strong opportunities for participation in the 2021-22 school year. These activities have been planned for in the Local Control Accountability Plan.|2021-05-20|||2021 56725530139592|Peak Prep Pleasant Valley|6|Students: The majority of students felt supported by their teacher. The majority of students felt their homeroom teacher cared about them and their learning The majority of students felt like this was the right environment for them. The main areas of improvement that were common were more tutoring opportunities, in person field trips, and a bigger variety of elective courses. From our most recent survey, we are starting to see a trend in student's health: Students have exercised 4 or more times in the past 7 days. 88% have connected with friends in the past 7 days. 100% are interest in school work some to all the time. 100% reported back they have teachers that check in how they are doing. 100% reported they have teachers at school that care about them. 100% reported that teachers tell them they do a good job. 33% reported that teachers don't ask them what they want to learn. 100% reported that teachers listen when they have something to say. 100% reported that teachers believe that they can do a good job and want them to do their best (77.8--all the time, 22.2--most of the time) Parents: There was an overall satisfied rate of 4.5 out of 5. The majority of guardians felt their voices were heard. There was a lot of positive feedback on homeroom teachers and teacher communication and support. The main areas of improvement were common were more tutoring opportunities, parent resources/support, and all classes at one time. Teachers: There was a 100% satisfaction and return rate. They were all excited to return to school The main areas of improvement was for courses to be spread out, more opportunities for team meetings and participation There were a handful of things we added/changed due to stakeholder feedback: 1) We moved from 2 classes per term to 6. This allows for a better variety of courses and gives a clear start and end date. In addition, it provides more opportunity for student engagement. With that being said, for the students who need 2 courses at a time for flexibility or academic-risk, we can provide that flexibility and individualize their student load. 2) We added features to our learning management system that allows for feedback and progress reports. There are two main features: pre-test and progress meter. The pre-test will provide teachers and students an understanding of what content and concepts a student has mastered within a subject. This allows for re-teaching to fill learning gaps or support our gifted students. 3) We added more tutoring opportunities. Each teacher has an additional hour to their schedule for intervention. Beyond the live lessons, they now have an hour blocked for tutoring and an hour blocked for intervention. Any student may attend by may be required to come as well. 4) We added more elective courses. This is designed to engage more students. 5) We added additional resources for unique needs. Along with our pretest, we added MAP (Measure of Academic Progress), Raz Kids EL, social emotional lea|2021-06-09|||2021 56725536120620|University Preparation Charter School at CSU Channel Islands|6|We did not give this survey in 2019-2020 due to the pandemic and the 2020-2021 data has not arrived at the time of this report, so we are using our last data set below. In the 2018-2019 school year, UPCS administered a local climate survey utilizing, Youth Truth, as a measure for student perceptions of school safety and connectedness. The survey was given to all 3-8 grades students in the late spring of 2019. The students in grades 3-5 took an elementary survey while students in 6-8 took a middle school survey. DATA On the 2021 student Youth Truth Survey: In spring 2021 students in grades 3-5 reported improvements to the following questions prompts around school safety? Do you feel safe at school 2018 - 2.49/3.00, 2019 - 2.65/3.00, and 2021 - 2.70/3.00 Do you feel safe in the hallways 2018 - 2.49/3.00, 2019 - 2.51/3.00, and 2021 - 2.69/3.00 Do you feel safe in the bathrooms 2018 - 2.25/3.00, 2019 - 2.36/3.00, and 2021 - 2.42/3.00 Do you feel safe on the playground 2018 - 2.40/3.00, 2019 - 2.54/3.00 and 2021 2.73/3.00 Do you feel safe going to school 2018 - 2.61/3.00, 2019 - 2.61/3.00, and 2021 2.77/3.00 On school safety the middle school, grades 6-8, reported improvements in the following questions: I feel safe from harm... During School - 2018 - 3.67/4.59, 2019 - 3.84/4.59, 2021 - 4.07/4.59 During my classes - 2018 - 3.94/4.50, 2019 - 4.03/4.50, 2021 - 4.25/4.50 In the hallways, bathrooms, and locker rooms - 2018 - 3.53/4.27, 2019 - 3.62/4.27, 2021 - 3.86/4.27 On school property outside my school building - 2018 - 3.66/4.28, 2019 - 3.72/4.28, 2021 - 3.89/4.28 Going to and from School - 2018 and 2019 3.87/4.23, 2021 - 3.93/4.23 In the neighborhood I live in - 2018 - 4.20/4.46, 2019 - 4.06/4.46, 2021 - 4.16/4.46 In my home - 2018 - 4.40/4.70, 2019 - 4.39/4.70, 2021 - 4.53/4.70 In my school, there are clear rules against hurting other people - 2018 - 4.08/4.51, 2019 - 4.06/4.51, 2021 - 4.26/4.51 Adults at my school try to stop bullying and harassment.- 2018 - 3.72/4.50, 2019 - 3.85/4.50, 2021 - 4.06/4.50 I usually try to help other students who are being bullied or harassed.- 2018 - 3.66/4.34, 2019 - 3.72/4.34, 2021 - 3.80/4.34 3-5 grade students also showed improvement in "Grit". The pandemic required a lot of "grit" from students so it is good to see that 3-5 grade students have improved in this area. 2018 - 3.16/5.00 11, June 2021 2019 - 3.42/5.00 2021 - 3.56/5.00 3-5 grade students showed improvement in feelings about culture and relationships Does your class stay busy and not waste time? 2018 - 2.11/2.73, 2019 - 2.07/2.73, 2021 - 2.25/2.73 Do students behave well in your class? 2018 - 1.99/2.78, 2019 - 2.07/2.78, 2021 - 2.29/2.78 Do students in your class treat the teacher with respect? 2018 - 2.24/3.00, 2019 - 2.30/3.00, 2021 - 2.57/3.00 Do you feel safe during school 2018 - 2.49/3.00, 2019 - 2.65/3.00, 2021 - 2.70/3.00 Does your teacher treat you with respect? 2018 - 2.82/3.00, 2019 - 2.86/3.00, 2021 - 2.91/3.00|2021-06-25|Is your teacher fair? 2018 - 2.70/3.00, 2019 - 2.81/3.00, 2021 2.82/3.00 Does your teacher ask you about your life at home? 2018 - 1.41/2.37, 2019 - 1.55/2.37, 2021 - 1.86/2.37 6-8 grade students showed improvement in feelings about culture and relationships Discipline in the school is fair. 2018 - 2.90/4.09, 2019 - 3.15/4.09, 2021 - 3.37/4.09 Adults from my school treat students with respect. 2018 - 3.69/4.54, 2019 - 3.79/4.54, 2021 - 4.12/4.54 Students from the school treat adults with respect. 2018 - 2.91/4.38, 2019 - 3.26/4.38, 2021 - 3.55/4.38 I feel safe during school - 2018 - 3.67/4.59, 2019 - 3.84/4.59, 2021 - 4.07 - 4.59 On the family survey we saw some promising success as well. Administrators treat families with respect. 2019 - 4.12/4.75, 2021 - 4.17/4.75 Teachers treat families with respect. 2019 - 4.35/4.72, 2021 - 4.43/4.72 Teachers and students care about each other. 2019 - 4.3/4.6, 2021 - 4.44/4.6 Families and teachers care about each other. 2019 - 4.25/4.36 I feel comfortable approaching the administration about my concerns. 2019 - 4.02/4.6, 2021 - 4.19/4.6 I feel comfortable approaching teachers about my child's progress. 2019 - 4.33/4.72, 2021 - 4.49/4.72 My school is repectful of different races, ethnicities, genders, and backgrounds. 2019 - 4.47/4.8, 2021 - 4.43/4.8 My school runs smoothly. 2019 - 3.93/4.75, 2021 - 4.09/4.75 REFLECTION The school safety measures came out very strong and are widely above the average of California schools that utilize Youth||2021 56725610000000|Rio Elementary|6|Rio School District continues to administer the Youth Truth Survey which is a student, parent and staff-stakeholder tool that measures perceptions which are linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed. Meaning we can see what’s typical for other California schools (and other high poverty schools, schools that are more similar to ours). And we can compare how different groups experience the same school and by having this data we can make decisions to improve the educational process for our students. YouthTruth’s family survey translates parents’ and guardians’ perspectives into useful data and insights. Parents and guardians provide feedback on the following key themes. 1) School Culture. 2) School Safety 3) Engagement & Empowerment 4) Relationships 5) Communication & Feedback 6) And finally, Resources Rio School District continues to seek feedback from certificated and staff staff members. Both instructional and support staff - have the opportunity to provide their feedback with regards to the following core themes: 1) Culture & Communication 2) Engagement & Empowerment 3) Relationships 4) And Communication & Feedback Relationships, culture, and engagement align across the three groups and data is reviewed with all stake holders as we continue to improve the school climate and continue to provide a welcoming and caring school environment. Results from the surveys show a positive trend as students feel very positive about their educational experiences and where we see the greatest growth, 1) Most adults in this school treat students with respect. 2) Discipline in this school is fair. 3) Most teachers believe that students can get a good grade if you try Based on the yearly survey, school climate and creating a welcoming school environment rates above 80% positive from "student's surveys". Positive relationships amongst elementary students was ranked at 89% with a 4 point growth and amongst middle school students relationships was ranked at 64% with an 18 point growth. Families of both elementary and middle school students ranked relationships about 80%. According to our annual survey, both elementary and middle school students reported that school culture improved from the previous year.|2021-06-30|||2021 56725790000000|Santa Clara Elementary|6|Santa Clara Elementary has administered different surveys in past years to students in grades 4th-6th. The district requires parent permission when administering student surveys, and all are anonymous. The surveys are used to gauge how the district is progressing in meeting LCAP goals related to school climate and safety and student engagement. Results have shown that 85% of students indicate a positive attitude toward school and feel safe while on campus. The district administered the California Healthy Kids Survey in the 2017-18 school year to students in the 5th grade. There were only 5 students that participated. Responses are confidential when reporting for fewer that 30 students. Teachers and the principal reviewed the responses and decided it would be beneficial to administer the CHKS to all students in grades 4th-6th in the 2020-21 school year. Stakeholders feel this will give more reliable information needed to monitor the district's progress in implementing the LCAP goals.|2021-06-16|||2021 56726030000000|Simi Valley Unified|6|The California Healthy Kids Survey (CHKS) revealed a great deal about student perceptions and experiences in Simi Valley Unified School District (SVUSD). Specifically, School Climate topics were a focus of discussion given the data from the most recent CHKS survey. From that data, SVUSD learned that students taking the survey indicated they appear to be less connected to school as they get older and advance through our school system. The same holds true in terms of the data related to academic motivation. The older students become, the less motivated they are academically. Student perceptions related to student-teacher relationships were constant as students get older and continue in our school system. Those data points encouraged the LEA to pursue a social-emotional learning (SEL) initiative across the district. Areas of focus were academic and interpersonal. The interpersonal components focused directly on student-teacher relationships and school connectedness. From our partnership with an outside vendor that specializes in SEL, every school throughout the LEA is able to identify goals that are specific to the above topics. These surveys are administered at the beginning and end of every year to monitor progress and growth. Goals are identified and established based on responses from students on CHKS and SEL surveys.|2021-10-19|||2021 56726110000000|Somis Union|6|Somis Elementary School Students in grades 5 and 7 participate in the California Healthy Kids survey yearly. Data collected from a "Kindness Survey" in grades 6, 7, and 8 was also reviewed to measure school climate. Students were asked to self-report with questions like "I am kind to others? "I have been unkind to the following people. . . " " When my peers are treated unkindly by others they probably feel . . . " "When I have been treated unkindly I feel . . . . " I have noticed that the following people have improved their behavior toward others. . . ." "I think the following people can be trusted to treat me and others with respect. . “ This kind of survey would probably not be as effective in a large setting but with less than 65 students in these grades and most of them having gone to school together since kindergarten, there is a level of trust and honesty. There weren't any great surprises in their responses as far as who can be trusted and how they viewed themselves, except they were usually much tougher on themselves than the teacher and staff assessment of their behavior. We have noticed that when we give this survey, the students start to become more aware of their own actions and actually behave more kindly to each other. Attendance is strong overall, however with the COVID-19 pandemic, a few outliers did affect the statistical data. We have increased our communication to parents when students are out more than three days. In addition, we have sent out notices to parents reminding them of compulsory education and the negative effect on learning when students are not at school. Another area that we continue to address is that our middle school students and the effect of the COVID-19 pandemic. The adjustment to in-person classes was very smooth, however, the completed assignments being turned in by students has decreased significantly. We continue with our “Buddy Reading” program where we match upper grade students with first and second graders. It is a confidence builder for all students. As important is our schoolwide focus on making sure every student is engaged in our school through athletics, coding, music, art or robotics. Being a small school, it is important that no child is invisible. We will continue to ensure that students feel safe, supported, known and engaged in their learning.|2021-06-11|||2021 56726520000000|Ventura Unified|6|VUSD surveyed students in grades 5, 7, 9, 11, including adult education, (619 responses) in May 2021. The survey was created in collaboration with the Ventura County Office of Education. 84% responded that their school provides a good education for students. 73% responded that there are teachers or other adults at my school who will help and support me when I am having academic or personal problems. 61% responded that they look forward to school most days. 84% responded that they feel safe in my school and classes and 82% feel safe in school in outside spaces, but 61% feel safe in restrooms. Students responded "Pretty Much True" or "Very Much True" that at their school there is a teacher or some other adult who: - really cares about me (67%) - notices me when I'm not there (65%) - listens to me when I have something to say (78%) - believes I will be a success (77%) Thematically, a majority of students feel supported by adults & feel safe on campus. Student feel technologically connected - less than 5% reported ‘rarely’ having access to devices and/or internet during remote learning. Approximately 40% feel they have access to mental health services, 11% report not having access and approximately 49% reported that they did not know. Just over 50% are aware of Student Assistance Program (SAP) Counselor services. When asked about potential barriers to classes and activities, responses were spread across a wide selection of options (i.e. grades, class schedule, transportation, time, motivation, lack of interest in additional courses or activities.) LCAP Goal 2 focuses on providing safe and secure environments for all students and staff. VUSD maintains initiatives focusing on Social-Emotional Learning, cultural proficiency, and restorative practices. The district will leverage a variety of state and federal funding to promote and provide greater access to Student Assistance Program (SAP) counselors, ASCA-aligned lessons and trainings, coordinated student activities targeting high school students, providing additional elementary counselors, piloting the integration of social workers, partnering with local agencies to reduce barriers to mental health services, and utilize enhanced data student information systems to monitor related metrics.|2021-06-22|||2021 56737590000000|Conejo Valley Unified|6|The CVUSD is committed to providing all students with a safe learning environment that promotes participation and school connectedness. During the 2020-2021 school year, CVUSD measured student perceptions of school safety and connectedness via the annual, locally defined, student LCAP survey in grades 4, 5, 7, 8, 10, and 11. The locally-defined CVUSD LCAP survey of students in grades 4, 5, 7, 8, 10, and 11 measured student attitudes toward school. Students feel their teachers care about them at a 96% rate in elementary, a 92% rate at middle school, and an 87% rate at high school. Parents reported by 87% that students’ differences were treated with respect. Student bullying was indicated by 36% of middle school students and 28% of high school students. At the elementary level, 96% of students said they knew who to go to at school if they have a problem; 64% of middle school students and 67% of high school students feel comfortable going to a counselor; 89% of middle school students and 84% of high school students report that a counselor is available when needed. An area of concern, however, is that at the middle school level, 14% have stayed home from school due to school-related stress, 27% have stayed home due to feeling sad overwhelmed, and 22% have stayed home due to anxiety or worry. At the high school level, 30% of students indicated that they have stayed home from school due to school-related stress; 43% have stayed home from school due to feeling sad or overwhelmed, and 40% have stayed home due to anxiety or worry. Certificated staff indicated that 94% of them know what to look for in students experiencing depression.|2021-06-15|||2021 56738740000000|Oak Park Unified|6|OPUSD relies on data from multiple sources to determine the conditions and climate of our schools. Those data sources include, but are not limited to: -California Healthy Kids Survey -Challenge Success Survey (grades 6-12) -LCAP Survey -Distance Learning Surveys -Other school/local measures Although we will continue to monitor our Healthy Kid Survey data, some of the data indicate that 73% of our students perceive themselves as safe on our campus. This past year we added fencing to all our elementary campuses enclosing the campuses. This pre-dates COVID, so this year's CHKS will provide additional insight into students' perceptions safety at school. Data from these sources has led to the following District Goals: -Promote, adhere to, and whenever possible exceed state and county health guidelines to ensure a safe environment for all students, teachers, staff, and families. -Provide multi-tiered systems of support to all students, especially students not performing at grade level, based on student assessment data gathered at the beginning of the school year and at multiple points during the school year. -Develop written plans with site leaders and counseling staff using evidence-based strategies to support social-emotional well-being of students as they transition back to on-campus learning. -Each school site will develop a plan to articulate the Climate of Care with measurable outcomes to ensure all students feel valued, honored, and connected to their school. -Ensure that our schools appreciate, celebrate, and provide equitable opportunities for all students. -Support and follow-up on recommendations from May 7, 2021, Collective Equity Final Report and continue the work of Diversity and Equity Task Force. -Evaluate and improve processes for student access to courses and counselors including increased academic and college counseling. -Maintain our relationship with Challenge Success at MCMS and OPHS and explore expansion of this program. -Continue to provide opportunities for self-care for all employees. -Continue to work on disaster preparedness plans and drills (earthquake, fire, lockdowns, shelter-in-place, evacuations, etc). -Explore the Positive Coaching Alliance (PCA) to support our advisors, coaches, student-athletes, and their families to further enhance the school’s climate of care.|2021-06-22|||2021 56739400000000|Moorpark Unified|6|The MUSD LCAP Stakeholder Survey is administered each year to students in grades 8-11. The data reported below is taken from the 2020-21 survey. • 91% of students reported feeling safe at school • 72% of students reported feeling connected to their school and teacher • 91% of students feel that they have school staff that are involved and care about their academic progress • 79% of students feel that they have a trusted adult at school they can talk to about problems or ask for help • 92% of students feel that their teachers believed that they could be successful in class To support school safety and connectedness, the following have been implemented as outlined in the MUSD LCAP, Goal 3, “Provide safe and nurturing learning environments where all students are connected to their school communities”. • CHAMPS professional development for staff (a positive behavior intervention and support system) • Active shooter training provided for all new staff • Full-time School Resource Officer (SRO) • Full time counselors at the secondary schools and part-time counselors at all elementary schools • Anti-bullying presentations at all schools • Secondary students are encouraged to participate in lunch time clubs, intramurals, and extra-curricular activities • Increased opportunities for students to make connections to school via visual and performing arts, sports, and Career Technical Education (CTE) • TUPE (Tobacco Use Prevention Education) for grades 6-9|2021-06-15|||2021 56768280000000|Santa Paula Unified|6|The California Healthy Kids Survey (CHKS) was administered to all students in grades 5, 7, 9, and 11 in the winter of 2019. The district chose three areas of focus: Caring adults in school, perception of safety at school, and supports for social-emotional learning and positive behavior. Students answered a series of questions in these areas using a rating of strongly agree to strongly disagree. The data indicated 77% of 5th graders, 62% of 7th graders, 47% of 10th graders, 64% of 11th graders, and 60% of 12th graders at Santa Paula High School felt they had a caring adult on campus. In addition, 81% of 7th graders reported feeling safe in school. Furthermore, 75% of 5th graders, 65% of 7th graders, 75% of 10th-12th graders reported having self-efficacy as it relates to social emotional learning and positive behavior. An analysis of the data and input provided by student advocacy groups validates the need to retain school counselors and increase mental health services and supports. The data also supports the district’s LCAP goal to ensure a welcoming, safe and efficient school climate for students, parents, and staff. Beginning in the 2020-2021 school year four additional mental health counselors will be hired to provide and coordinate mental health services and education across the district and implement the Wellness Centers across the district. In order to increase the perception of school safety additional campus supervisors were hired across all school sites. In addition, the district researched and adopted, a comprehensive emergency alert system and mass notifications application to support school safety.|2021-06-23|||2021 57105790000000|Yolo County Office of Education|6|Due to COVID, the California Healthy Kids Survey (CHKS) was not administered in the 2019-2020 school year. The most recent data we have for this specific module is from the 2018-2019 school year. The CHKS is presently be administered for the 2021-2022 school year. The CHKS, which was developed by the California Department of Education and WestEd, is a reliable and valid instrument. The survey results follow School Environment Scales: Students responded to statements such as: At my school, there is a teacher or some other adult who tells me I do a good job, who always wants me to do my best, and believes I will be a success. The total school supports: moderate (57%) and high (26%) Caring adults in school: moderate (58%) and high (28%) High expectations-adult in school: moderate (47%) and high (41%) Meaningful participation at school: moderate (46%) and high (11%) School Connectedness, Parent Involvement, and Academic Motivation Scales: Students responded to statements such as I feel close to people at this school, I feel like I am a part of this school, and I am happy to be at this school. School connectedness: moderate (37%) and high (48%) Academic motivation: moderate (38%) and high (26%) Parent involvement in school: moderate (49%) and high (26%). For the 2020-2021 school year we measured climate in terms of how we were able to maintain connectedness with our students and their families. These data were reported to the Board of Education on a quarterly basis. Over the 2020-2022 school year, staff averaged 760 family contacts via phone, text, or email per quarter. Following local health guidelines, we were able to average 132 porch visits per quarter. Using these connections an average of 49 referrals were made per quarter community-based agencies to provide supports for students and families. We have seen that this level of communication and outreach helps build trust with families as well as providing a preventative measure to ensure students were not lost for unknown reasons.|2021-06-22|||2021 57105790132464|Empowering Possibilities International Charter|6|School climate surveys are administered to both staff and students on an annual basis. Both surveys indicated a positive student environment overall where students feel safe and supported. Staff indicated a positive culture where Capturing Kids Hearts is being implemented school-wide. The results of the school surveys are reported to the School Site Council and governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|2021-06-25|||2021 57726780000000|Davis Joint Unified|6|DJUSD annually conducts the Youth Truth (YT) Survey for all students in grades 3 through 12, and conducts the California Healthy Kids Survey Bi-annually in odd years for grades 5, 7, 9 and 11. In February 2021, 6,671 students in grades 3-12 from 13 schools (Fairfield has only K-2 students) responded to the Youth Truth Survey. The measures of connectedness falls under Relationships; safety comes under Belonging, which includes questions on bullying, and Culture (for discipline. Other indicators include perceptions of engagement, social and emotional health, and, for secondary students, college and career readiness. Parents/guardians are also surveyed. Key learnings from the 2021 YT survey include reflections on the current COVID/Distance Learning context, but also demonstrate consistency from prior years’ data. In the area of connectedness (Relationships with teachers) an average 50% of DJUSD high school students agree with statements characterizing teacher connectedness (They give extra help if needed; Are fair; I can get a good grade if I try; Teachers care if I’m really learning). This is the same as last year, which has been increasing from a 2016 average of 46%. For safety, the measures of Belonging (I feel part of school community; I can be myself; Most students are friendly to me) have all dropped this year, to 39%, 56%, and 74% respectively, while agreement with the Culture indicator (Discipline in this school is fair) has risen to 53% from the previous year’s high of 50%. For Junior High students, these Connectedness measures rose noticeably from last year for Extra help, Fair, Grade, and Really learning to 78%, 81%, 88%, and 64% agreement respectively, at or above any previous level. For Junior High feelings of Safety, the Belonging measures of Part of community, Be myself and Most are friendly have 48%, 63% and 77% agreement. For Jr High students, the Culture indication (Discipline is fair) rose to 61%, its highest point since 2016 (52%). Also in safety, the percentage of junior and senior high students who report being bullied is 8% and 6%, both about half the 2019 rates. The percentage of elementary students who report being bullied is 13%, less than half of last year’s rate, likely due to Distance Learning. Data from Youth Truth is disaggregated by student groups that include: gender, race/ethnicity, sexual orientation, language learner status, self-reported grades and homeless and foster status. Significant differences from the overall average scores show up consistently for students who identify as other than male or female, as gay or bisexual, and for those who are homeless. Self-identified race/ethnicity also defines experiences that differ notably from the District average for some indicators. For Connectedness, for example, while 70% of senior high students perceive their teachers trying to be fair, only 42% of African American students agree with this statement. Sixty-four percent of junior high students who identi|2021-06-17|||2021 57726780119578|Da Vinci Charter Academy|6|DVCA utilizes the Youth Truth Student Survey to assess aspects of school culture and climate including but not limited to academic rigor, engagement, relationships, safety and college readiness. The survey is administered annually to all DVCA students but is separated into a middle school survey for grades 7-9 and a high school survey for grades 10-12. The results are not aggregated between the two surveys. The survey results are viewed annually by a small group of students, DVCA staff, the DVCA Advisory Board and DJUSD District Office Administrators. Results of the survey can be disaggregated into subgroups and allow for comparison against a range of other schools, including those in DJUSD. Results are used to inform changes and/or improvement in policy and practice at each site. At DV High School, the 2019-20 Youth Truth Survey Results demonstrate above average ratings in the domains of Relationships, Belonging and Peer Collaboration, School Culture. Feedback in the domains of Engagement and Academic Rigor was typical of other schools surveyed and feedback in the domain of College and Career Readiness was below other schools but showed improvement from the previous years. An additional notable piece of data is that DVCA students did show a decrease in engagement and connectedness during the school closure period. This feedback has informed DVCA’s decisions increase opportunities for students and families to connect in-person with counseling staff and add additional parent engagement events to promote post-secondary planning for both juniors and seniors. At DV Junior High, the 2019-20 Youth Truth Survey Results demonstrate above average ratings in the domains of Relationships, Belonging and Peer Collaboration, School Culture. Da Vinci Junior High School will continue to maintain a strong school culture with our Where Everyone Belongs (WEB) orientation and transition program, Restorative Practices community building and response to student conflict, and ASB Leadership activities throughout the school year. Feedback in the domain of Engagement was typical of other schools surveyed and feedback in the domain of Academic Rigor was below other schools. DVJH will continue to align curriculum to the California state standards, ensuring students have access to the highest level of rigor. In addition, DVJH will take steps to incorporate opportunities for students meeting the content standards to advance in more challenging curricular activities to increase academic rigor for the appropriate students.|2021-06-17|||2021 57727020139436|Compass Charter School of Yolo|6|This survey assesses in more depth issues of academic quality, respectful relationships, the relevance of virtual classroom lessons, scholar learning motivation and virtual classroom involvement. In comparison to previous years, 89% of families agree that Compass Charter Schools is committed to the success of each scholar. Families were also asked if they agree that teachers are responsive to scholar needs, and 91% agreed. There was also an overall positive program satisfaction rating from 89% of our families. As a response to the survey results, the LEA continues to solicit stakeholder feedback throughout the year, and makes improvements to programs and school-wide initiatives for continuous improvement purposes.|2021-06-27|||2021 58105870000000|Yuba County Office of Education|6|T. E. Mathews Community School serves students in grades 7-12 who primarily are ordered to attend as a condition of their probation. Results from the recent 2021 California Healthy Kids Survey (CHKS) were reviewed to determine areas of strength or to identify challenges/barriers. Of the 41 students, 24% utilize a remote learning model and the remainder of the students utilize a hybrid model or an in-school model. Thirty seven percent of the students are female and 95% are socioeconomically disadvantaged. Hispanic students are 31% of the population, whites are 26%, mixed race students are 21%, 5% are Black, 2% are American Indian, 2% are Asian or Asian American, and 12% are "something else." Although 54% lived at home with one or more parent or guardian, 10% lived in the home of a relative, 15% were doubled up in housing, 5% lived with a friend, and the remainder 17% lived in homeless situations and some other living arrangement. The data demonstrate 46% of student feel connected to school and 69% perceive the school as very safe. There are a variety of concerns associated with the data. Chronic absenteeism (missed three or more days in the past 30 days) is experienced by 52% of the students and only 24% attended every day during the same period. If students are not present, it is often difficult to access the curriculum. This particular indicator may be compounded by a lack of academic motivation on the part of 38% of the respondents as well as chronic sadness and hopelessness expressed by 28% of the students in the past 12 months. An alarming 13% of students considered suicide in the past twelve months (8% of males, 21% of females). Females were cyberbullied at the rate of 36% while males experienced it at the rate of 4%. Males reported being drunk or "high" on drugs at school at a rate of 28% while females only described the incidence at 7%. Current use of alcohol and other drugs within the past thirty days was demonstrated at a rate of 60% of males and 64% for females. Females experienced harassment, bullying, and rumormongering at two to four times the rate of males. Hispanic or Latino were almost twice as likely to feel optimistic or grateful as white students and were more likely to feel confident in solving problems. Answers to questions about health also are of concern. Only 30% of students reported eating breakfasts, 40% of students reported sleep deprivation (less than eight hours of sleep).|2021-10-13|||2021 58105870117242|Yuba Environmental Science Charter Academy|6|Area of strength is project based learning. A challenge is attendance because of COVID concerns.|2021-10-28|||2021 58105875830112|Yuba County Career Preparatory Charter|6|In spring of 2020, The California Healthy Kids Survey was administered to students. The document in its entirety is available upon request. By these indicators YCCPCS is making some growth in our areas of connectedness, high expectation, student motivation, parent involvement, and students’ safety at school. Unfortunately, our student mental health concerns and substance and vaping use continue to increase. In response to these continuing needs, we are working with our authorizer and private/community agencies to provide services in these domains both on site and at other YCOE or community offices. Strengths/growth: We have continued with an academic advisor who is connecting with students and families around student’s academic and transition plans. We are offering more opportunities for students and families to be on our site including Independent Study CTE program, FAFSA, ASVAB, and Dual Enrollment informational meetings, we have more parents involved in our advisory board. Challenges/barriers: Our school is a Dashboard Alternative School Status (DASS) program, a charter school that serves high-risk students. 70% of our population is from high-risk groups, including but not limited to: Wards of the court, pregnant and/or parenting, recovered dropouts, or who are credit deficient. Our student population comes to us having had challenging academic or personal experience and they choose to only be on site for 2-3 hours in a week. Within the context of the pandemic, students and families have been on site even less during the 2020-2021 school year making it increasingly more challenging to connect with our students. Continuous improvement/actions: We are continuously collaborating with staff and community members to design activities and programs that will encourage more site-based opportunities and engagement with all students. We are working toward adding new CTE programs to add more variety to our offering hoping to encourage more participation on site. Because we are a DASS school we have many students who come to us reporting they have had challenging experiences in their previous educational experiences or they have other barriers like transportation, housing, are young parents, or had other trauma related experience. Working with these circumstances can often be the first order of business before we are able to really move social/emotional and academic concerns to overall school climate concerns.|2021-09-06|||2021 58727286115935|CORE Charter|6|CORE Charter School annually asks its students to report on their sense of safety and connectedness through a whole school designed survey. It does this because these are elements the school regards as highly important for its students. According to our survey, of our K-12 students poled 60% say they have a sense of belonging to CORE Charter School; students poled feel safe and feel like they can be themselves. Given the year of distance learning and stay-at-home orders, we are pleased with this result. Very few students say they regularly struggle to engage in distance learning with their peers and teachers which demonstrates their respect for each other and their teachers. Eighty percent of students report strong connections to their teachers. Parents strongly appreciate the welcoming and supporting atmosphere at CORE. Both groups affirm our claim to strong partnerships. Students poled feel they can turn to a teacher with a problem. Many feel that the safety CORE ensures helps them reach their goals. A result that captures this sense of safety and connectedness is the fact that students agree to this statement: "I would recommend CORE Charter School to my friends." Though 66% of high school student respondents agree that they maintained overall well-being this school year, some acknowledged their need for stronger mental health. This is a challenge to which CORE is aware and seeking solutions. Thankfully, we have access to professionals who advise staff and resources for students to help them reach full health. In most cases, families gratefully receive the support we can offer. This is an area for continuous improvement. We look to forward to a robust plan for engagement for all students as they return to in-person learning next year, thereby reducing barriers to health.|2021-06-24|||2021 58727360000000|Marysville Joint Unified|6|Analysis of the CHKS for the 2018-2019 school year, as well as comparison across results from 2015-2019 yield several trends to address. First, on average, District results have remained fairly level for the past 3 administrations of the CHKS. There have been slight declines in: School connectedness, Truancy (Positive) and meaningful participation. These findings have been considered by district and site level administration and efforts to improve student and family connect are underway. Through increased communication and partnerships administrators will be evaluated on their ability to increase climate through stakeholder involvement. Academic Motivation, Caring Adult Relationships and Staff having High expectations are all areas that have remained flat. While scores indicate that roughly 70% of students feel that they have support in these areas, MJUSD strives to continue to improve feelings of connectedness and support. Additionally only about 50% of our surveyed population feels that there is enough parent involvement and upkeep of the school facilities. Disaggregating the data shows that our educational options are having a greater level of success when it comes to engaging students and families in positive ways. Through our PLC model, sites will collaborate to gain best practices in continuing to advance culture and connectedness at all of our sites. Looking at the surveyed population, we notice a decrease in the number of students fighting and seeing weapons on campus, with numbers that are statistically low and suggestive of safe campuses. We see a trend in CHKS scores dropping across the board for our 7th grade students. Site teams from our three junior high locations will be involved in finding ways to increase school climate for the benefit of student learning. Our superintendent has made stakeholder involvement a top priority. Autonomy for the sites in how they accomplish this evaluated task will vary to some degree. However, revitalized PBIS efforts, attendance initiatives, introduction of SEL curriculum, school counselors K-12 and a directive to increase community and business partnerships sets the tone for the expectations of the sites in bettering climate. Professional development around climate topics are being utilized to increase the motivation and practices around engaging all stakeholders in the educational process.|2021-06-22|||2021 58727365830138|Marysville Charter Academy for the Arts|6|MCAA is a 7-12 grade school. We used the Healthy Kids Survey data from students in the 9th grade in order to write this narrative.The Healthy kids Survey is administered to all 7th, 9th, and 11th graders in the district every other year. The latest survey data is from the 2018/19 school year. The overall survey results were very encouraging. We looked at data concerning school violence and safety, reasons for harassment at school, school performance and engagement, absences, caring adults, expectations, connectedness, academic motivation, and parent involvement. School violence, victimization, and safety: 82% felt safe or very safe Harassment due to: 1. Race, ethnicity, or national origin: 91% zero times. 2. A physical or mental disability: 94% zero times 3. Gender: 91% zero time 4. Because you are gay or lesbian or someone though you were: 84% zero times School performance, supports, and engagement: 1. 75% stated they had A's or B's. 2. 99% had mostly C's or higher 3. 89% of students missed 2 days or less of school in the past 30 days. 4. In addition to the survey, 75 students, overall, had perfect attendance last year. Caring adults in school: 1. 82% of students reported that they were highly or moderately confident that the adults at school cared about them. 2. 90% of students said adults at school had high expectations of them. 94% of 9th graders felt highly or moderately connected to the school. 80% of 9th graders felt highly or moderately academically motivated. 88% of 9th graders felt parent involvement was moderate or high. Alcohol or Drug Use: 1. 78% of 9th graders never had a full drink of alcohol. 2. 90% of 9th graders never smoked, vaped, ate, or drank marijuana. The above data reflects an overall healthy student body. Of course, we do strive to maintain or improve these numbers. In order to accomplish this goal, we will continue to offer our students incentives such as perfect attendance rewards, perfect attendance and honor roll assemblies honoring these students, etc. We also plan to continue to hold Bullying Seminars led by our leadership and SWAT ( Students Who Are There) students and continue to focus on positive reinforcement of behaviors, once again, led by these same students. We also feel that offering many clubs and electives provides many ways for our students to feel connected to the school. Performing for each other at lunch and engaging in other fun activities also helps with this.|2021-06-22|||2021 58727440000000|Plumas Lake Elementary|6|PLESD administers and analyzes the California Healthy Kids survey every year for our 7th grade students. PLESD also administered and analyzed a student survey in grades T/K-8 in 2016-17 focused on school climate with an emphasis on bullying and mean behavior. These surveys showed that overall we have very positive school climates at all three schools. They also gave us direction on developing an anti-bullying plan and implementing a social and emotional curriculum.|2021-10-14|||2021 58727510000000|Wheatland|6|This is not in the LCAP specifically. Our students do take the California Healthy Kids Survey every two years and those results are used to measure our student climate. They are reported in a Public Board Meeting in September. Also, students are asked to take different surveys on a regular basis including bullying surveys, school climate surveys and other surveys that look at the climate of the individual schools and the District. The schools look at their discipline on a regular basis in order to determine the climate shifts. The schools have regular Reni Rallies to promote a positive school climate and environment.|2021-09-09|||2021 58727690000000|Wheatland Union High|6|At Wheatland Union High School we strive to create a positive and safe campus culture where every student feels connected to campus. The foundation of this culture is a philosophy known as ‘Honor the Code.’ The Pirates CODE is an acronym that stands for Courteous, Organized, Dedicated, Empathetic. Students are actively encouraged to embody the characteristics of the Pirates CODE. This positive campus culture is further promoted through weekly school-wide student activities including athletic tournaments, live bands, and school spirit activities. In our most recent WASC review, our campus culture was cited as one of the strongest aspects of WUHS. In the most recent California Healthy Kids Survey, 95% of freshmen and 87% of juniors reported that the following statement was either Very much true, Pretty much true, or A little true: “At my school, there is a teacher or some other adult who always wants me to do my best.” Furthermore, 82% of freshmen and 80% of juniors were either neutral, agreed, or strongly agreed with the statement: “I feel safe in my school.” The California Healthy Kids Survey is posted on both our school and district websites and was presented to the district governing board over several board meetings at the beginning of the school year. Presentation of the California Healthy Kids Survey to the governing board included data on student connectedness, school safety, and student mental health.|2021-10-14|||2021